Gender Role Attitudes among Higher Education Students in a Borderland Central-Eastern European Region called ‘Partium’
Keywords:
gender role attitudes, higher education students, quantitative regional research
Abstract
In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of ‘The Impact of Tertiary Education on Regional Development’ project (N=602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, what
affects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with ‘male-dominated’ majors, both women and men identify themselves with more traditional attitudes and that with ‘female-dominated’ majors all students have more modern attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor ‘regular financial problems in the family’ also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not.
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References
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Bujdosó, Gy., & Fényes, H. (2014). Investigating Gender Issues in a Population of Library and Information Science Students (to be published).
Fényes, H. (2010a). A nemi sajátosságok különbségének vizsgálata az oktatásban. A nők hátrányainak felszámolódása? [Gender Differences in Education. The Elimination of the Disadvantages of Women?]. Debrecen: Debreceni Egyetemi Kiadó.
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Fényes, H. (2012). Gender Inequalities in Higher Education. Evidence from the „Partium†Region. Corvinus Journal of Sociology and Social Policy, 3(1), 3–34.
Fortin, N. M. (2005). Gender Role Attitudes and the Labor-Market Outcomes of Women across OECD Countries. Oxford Review of Economic Policy, 21(3), 416–438.
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Kereszty, O. (2005). A társadalmi nemek reprezentációjának vizsgálata tankönyvekben. [The Examination of Gender Representation in Textbooks]. Könyv és Nevelés, (szeptember), 56–67.
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Pongrácz, T.né (2005). Nemi szerepek társadalmi megÃtélése. Egy nemzetközi összehasonlÃtó vizsgálat tapasztalatai. [The Social Evaluation of Gender Roles. The Results of an International
Comparative Research]. In I. Nagy, T.né Pongrácz, & I. Gy. Tóth (Eds.), Szerepváltozások. Jelentés a nÅ‘k és férfiak helyzetérÅ‘l 2005. [Changing Roles: Report on the Situation of Women and Men, 2005] (73–86. old). Budapest: TÃRKI Ifjúsági, Családügyi, Szociális és EsélyegyenlÅ‘ségi Minisztérium.
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Pukánszky, B. (2006). A nőnevelés évezredei. Fejezetek a lányok nevelésének történetéből. [The Thousand Years of Women’s Education. Chapters from the History of Education of Girls]. Budapest: Gondolat Kiadó.
Rice, T. W., & Coates, D. L. (1995). Gender Role Attitudes in the Southern United States. Gender and Society, 9(6), 744–756.
Saha, L. J. (Ed.) (1997). International Encyclopaedia of Sociology of Education. Oxford: Pergamon Press
Schadt, M. (2003). „FeltörekvÅ‘ dolgozó nő†NÅ‘k az ötevenes években. [Ambitious Working Woman. Women in the 1950s]. Pécs: Pannónia Könyvek, Pro Pannonia Kiadói AlapÃtvány.
Scott, J. (2006). Family and Gender Roles: How Attitudes Are Changing? GeNet Working Paper No. 21, University of Valencia, Spain.
Somlai, P. (1997). Szocializáció. A kulturális átörökÃtés és a társadalmi beilleszkedés folyamata. [Socialisation. The Process of Cultural Transmission and Social Adoption]. Budapest: Corvina Kiadó
Szabó, L. T. (1988). A „rejtett tantervâ€. [Hidden Curriculum]. Budapest: MagvetÅ‘ Kiadó.
Tallichet, S. E., & Willits, F. K. (1986). Gender-Role Attitude Change of Young Women: Influential Factors from a Panel Study. Social Psychology Quarterly, 49(3), 219–227.
Tinklin, T., Croxford, L., Ducklin, A., & Frame, B. (2005). Gender and Attitudes to Work and Family Roles: The View of Young People at the Millennium. Gender and Education, 17(2), 129–142.
Thornton, A., & Young-DeMarco, L. (2001). Four Decades of Trends in Attitudes Toward Family Issues in the United States: The 1960s Through the 1990s. Journal of Marriage and Family,
63(November), 1009–1037.
Vella, F. (1994). Gender Roles and Human Capital Investment: The Relationship between Traditional Attitudes and Female Labor Market Performance. Economica, 61, 191–211.
