The Effect of a Gender Course on the Gender Attitudes, Critical Thinking Dispositions, and Media Literacy Skills of University Students

Year 2021, , 387 - 400, 31.08.2021

Gülten Koç , Çiğdem Yücel Özçırpan Füsun Terzioğlu Şahika Şimşek Çetinkaya Fatma Uslu-şahan Rabiye Akın Işık Simge Evrenol Öçal Cansu Akdağ Topal Merve Mert Karadaş Sevda Yıldırım Hamurcu , Pınar Uzunkaya Öztoprak , Ayşe Sevim Akbay Kısa İlknur Atasever Safiye Özkan Beril Nisa Yaşar Esra Başkaya

https://doi.org/10.2399/yod.20.640377

Cited By: 6

Abstract

This study aims to determine the effect of a university elective course focusing on gender on students' gender attitudes, critical thinking dispositions, and media literacy skills. The research design was quasi-experimental, and the study was conducted with a pretest/posttest control group. The sample of the study consisted of 74 students who took a course on gender during the fall semester of the 2016-2017 academic year and 70 students who had similar characteristics but did not receive the course. In the pretest and posttest evaluation conducted in the first week and the last week of the semester, respectively, the Student Information Form, the Gender Roles Attitude Scale (GRAS), the Critical Thinking Dispositions Scale (CTDS), and the Media Literacy Scale (MLS) were administered to the students in both groups. The Course Satisfaction Assessment Form was administered at the end of the term to the students who enrolled for the gender course. The GRAS scores of the experimental group increased at the end of the course (p<0.05). The GRAS total mean scores of both the groups were similar in the pretest, but there was a statistically significant difference between their total mean scores in the posttest (p<0.05). This study recommends more comprehensive and long-term studies on integrating a gender course into the university curriculum, which will help develop students' critical thinking disposition and media literacy skills and raise awareness of gender equality among students.

Keywords

Critical thinking, gender attitudes, gender role, media literacy, professional education

Toplumsal Cinsiyet Dersinin Üniversite Öğrencilerinin Toplumsal Cinsiyet Tutumları, Eleştirel Düşünme Eğilimleri ve Medya Okuryazarlığı Becerileri Üzerine Etkisi

Abstract

Araştırmada, üniversite öğrencilerine seçmeli olarak verilen Toplumsal Cinsiyet dersinin öğrencilerin toplumsal cinsiyet tutumuna, eleştirel düşünme eğilimine ve medya-okuryazarlığı becerisine etkisini değerlendirmek amaçlanmıştır. Bu çalışma ön test-son test kontrol gruplu yarı deneysel desen kullanılarak yapılmıştır. Araştırmanın örneklemini 2016-2017 öğretim yılı güz döneminde Toplumsal Cinsiyet dersini alan 74 ve dersi alanlarla benzer özellikte olan ve dersi almayan 70 öğrenci oluşturmuştur. Sömesterin ilk haftasında yapılan ön test ve son haftasında yapılan son test değerlendirmelerinde, her iki grupta bulunan öğrencilere Öğrenci Bilgilendirme Formu, Toplumsal Cinsiyet Rolleri Tutum Ölçeği (TCRTÖ), Eleştirel Düşünme Eğilimi Ölçeği (EDEÖ), Medya Okuryazarlığı Ölçeği (MOÖ) uygulanmıştır. Toplumsal Cinsiyet dersini alan öğrencilere dönem sonunda Ders Memnuniyeti Değerlendirme Formu uygulanmıştır. Toplumsal cinsiyet dersi alan öğrencilerin dersin sonunda TCRTÖ puanlarının arttığı (ön test: 98.90±12.18, son test: 104.42±11.28; p<0.05), her iki grubun TCRTÖ ön test toplam puan ortalamalarının benzer olmasına rağmen, son test toplam puan ortalamaları arasında istatistiksel açıdan önemli fark olduğu belirlenmiştir (p<0.05). Bu sonuçlar doğrultusunda; öğrencilerde toplumsal cinsiyet farkındalığı kazandırılmasında, müfredata Toplumsal Cinsiyet dersinin entegre edilmesi ve öğrencilerde eleştirel düşünme eğiliminin ve medya okuryazarlığı becerisinin geliştirilmesi amacıyla daha kapsamlı ve uzun süreli çalışmaların yapılması önerilebilir.

Keywords

Eleştirel düşünme, medya okuryazarlığı, mesleki eğitim, toplumsal cinsiyet rolü, tutum

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