Culturally Responsive Education

Journal of Consumer Studies and Home Economics, 1983

2016

The study investigated the challenges faced in Home Economics Education and the roles of Home Economics Education in the national development. The population of this study comprised all the people of Akwa Ibom State. The study adopted Expost-Facto research design, while stratified random sampling technique was used in selecting the respondents. The instrument for data collection which was tagged “Challenges and Roles of Home Economics Education to the National Development Questionnaire (CRHEENDQ) was administered to the respondents and used for the study. The instrument was vetted by experts in statistics, test and measurement before the reliability test was conducted with 30 respondents which produced the reliability coefficient of 0.77, proving the instrument to be reliable for the study. Data collected were analysed using mean statistics and Pearson Product Moment Correlation Analysis. From the results of the data analysis, it was observed that there are various challenges facing...

Unesco Bangkok, 2005

The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. APL/05/RS/76-250 A qualitative research manual for education practitioners and gender focal points The 2000 Education for All (EFA) Assessment revealed that progress has been made in improving access to primary education. However, in many cases, little to no success has been achieved in narrowing the "gender gap." Disparities persist between girls and boys in access, retention, learning achievement, and completion of a primary education. In most countries, girls are at the disadvantage. But in some cases, and increasingly, boys are more disadvantaged within educational systems than girls. When governments were confronted with the EFA findings during the World Education Forum in Dakar, Senegal, in April 2000, they decided to increase their efforts to close this gap, and they made commitments to achieve gender equality in education by 2015. These commitments took the form of three specific EFA goals, namely: Goal 2: Ensuring that by 2015 all children, particularly girls…have access to, and complete, free and compulsory education of good quality. Chapter One Chapter One Chapter One Chapter One Chapter One A qualitative research manual for education practitioners and gender focal points Sex describes the biological differences between men and women, which are universal and determined at birth. Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes, and likely behaviours of both women and men (femininity and masculinity). These roles and expectations are learned. They can change over time and they vary within and between cultures. The concept of gender is vital because it facilitates gender analysis revealing how women's subordination is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever. Gender analysis is the collection and analysis of sex-disaggregated information. Men and women both perform different roles. This leads to women and men having different experience, knowledge, talents and needs. Gender analysis explores these differences so policies, programs and projects can identify and meet the different needs of men and women. Gender analysis also facilitates the strategic use of distinct knowledge and skills possessed by women and men. Sex-Disaggregated Data are data that are collected and presented separately on men and women. Gender Equality means that women and men have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural, and political development. Gender equality is, therefore, the equal valuing by society of the similarities and the differences of men and women and the roles they play. It is based on women and men being full partners in their home, their community, and their society. Gender Equity is the process of being fair to men and women. To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field. Equity is a means. Equality and equitable outcomes are the results. Empowerment is about people-both women and men-taking control over their lives: setting their own agendas, gaining skills, building self-confidence, solving problems, and developing self-reliance. No one can empower another: only the individual can empower herself or himself to make choices or to speak out. However, institutions including national and international cooperation agencies can support processes that can nurture self-empowerment of individuals or groups. VII. A NOTE FOR TRANSLATORS AND ADAPTERS This Manual was developed originally in the English language. But for it to be used widely, it will need to be translated into different languages and adapted to fit different contexts. For those of you who will be given the task of adapting and translating this Manual, please remember the following important points.

Journal of Consumer Studies and Home Economics, 1991

The purpose of this study was to identify the curricula emphases in home economics in Oyo state secondary schools and to describe selected aspects of teaching and the teacher.

Nordic Journal of Educational History

Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and pre...

International Journal of Research and Innovation in Applied Science (IJRIAS), 2025

This study investigates how gender perceptions influence student participation and experiences in the Cookery strand of the Technical-Vocational Livelihood (TVL) track in Philippine senior high schools. Employing a convergent parallel mixed-methods design, the research integrates quantitative data from 150 students with qualitative insights from 10 TVL Cookery teachers and 5 Gender and Development (GAD) coordinators. Findings reveal that while cookery remains a feminized specialization, students-particularly malesincreasingly challenge traditional gender norms through personal interest and career aspirations. Statistical analysis confirms a significant association between gender and perceptions of cookery as a gendered field (χ² = 10.24, p = 0.006). Thematic analysis further highlights the role of teacher support, inclusive pedagogy, and institutional practices in shaping student agency. Despite persistent stereotypes, students view cookery as a valuable and employable skill, with many expressing entrepreneurial ambitions. The study underscores the need for gender-responsive curriculum reform and teacher training to foster equitable participation in vocational education. These findings contribute to the discourse on inclusive education and support the advancement of Sustainable Development Goals 4 and 5.

Arts and Social Sciences Journal

Kenya can reorient itself towards sustainable development, using technical education as a vehicle for socio

International Journal of Consumer Studies, 2005

Home economics and civics as school subjects in Japan have a common feature, in that both subjects nurture a sense of citizenship at home, in the workplace and in the wider society. In addition, both have the potential to help students recognize the gender bias around them and can empower them to help make a more gender‐equal society. Focusing on this, the purpose of this report was to investigate home economics and civics teachers’ views, in order to analyse the features of the two subjects and the relationship between them. Questionnaires were sent to home economics and civics teachers of all the senior high schools in four prefectures around Japan in October 2001, and 357 samples were analysed. The results were as follows: (a) Home economics teachers and female teachers expressed more interest in lessons on gender than civics teachers and male teachers. Concerning lessons on citizenship, no statistical difference in teachers’ interest was found. (b) Topics on citizenship were lea...

Journal of Humanities and Social Studies, 2021

Gender disparity has become critical and grave social problem in our society and has attracted the attention of many researchers, corporate bodies, state agencies and NGOs. In this context, gender disparity is about the unfair treatment of females based on false perceptions on what they can or can't do. Generally, the perception is that males are superior and females are weaker, which leads to unfair treatment between females and males in all facets of life (Ngaaso & Atttom, 2011). Research has found that gender imbalance has placed females as lower status relative to males (Brown & Bigler, 2004). Even though females form majority of the population in Ghana, they have been marginalized and accorded low prestige. For instance, the census of 2010, the estimated population of Ghana was 25,000 000 (females-51%, males 49%). However, the Ghanaian society remains male-dominated in educational, economic and political sectors. Gender disparity has been a major bane to our national development. Traditional cultures classify appropriate gender roles in most Ghanaian societies. These deep-rooted Ghanaian cultures determine the roles of females and males which must be adhered to (Ngaaso & Atttom, 2011). Cushman (2010) indicates that cultures determine appropriate norms, values, behaviours and attitudes of females and males. These traditionally determined roles of females and males have resulted in gender disparity in most aspect of life. The strict jacket traditional gender roles in the Ghanaian society have influenced the activities, decisions and outcomes of individuals. These traditional cultures to a large extent contribute to gender-achievement gaps as well as the underrepresentation of females in decision making process. The gender disparity and perpetuating of traditional gender roles can be quite stubborn and difficult to uproot (Fortin 2005; Ngaaso & Atttom, 2011). The learning of gender roles and conforming to certain behaviours and attitudes are likely to begin from very early childhood depending on the orientation and could have a significant impact on the future development and achievements of both females and males. Through cultural transmission of traditional gender roles, families have the direct impact on the development of children and their achievements (Carranza, 2014; Antwi-Danso, 2006).

2020