Students’ Perception Concerning Gender Equality as a Strong Responsible Research and Innovation Dimension
In education, the gender equality (which lets to ensure educational equality between boys and girls) have sparked great interest and provoked intensive discussions amongst various education stakeholders since ancient times. Thus, from the historical perspective, the traditional pedagogy - the magistro-centrist paradigm - was performed differently, in relation to gender dimension, taking also into account aspects related to differentiation of the education in report to social, political, economic and cultural context. Several aspects concerning the differentiation of the educational phenomenon - in relation to gender dimension - envisage: access of individuals to various forms of education, learning contents that include messages that leverages explicitly or implicitly gender characteristics, school performances in different subjects, forms of organization and duration of studies towards a particular career, valences of teachers who train girls or boys. In this respect, the paper aims to identify the students’ perceptions about gender equality and its valuing in the own educational routes. More, the level of understanding of the gender dimension as part of the Responsible Research and Innovation (RRI) paradigm is explored. A questionnaire containing 4 items was designed and applied to students enrolled in different university professional paths, but who are also involved in the psycho-pedagogical study programme (level I). In addition, the students were introduced in the RRI processes, with the view to emphasize its importance for the needs and expectations of the actual society.
 Ardila A, Rosselli M, Matute E, Inozemtseva O. Gender differences in cognitive development. Developmental Psychology. 2011; 47(4): 984-990.
 Jones MG., Howe A., Rua MJ. Gender Differences in Students’ Experiences, Interests, and Attitudes toward Science and Scientists, Science Education. 2000; 84(2): 180-192.
 Forsthuber B. (coord.) Diferenţele de gen şi efectele lor asupra rezultatelor şcolare: Un studiu privind măsurile întreprinse până în prezent şi situaţia actuală în Europa - document este publicat de Agenţia Executivă pentru Educaţie, Audiovizual şi Cultură (EACEA P9 Eurydice). [Gender differences and their effects on school results: A study on the measures taken so far and the current situation in Europe - document published by the Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice).] [Internet]. 2010 [cited 2017 Mar 31]. Available from: http://eacea.ec.europa.eu/education/eurydice/ documents/thematic_reports/120RO.pdf
 Ghid - Prevenirea stereotipurilor despre femei şi bărbaţi la vârsta copilăriei. Agenţia Naţională pentru Ocuparea Forţei de Muncă şi Instituto de Formación Integral. [Guide - Preventing stereotypes about women and men at childhood. The National Agency for Employment and the Instituto de Formación Integral.] [Internet]. [cited 2017 Mar 31]. p.13. Available from: https://www.scribd.com/document/120092479/Ghid-Prevenire-Stereotipuri-Copilarie
 Handrabura L., Goraş-Postică V. Educaţia pentru echitate de gen şi sanse egale. Auxiliar didactic pentru profesori şi elevi. [Education for gender equity and equal opportunities. Teaching auxiliary for teachers and students.], Chisinău: ProDidactica, Second Edition, reviewed; 2016. 168 p.
 Gender. Network of National Contact Points for Science with and for Society in Horizon 2020. [Internet]. [cited 2017 Mar 31]. Available from: http://www.sisnetwork.eu/rri/gender/
 Gender Equality. RRI Toolkit. [Internet]. [cited 2017 Mar 31]. Available from: https://www.rri-tools.eu/gender-equality
 European Commission. Justice. Building a European Area of Justice. [Internet]. [cited 2017 Mar 31]. Available from: http://ec.europa.eu/justice/gender-equality/
Copyright (c) 2017 LUMEN Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Selection and peer-review under responsibility of the Organizing Committee of the conference.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited