ABSTRACT

Recent research has explored the role of gender in educational development. International and national studies have shown that women predominate the field. In 2017, Bernhagen and Gravett analyzed the gendered nature of educational development in the U.S. specifically. What went unaddressed were the identities of the faculty served. Despite recent research from the U.S. that concluded gender is not predictive of participation, past literature, as well as our own lived experiences, suggests that there is an overrepresentation of women in center programming. In this article, we explore possible explanations for this imbalance, as well as potential consequences and solutions.

摘要

最近的研究探讨了性别在教育发展中的作用。国际和国家研究表明，女性在该领域占主导地位。2017年，伯恩哈根和格拉维特专门分析了美国教育发展的性别特征。没有解决的是所服务的教师的身份。尽管美国最近的研究得出结论，性别并不能预测参与程度，但过去的文献以及我们自己的生活经历表明，中心项目中女性的比例过高。在本文中，我们探讨了这种不平衡的可能解释，以及潜在的后果和解决方案。