THE RELATIONSHIP BETWEEN GENDER ROLE ATTITUDES AND EPISTEMOLOGICAL BELIEFS OF UNIVERSITY STUDENTS

Alper Çuhadaroğlu

Abstract


In this study, the relationships between university students and their perceptions of gender roles and epistemological beliefs were investigated. Gender roles are a phenomenon that are determined by culture, and begin to emerge at an early age, which may include some stereotypical behaviors along with a number of attitudes, duties and obligations that the individual is expected to perform as a woman or a man. Epistemological belief is seen as an individual feature of how knowing and learning take place. In this study, a mixed method was used. The quantitative study group consists of 517 students from both universities, while the qualitative study group consists of 85 people. Gender Role Attitudes Scale and Epistemological Beliefs Scale were used to collect quantitative data. In order to obtain qualitative data, participants were given a form consisting of open-ended questions. According to the analyses, it was determined that there was a significant relationship between the participants' epistemological beliefs and gender roles attitudes and, epistemological beliefs were a significant predictor of gender roles attitudes. The results obtained are discussed in line with the existing literature.

Article visualizations:

Hit counter


Keywords


gender, gender roles, gender role attitudes, epistemic beliefs

Full Text:

PDF

References


Akın, A., Demirel, S. (2003). Toplumsal cinsiyet kavramı ve sağlığa etkileri [The concept of gender and its effects on health]. Cumhuriyet Üniversitesi Tıp Fakültesi Dergisi Halk Sağlığı Özel Eki, 25(4), 73-82.

Arslantaş, H. A. (2016). Epistemological beliefs and academic achievement. Journal of Education and Training Studies, 4(1), 215-220.

Aslan, C. (2017). Examining epistemological beliefs of teacher candidates according to various variables. Eurasian Journal of Educational Research, 67(2017), 37-50.

Aydın, M., Özen Bekar, B., Yılmaz Gören, S. & Sungur, M. A. (2016). Hemşirelik öğrencilerini cinsiyet rollerine ilişkin tutumları [Attitudes of nursing students regarding to gender roles]. AIBU Sosyal Bilimler Dergisi, 16, 223-224.

Aydın, S., Selçuk, G., Çakmak, A. & İlğan, A. (2017). Epistemolojik inançlar ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması [Validity and reliability study of turkish form of epistemological beliefs scale]. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1166 – 1188.

Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi [Adaptation of epistemological beliefs questionnaıre in turkish and Investigation of pre-service teachers’ beliefs]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 1-15.

Bahadır-Yılmaz, E. & Öz, F. (2018). Güçlendirme programının, özgüvenin arttırılması, becerikliliği ve aile içi şiddete maruz kalan kadınlarda başa çıkma yollarını öğrenmedeki etkisi [The effect of empowerment program on self-esteem and coping ways of women exposed to violence]. Ruh Sağlığı Hemşireliğinde Konular, 39, 135–141.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Basow, S. A. (1992). Gender stereotypes and roles (3rd ed.). California: Brooks/Cole Publishing Company Pacific Grove.

Basow, S. A. (2018). Gender role and identity. Encyclopedia of adolescence. R.J.R. Levesque (Ed.). (1561-1566). Springer International Publishing AG: Cham, Switzerland.

Basseches, M. (1986). Dialectical thinking and young adult cognitive development. In R. A. Mines & K. S. Kitchener (Eds.), Adult cognitive development: Methods and models. New York: Praeger.

Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.

Bee, H. & Boyd, D. (2009). Çocuk gelişim psikolojisi [Child development psychology]. İstanbul, Kaknüs Yayınları.

Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing: The development of self voice, and mind. New York: Basic Books.

Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354-364.

Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. Journal of Psychology: Interdisciplinary and Applied, 132(2), 187–200.

Bendixen, L. D. (2002) A Process Model of Epistemic Belief Change. Hofer, B., K.; Pintrich, P.R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, (191-208). Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Inc.

Bhasin, K. (1994). Toplumsal cinsiyet / Bize yüklenen roller [Gender/ roles that given to us]. (A. Coşkun, Çev.). İstanbul: Kadınlarla Dayanışma Vakfı Yayınları. (2003).

Biçer, B., Er, H., & Özel, A. (2013). Öğretmen adaylarının epistemolojik inançları ve benimsedikleri eğitim felsefeleri arasındaki ilişki [The relationship between the epistemological beliefs and educational philosophies of the teacher candidates adopted]. Eğitimde Kuram ve Uygulama, 9 (3), 229-242.

Bugay, A., Delevi, R., & Mullet, E. (2019). Attitude toward women in Turkey: Combined effect of sex, place, and culture. Current Psychology. https://doi.org/10.1007/s12144-019-00273-2.

