Abstract
In 2004, the Taiwanese government enacted the Gender Equity Education Act (GEEA) to address the increasing number of gender inequity incidents on school campuses. The purpose of this qualitative study was to examine faculty and staff's perception of the implementation of GEEA and its influence on the school community. Results indicated that the intersection of values and power dynamics influenced school climates, social interactions, marginalization, and how and to what extent the policy was implemented. Prevention education and guidance teachers’ unique role in administering the GEEA and the conflicts therein are discussed. Recommendations and directions for future research are provided.
| Original language | English |
|---|---|
| Pages (from-to) | 293-312 |
| Number of pages | 20 |
| Journal | International Journal for Educational and Vocational Guidance |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2019 Jul 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Visual Arts and Performing Arts
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Gender Equity Education Act in Taiwan : influences on the school community. / Sinacore, Ada L.; Chao, Shu Chu; Ho, Jennifer.
In: International Journal for Educational and Vocational Guidance, Vol. 19, No. 2, 01.07.2019, p. 293-312.Research output: Contribution to journal › Article
TY - JOUR
T1 - Gender Equity Education Act in Taiwan
T2 - influences on the school community
AU - Sinacore, Ada L.
AU - Chao, Shu Chu
AU - Ho, Jennifer
PY - 2019/7/1
Y1 - 2019/7/1
N2 - In 2004, the Taiwanese government enacted the Gender Equity Education Act (GEEA) to address the increasing number of gender inequity incidents on school campuses. The purpose of this qualitative study was to examine faculty and staff's perception of the implementation of GEEA and its influence on the school community. Results indicated that the intersection of values and power dynamics influenced school climates, social interactions, marginalization, and how and to what extent the policy was implemented. Prevention education and guidance teachers’ unique role in administering the GEEA and the conflicts therein are discussed. Recommendations and directions for future research are provided.
AB - In 2004, the Taiwanese government enacted the Gender Equity Education Act (GEEA) to address the increasing number of gender inequity incidents on school campuses. The purpose of this qualitative study was to examine faculty and staff's perception of the implementation of GEEA and its influence on the school community. Results indicated that the intersection of values and power dynamics influenced school climates, social interactions, marginalization, and how and to what extent the policy was implemented. Prevention education and guidance teachers’ unique role in administering the GEEA and the conflicts therein are discussed. Recommendations and directions for future research are provided.
UR - http://www.scopus.com/inward/record.url?scp=85055975071&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85055975071&partnerID=8YFLogxK
U2 - 10.1007/s10775-018-9381-6
DO - 10.1007/s10775-018-9381-6
M3 - Article
AN - SCOPUS:85055975071
VL - 19
SP - 293
EP - 312
JO - International Journal for Educational and Vocational Guidance
JF - International Journal for Educational and Vocational Guidance
SN - 0251-2513
IS - 2
ER -