About this Research Topic
In many countries, gender differences and disparities in socialization contexts, such as school and family, are part of long-standing political, public, and scientific debates about education and socialization. In the past fifty years, an increasing number of studies have addressed how biological and cultural factors impact the differential development of males and females.
Reciprocal interactions between nature and nurture can indeed account for gender differences and gender disparities in education. Research is consistent in showing that there is a significant gap worldwide between females and males regarding the academic pathway, achievement, career development, and social-emotional development. For instance, women are vastly underrepresented in STEM (science, technology, engineering, and mathematics) careers. On the other hand, men are underrepresented in HEED domains (health care, elementary education, domestic sphere). Furthering this debate, several recent scientific findings have indicated that males are more at risk of developing externalizing problems (e.g., aggression and substance abuse). In contrast, females are more at risk of developing internalizing problems (e.g., anxiety, depression).
Moreover, there is a need for a more positive psychological approach by examining factors that foster equitable development opportunities for boys and girls. Thus, the research attention should be extended to the relations between gender differences, healthy relationships, wellbeing in educational contexts, and achievement-related outcomes.
This Research Topic aims to collect original research and reviews focusing on gender differences and disparities in two primary educational contexts: the school and the family. Contributions should analyze differences and similarities between females and males and the interplay with factors such as culture, socialization, values, and ethnicity, and how these may reflect teaching and parenting practices. Such research should also inform school policies, provide intervention targets, and create a new community awareness of the roots of gender inequalities in society, and ultimately, result in more equitable development opportunities for males and females.
Therefore, the Guest Editors of this Research Topic welcome contributions focusing on;
- Gender differences in students’ and teachers’ wellbeing;
- Attitudes towards school life (motivation, beliefs, achievement, and career development);
- Relationships at school (motivation, beliefs, achievement, and career development);
- Teaching as a gender-based profession
- School principals (motivation, beliefs, achievement, and career development);
- Studies concerning gender differences in children’s and parents’ wellbeing, parenting styles, and family quality relationships;
- Reviews on gender socialization processes in either the school or family contexts, such as differential treatment of boys and girls, gender segregation, and role-modeling.
Particularly welcomed are studies examining changes in gender differences in education contexts due to COVID-19. Nowadays, the social implications due to the COVID-19 emergency suggest a potential increasing gap in gender disparities with a negative impact on women's lives. In this regard, it would be interesting to maintain scientific attention on this issue, which may support educators’, practitioners’, and policymakers' actions and strategies to reduce this dramatic social risk.
The Guest Editors look forward to receiving contributions in the following Article Types, but are not limited to:
- Original Research;
- Book Review;
- Brief Research Report;
Keywords: Gender, School, Teachers, Students, Family, Parents, Socialization, Health, Well-being, Relationships, Gender-based profession, Gender Differences, Gender Disparities.
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.