Bugental, D. B.,& Grusec, J. E. (2006). Socialization Processes. In W. Damon & N. Eisenberg (Eds.), Handbook of childpsychology (6th Ed. 366 - 428). New York: Wiley. doi: 10.1037/0033-295x.106.4.676

Buss, D. M. (2019). Evolutionary psychology: the new science of the mind (6th ed.). London and New York: Routledge.

Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676–713.

Çetinkaya, S. K. (2013). Üniversite öğrencileri arasında şiddet eğilimi ile toplumsal cinsiyet rolleri arasındaki ilişkinin incelenmesi [The examination of the relationship between tendency of violence and gender roles attitudes among the university students]. Nesne Journal., 1, 21–43.

Chandler, M. J. (1987). The Othello effect: Essay on the emergence and eclipse of skeptical doubt. Human Development, 30, 137–159.

Cimpian, J. R., Lubienski, S. T., Timmer, J. D., Makowski, M. B., & Miller, E. K. (2016). Have gender gaps in math closed? Achievement, teacher perceptions, and learning behaviors across two ECLS-K cohorts. AERA Open, 2(4), doi.org/10.1177/2332858416673617

Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204.

Copur-Gencturk, Y., Thacker, I. & Quinn, D. (2020). K-8 Teachers’ Overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education. doi.org/10.1007/s10763-020-10104-7

Deryakulu, D. & Büyüköztürk, Ş. (2002). Epistemolojik İnanç Ölçeğinin Geçerlik ve Güvenirlik Çalışması [Validity and reliability study of epistomological beliefs questionnaire]. Eğitim Araştırmaları, 8, 111 – 125.

Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması [The re-examination of the epistomological beliefs questionnare’s factor structure: comparing epistomological beliefs in term of gender and program type]. Eğitim Araştırmaları, 18, 57-70.

Dinç, A. & Çalışkan, C. (2016). Üniversite öğrencilerinin toplumsal cinsiyet rollerine bakış açıları [The perspectives of university students on gender roles]. İnsan Bilimleri Dergisi, 13. https://doi.org/10.14687/jhs.v13i3.3801

Dökmen, Y. Z. (2004). Toplumsal cinsiyet sosyal psikolojik açıklamalar [Gender, social psychological explanations]. Ankara: Sistem Yayıncılık.

Gay, L. R., Mills, G. E. & Airasian, P. (2012). Educational research. Competencies for analysis and applications. Boston: Pearson.

Glick, P., & Fiske, T. S. (1996). The ambivalent sexism inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70, 491-512.

Hae-Young, K. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics. 52 – 54

Hammer, D. & Elby, A. (2002) A on the form of a personal epistemology. Hofer, B., K.; Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, (169-190). Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Inc.

Hannover, B. (2000). Development of the self in gendered contexts. In T. Eckes & H. M. Trautner (Eds.), The developmental social psychology of gender (5th ed., 177–206). Mahwah: Lawrence Erlbaum.

Helgeson, V. S. (2017). Psychology of Gender. New York: Routledge.

Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140

Husain, M., & Millimet, D. L. (2009). The mythical ‘boy crisis’? Economics of Education Review, 28(1), 38–48.

Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581–592.

Karabenick, S. A., & Moosa, S. (2005). Culture and personal epistemology: U.S. and Middle Eastern students' beliefs about scientific knowledge and knowing. Social Psychology of Education, 8(4), 375–393.

King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.

Kızıltepe, Z. (2017). İçerik analizi. Seggie, F.N. & Bayyurt, Y. (Ed.). Nitel araştırma. yöntem teknik analiz ve yaklaşımları [Qualitative research, methods, techniques and analysis approaches], 253 – 266. Ankara: Anı Yayıncılık.

Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge Univ. Press.

Levesque, R. J. R. (2018). Sex roles and gender roles. . R.J.R. Levesque (Ed.), Encyclopedia of adolescence (3480-3481), Springer International Publishing AG: Cham, Switzerland.

Lindsey, L. L. (2016). Gender roles a sociological perspective. (6th ed.). London and New York: Routledge.

Martin, C. L., & Ruble, D. (2004). Children’s search for gender cues: Cognitive perspectives on gender development. Current Directions in Psychological Science, 13, 67–70. doi:10.1111/j.0963-7214.2004.00276.x.

Martin, C. L., Ruble, D. N., & Szkryablo, J. (2002). Cognitive theories of early gender development. Psychological Bulletin, 128, 903–933.

Nosek, B. A., & Smyth, F. L. (2011). Implicit social cognitions predict sex differences in math engagement and achievement. American Educational Research Journal, 48(5), 1125–1156.

Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., . . . Greenwald, A. G. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26), 10593–10597.