Zuo, J., & Tang, S. (2000). Breadwinner Status and Gender Ideologies of Men and Women regarding Family Roles. Sociological Perspectives, 43(1), 29–43.
Astin, A. W. (1977). Four Critical Years: Effects of College on Beliefs, Attitudes and Knowledge. San Francisco: Jossey-Bass
Astin, H. S., & Kent, L. (1983). Gender-Roles in Transition: Research and Policy implications for Higher Education. The Journal of Higher Education, 54(3), 309–324.
Bielby, W. T., & Bielby, D. D. (1992). I Will Follow Him: Family Ties, Gender-role Beliefs and Reluctance to Relocate for a Better Job. American Journal of Sociology, 97(5), 1241–1267.
Blackstone, A. M. (2003). Gender Roles and Society. In J. M. Miller, R. M. Lerner, & L. B. Schiamberg (Eds.), Human Ecology: An Encyclopedia of Children, Families, Communities, and Environments (pp. 335–338). Santa Barbara, CA: ABC-CLIO.
Brewster, K. L., & Padavic, I. (2000). Change in Gender-Ideology, 1977–1996: The Contributions of Intracohort Change and Population Turnover. Journal of Marriage and Family, 62(2), 477–487.
Buda B. (1985). Női szerep – női szocializáció – női identitás. [Women’s Role – Women’s Socialisation – Women’s Identity]. In K. Koncz (Ed.), Nők és férfiak. Hiedelmek, tények. [Women and Men. Beliefs and Facts] (pp. 93–110). Budapest: Magyar Nők Országos Tanácsa, Kossuth Könyvkiadó.
Bujdosó, Gy., & Fényes, H. (2014). Investigating Gender Issues in a Population of Library and Information Science Students (to be published).
Fényes, H. (2010a). A nemi sajátosságok különbségének vizsgálata az oktatásban. A nők hátrányainak felszámolódása? [Gender Differences in Education. The Elimination of the Disadvantages of Women?]. Debrecen: Debreceni Egyetemi Kiadó.
Fényes, H. (2010b). School Efficiency of Boys and Girls in a Borderland Region of Hungary. Review of Sociology, 6(1), 51–77.
Fényes, H. (2012). Gender Inequalities in Higher Education. Evidence from the „Partium†Region. Corvinus Journal of Sociology and Social Policy, 3(1), 3–34.
Fortin, N. M. (2005). Gender Role Attitudes and the Labor-Market Outcomes of Women across OECD Countries. Oxford Review of Economic Policy, 21(3), 416–438.
Frey, M. (2001). NÅ‘k és férfiak a munkaerÅ‘piacon. [Women and Men on the Labor Market]. In I. Nagy, T. né Pongrácz, & I. Gy. Tóth (Eds.), Szerepváltozások: Jelentés a nÅ‘k és férfiak helyzetérÅ‘l 2001. [Changing Roles: Report about the Situation of Women and Man. 2001] (pp. 9–30). Budapest, TÃRKI.
Gregor, A. (2008). „Ha volna két életem…†A szerepkonfliktusból fakadó feszültségek a nyugateurópai, a posztszocialista országok- és az USA-beli nők között. [If I had Two Lives… Tension
Emerging from Role-Conflicts among Western-European, Post-Socialist and US Women]. Szociológiai Szemle, (2), 87–110.
H. Sas, J. (1984). NÅ‘ies nÅ‘k és férfias férfiak. A nÅ‘kkel és férfiakkal kapcsolatos sztereotÃpiák élete, eredete és szocializációja. [Feminine Women and Masculine Men. The Life, Origin and Socialisation of Stereotypes related to Women and Men]. Budapest: Akadémiai Kiadó.
Háber, J., & H. Sas, J. (1980). Tankönyvszagú világ. [The World Presented by Course-books]. Budapest: Akadémiai Kiadó.
Inglehart, R., & Norris, P. (2003). Rising Tide. Gender Equality and Cultural Change around the World. Cambridge: Cambridge University Press.
Kaufman, G., & Uhlenberg, P. (2000). The Influence of Parenthood on the Work Effort of Married men and Women. Social Forces, 78(3), 931–947.
