scholarly journals Gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority high school graduates in Serbia

Sociologija ◽  
2019 ◽  
Vol 61 (1) ◽  
pp. 75-86
Author(s):  
Karolina Lendák-Kabók ◽  
Stanislava Popov
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Ethnic Minority ◽  
Gender Stereotypes ◽  
Career Choices ◽  
High School Graduates ◽  
Mother Tongue ◽  
School Students ◽  
The Status ◽  
Choice Of Studies

The subject of this research were the gender differences in the choice of studies of Hungarian, Slovak and Romanian ethnic minority members in the AP of Vojvodina. The aim of the paper is to analyze the status and career choices of ethnic minority students, who finish their secondary school in AP Vojvodina in their mother tongue. In order to achieve the aforementioned goal, 2192 students, both male and female, were asked to fill in a formal questionnaire in 16 municipalities in Vojvodina in 2013/2014 and 2014/2015 school years. The results show that around one third of the secondary school students migrates and studies in the nearby EU countries. The research has also shown that gender stereotypes significantly influence the career choices of female students, who usually opt for social sciences, although technical sciences would provide them with a wider range of opportunities in career development.

scholarly journals The Educational Migration of Sub-state Ethnic Minorities on the Outskirts of the EU

Intersections ◽  
2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Karolina Lendák-Kabók ◽  
Stanislava Popov ◽  
Imre Lendák
Keyword(s):  
High School ◽  
High School Students ◽  
Ethnic Minority ◽  
High School Graduates ◽  
School Students ◽  
The Status ◽  
Educational Migration ◽  
Gender Based ◽  
Autonomous Province ◽  
Reasons For Staying

The goal of this paper is to present an analysis of the status and career choices of Hungarian, Slovak, and Romanian ethnic minority high school graduates in the Autonomous Province of Vojvodina, the northern province of Serbia. We implemented a purpose-built, paper-based-questionnaire process of data collection that involved 2,192 ethnic minority high school students who were finishing high school in their mother tongues in 16 municipalities in Vojvodina. The results of the analysis showed that almost 40 per cent of the sample of ethnic minority high school graduates planned to leave Serbia to study in their mother tongues in nearby European Union (EU) countries. While this brain drain is not a new trend, our research shows that there are new and different reasons for it and it was caused by the insufficiency of Serbian language skills of the ethnic minority studnets. The results of the research show that the main reason for this educational migration is thus the aspiration to obtain a diploma from an EU-based institution, which (1) grants immediate access to the EU’s integrated labor market, and (2) is perceived to improve social status compared to that of remaining in Serbia after graduating. Despite this new motive for educational migration, language barriers are still relevant determinants of the latter. A gender-sensitive analysis of the responses was undertaken that showed that there are gender-based differences in terms of which students continue their studies after high school, and in the reasons for staying in Serbia.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

scholarly journals PAM12 GENDER DIFFERENCES IN THE DIETARY HABITS OF SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 22 ◽  
pp. S416-S417
Author(s):  
I. Karácsony ◽  
R. Sziffer ◽  
A. Pakai ◽  
T. Csákvári ◽  
L. Tóth ◽  
...  
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals Gender Advantages and Gender Normality in the Views of Estonian Secondary School Students

2015 ◽  
Vol 6 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Tiiu Kuurme ◽  
Gertrud Kasemaa
Keyword(s):  
Secondary School ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Qualitative Content Analysis ◽  
School Life ◽  
School Students ◽  
Related Factors ◽  
And Gender ◽  
Central Condition

Abstract The aim of the study on Estonian secondary school students was to obtain an overview of the gender-related views and experiences of the everyday school life by students, and to analyse the school-related factors in the development of gender roles and gender-related expectations. We view gender equality as a central condition for social sustainability. In the article, we focus on the perceptions and interpretations of the so-called normal boy and girl and the advantages of both genders at school. We analyse the experiences and the views of young people regarding their gender positioning in everyday school life vis-à-vis their views on gender equality. The survey used in the study consisted of 50 questions, mainly open-ended. It was conducted in 10 basic and secondary schools in grades 7, 9, 10 and 12, with a total number of 649 respondents. The open answers were analysed by applying the method of thematic qualitative content analysis. The findings reveal that the perceived advantages of both genders at school and the behaviour considered as normal at school are strongly related to traditional gender stereotypes. At the same time, students claim that they are primarily people with equal opportunities. We conclude that the belief in the ideology of gender equality outweighs personal gender-related experiences.

scholarly journals STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

2021 ◽  
pp. 117-140
Author(s):  
Lore Van Praag ◽  
Roslyn Arlin Mickelson ◽  
Peter A.J. Stevens ◽  
Mieke Van Houtte
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Students ◽  
Stem Careers ◽  
Structured Interviews ◽  
School Students ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Lower Status ◽  
Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students’ choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk’s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon’s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

التدخل اللغوي لدى طلبة المدارس الثانوية الماليزية في مسابقة صناعة الأفلام القصيرة الناطقة بالعربية

2020 ◽  
Vol 5 (2) ◽  
pp. 318-334
Author(s):  
Yaakob Hasan Hasan ◽  
Abdul Razif Zaini ◽  
Mohamed Haji Ibrahim
Keyword(s):  
Secondary School ◽  
Interference Effect ◽  
Mother Tongue ◽  
Arabic Language ◽  
Short Film ◽  
Language Usage ◽  
Ministry Of Education ◽  
School Students ◽  
Educational Approach ◽  
Language And Culture

ISESCO Educational Centre in Malaysia (ISESCO Malaysia), in collaboration with the Islamic Education Department of Ministry of Education, Malaysia, offers various annual language activities to improve the level of Arabic language usage among secondary school students in Malaysia.  One of the languages activities organised by ISESCO Malaysia annually, is an Arabic Short Film Competition. It is noticeable that there are variety of Arabic language usage errors appeared in the videos presented, including those resulting from language interference effect. Some of these errors are often repeated by students, believing that it is a sound of Arabic language.  This study therefore, conducted to examine the errors of language interference effect and its causes among Arabic learners in Malaysia’s secondary school.  The study has followed the descriptive approach to analyse these errors. The study found that linguistic errors among Arabic students in Malaysian secondary schools resulted from language interference effect of their mother tongue; by literally translating it, following the culture and rules, as well as lack of knowledge of the rules of the language and culture of the Arabic language. This study proposed an appropriate action to solve the problems using educational approach.

Gender differences in career choices among students in secondary school

2018 ◽  
Vol 8 (3) ◽  
pp. 184-198 ◽  
Author(s):  
Najib A. Mozahem ◽  
Dana K. Kozbar ◽  
Ahmad W. Al Hassan ◽  
Laila A. Mozahem
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Career Choices
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