Öngen, B. & Aytaç, S. (2013). Üniversite öğrencilerinin toplumsal cinsiyet rollerine ilişkin tutumları ve yaşam değerleri ile ilişkileri [Attitudes of university students regarding to gender roles and relationship with life values]. Sosyoloji Konferansı, 48, 1–18.

Perry Jr., W. G. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme (Final Report Project No. 5–0825, Contract No. SAE–8873). Cambridge, MA: Bureau of Study Counsel, Harvard University. (ERIC Document Reproduction Service No. ED 024315)

Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. B. K. Hofer, P. R. Pintrich (Eds.), Personal epistemology. The psychology of beliefs about knowledge and knowing, (389-414) Erlbaum, Mahwah, NJ

Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48(2), 268–302.

Ross-Gordon, J. M. (1999). Gender development and gendered adult development. In M. C. Clark & R. S. Caffarella (Eds.), An update on adult development theory: New ways of thinking about the life course (New Directions for Adult and Continuing Education, No. 84, pp. 39-47). San Francisco: Jossey-Bass.

Ruble, D. N., Martin, C. L. & Berenbaum, S. A. (2006). Gender development. In W. Damon& N. Eisenberg (Eds.), Handbook of childpsychology (6th Ed., 858 - 932). New York: Wiley.

Sakallı-Uğurlu, N., Türkoğlu, B. & Kuzlak, A. (2018). How are women and men perceived? Structure of gender stereotypes in contemporary Turkey. Nesne Psikoloji Dergisi, 6: 13, 309-336. doi: 10.7816/nesne-06-13-04

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.

Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68: 551–562. doi: 10.1111 / j.2044-8279.1998.tb01311.x

Schommer-Aikins M. & Hutter R. (2002). Epistemological beliefs and thinking about everyday controversial issues, The Journal of Psychology, 136:1, 5-20, DOI: 10.1080/00223980209604134

Schommer-Aikins, M., Unruh, S. & Morphew, J. (2015). Epistemological belief congruency in Mathematics between vocational technology students and their instructors. Journal of Education and Training Studies, 3(4), 137-145.

Seçgin, F. & Tural, A. (2011). Sınıf öğretmen adaylarının cinsiyet rollerine ilişkin tutumları [Attitudes on gender roles of primary school teacher candidates]. Yeni Dünya Bilimleri Akademisi E-Dergisi, 6, 2446–2458.

Seyitoğlu, D. Ç., Güneş, G. & Baran, A. (2016). İnönü Üniversitesi Tıp Fakültesi öğrencilerinin sosyal cinsiyet rollerine yönelik tutumlarının belirlenmesi [Determination of attitudes of Inönü University Faculty of Medicine students towards social gender roles]. Medicine Science, 5, 102-116.

Spencer, S. J., C. Logel, and P. G. Davies. (2016). Stereotype threat. Annual Review of psychology 67: 415–437. doi:10.1146/annurev-psych-073115-103235.

Stoet, G., & Geary, D. C. (2013). Sex Differences in mathematics and reading achievement are inversely related: Within- and across-nation assessment of 10 years of PISA data. Plos One. 8 (3), e57988. doi.org/10.1371/journal.pone.0057988.

Tabak, I., & Weinstock, M. (2008). A sociocultural exploration of epistemological beliefs. In M. Swe Khine (Ed.), Knowing, knowledge and beliefs. Epistemological studies across diverse cultures (pp. 177–196). Berlin: Springer.

Walker, H. A., Rowland, G. L., & Boyes, M. C. (1991). Personality, personal epistemology, and moral judgment. Psychological Reports, 68, 767–772.

Williams, J. E., & Best, D. L. (1990). Measuring sex stereotypes: A multination study (rev. ed.). Beverly Hills, CA: Sage Publications.

World Economic Forum (2018). Gender gap report. Retrieved at https:// http://www3.weforum.org/docs/WEF_GGGR_2018.pdf. Accessed 18 Feb 2020.

World Health Organization. (1998). Gender and Health, Technical Paper. Switzerland: World Health Organization.

Zeyneloğlu, S. & Terzioğlu, F. (2011). Development and psychometric properties gender roles attitude scale. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 40: 409 – 420.

Zeyneloğlu, S. (2008). Ankara’da hemşirelik öğrenimi gören üniversite öğrencilerinin toplumsal cinsiyet rollerine ilişkin tutumları [Attitudes of Nursing students enrolled at universities in Ankara towards Gender Roles]. Yayımlanmamış Doktora Tezi [unpublished Ph.D. Thesis], Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.




DOI: http://dx.doi.org/10.46827/ejes.v8i4.3698

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Alper Çuhadaroğlu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).