Kereszty, O. (2005). A társadalmi nemek reprezentációjának vizsgálata tankönyvekben. [The Examination of Gender Representation in Textbooks]. Könyv és Nevelés, (szeptember), 56–67.
Laki, L. et al. (2008). Magyar Nemzeti Ifjúságpolitikai Riport. [Hungarian National Youth-Policy Report]. MTA Politikai Tudományok Intézete, Európa Tanács Vitaanyag.
Parsons, T., & Bales, R. F. (Eds.) (1955). Family Socialization and Interaction Process. New York, Free Press
Pongrácz, T.né (2005). Nemi szerepek társadalmi megÃtélése. Egy nemzetközi összehasonlÃtó vizsgálat tapasztalatai. [The Social Evaluation of Gender Roles. The Results of an International
Comparative Research]. In I. Nagy, T.né Pongrácz, & I. Gy. Tóth (Eds.), Szerepváltozások. Jelentés a nÅ‘k és férfiak helyzetérÅ‘l 2005. [Changing Roles: Report on the Situation of Women and Men, 2005] (73–86. old). Budapest: TÃRKI Ifjúsági, Családügyi, Szociális és EsélyegyenlÅ‘ségi Minisztérium.
Pongrácz, T.né, & Molnár, S. E. (2011). Nemi szerepek és a közvélemény változásának kölcsönhatása. [The Interaction of Gender Roles and the Changes in Public Opinions]. In I. Nagy I. & T.né Pongrácz (eds.), Szerepváltozások. Jelentés a nÅ‘k és férfiak helyzetérÅ‘l 2011. [Changing Roles: Report on the Situation of Women and Men, 2011] (pp. 192–206). Budapest: TÃRKI.
Pukánszky, B. (2006). A nőnevelés évezredei. Fejezetek a lányok nevelésének történetéből. [The Thousand Years of Women’s Education. Chapters from the History of Education of Girls]. Budapest: Gondolat Kiadó.
Rice, T. W., & Coates, D. L. (1995). Gender Role Attitudes in the Southern United States. Gender and Society, 9(6), 744–756.
Saha, L. J. (Ed.) (1997). International Encyclopaedia of Sociology of Education. Oxford: Pergamon Press
Schadt, M. (2003). „FeltörekvÅ‘ dolgozó nő†NÅ‘k az ötevenes években. [Ambitious Working Woman. Women in the 1950s]. Pécs: Pannónia Könyvek, Pro Pannonia Kiadói AlapÃtvány.
Scott, J. (2006). Family and Gender Roles: How Attitudes Are Changing? GeNet Working Paper No. 21, University of Valencia, Spain.
Somlai, P. (1997). Szocializáció. A kulturális átörökÃtés és a társadalmi beilleszkedés folyamata. [Socialisation. The Process of Cultural Transmission and Social Adoption]. Budapest: Corvina Kiadó
Szabó, L. T. (1988). A „rejtett tantervâ€. [Hidden Curriculum]. Budapest: MagvetÅ‘ Kiadó.
Tallichet, S. E., & Willits, F. K. (1986). Gender-Role Attitude Change of Young Women: Influential Factors from a Panel Study. Social Psychology Quarterly, 49(3), 219–227.
Tinklin, T., Croxford, L., Ducklin, A., & Frame, B. (2005). Gender and Attitudes to Work and Family Roles: The View of Young People at the Millennium. Gender and Education, 17(2), 129–142.
Thornton, A., & Young-DeMarco, L. (2001). Four Decades of Trends in Attitudes Toward Family Issues in the United States: The 1960s Through the 1990s. Journal of Marriage and Family,
63(November), 1009–1037.
Vella, F. (1994). Gender Roles and Human Capital Investment: The Relationship between Traditional Attitudes and Female Labor Market Performance. Economica, 61, 191–211.
Zuo, J., & Tang, S. (2000). Breadwinner Status and Gender Ideologies of Men and Women regarding Family Roles. Sociological Perspectives, 43(1), 29–43.
Published
2014-06-30
How to Cite
FényesH. (2014). Gender Role Attitudes among Higher Education Students in a Borderland Central-Eastern European Region called ‘Partium’. Center for Educational Policy Studies Journal, 4(2), 49-70. https://doi.org/10.26529/cepsj.203
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