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  • Item type:Publication,
    A glass ceiling within academic general practice in Western Europe: Career-inhibiting and -facilitating factors for female general practitioners Open PDF 
    (2006)
    De Jong, G.M.
    ;
    Lagro-Janssen, A.L.M.
    WONCA 2004 in Orlando, Florida, provided the stage for a symposium on “Challenges for Women in Family Medicine”, organized by the WONCA Working Party on Women and Family Medicine. This international symposium provided a review of what women family physicians are doing to confront challenges in education, clinical practice, academia, organizations and leadership Citation[1]. Representing Europe, the results of a unique study on the latter subject were presented.
  • Item type:Publication,
    Gender Disparities and Potentials in STEM Approach in Jordan and Saudi Arabia -- An Analytical Literature Review Open PDF 
    (2024)
    Alghneimin, Jehan
    ;
    Varga, Attila
    ;
    Kovacs, Monika
    In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.