Literaturnachweis - Detailanzeige
| Autor/in | Shah, Saeeda |
|---|---|
| Titel | Gender Equality and Situated Constructions: Perspectives of Women Educational Leaders in a Muslim Society |
| Quelle | In: Educational Studies: Journal of the American Educational Studies Association, 56 (2020) 1, S.37-53 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1946 |
| DOI | 10.1080/00131946.2019.1607739 |
| Schlagwörter | Sex Fairness; Public Policy; Muslims; Females; Women Faculty; College Faculty; Teacher Attitudes; Instructional Leadership; Islam; Women Administrators; Foreign Countries; Sex Role; Family Work Relationship; Religious Factors; Gender Differences; Malaysia |
| Abstract | Gender equality is emphasized globally not just by international organizations such as the United Nations but also by the national governments, as reflected in the relevant policy documents nationally and internationally. However, the practice of gender equality that is embedded in contextual constructions, conceptualizations, and interpretations of gender equality varies across societies and communities. These situated constructions of gender equality have implications for women's participation and experiences in the public and the private spheres in their respective societies. This article draws on data collected from women academics in a Muslim society to investigate the impact of given constructions of gender equality on women's experiences and career trajectories, critically debating the interacting factors that shape these constructions and command "willing" submission with complex implications for their professional journeys. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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