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Journal : Mu'adalah: Jurnal Studi Gender dan Anak

Gender Gap in the Writing Practice and Identity Experienced by Male University Students in South Kalimantan Rahman, Muhammad Arinal
Muadalah Vol. 11 No. 1 (2023)
Publisher : Pusat Studi Gender dan Anak Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/muadalah.v11i1.9193

Abstract

The gender gap between male and female teenage authors causes considerable difficulty in literature. In this work, I employed qualitative research methods to unearth the intricate narratives of personal experiences masked by quantitative research approaches. I used a semi-structured interview format to talk with the participants about their ideas in greater detail. Five university students aged 17 to 19 took part in the study. According to the findings, the absence of gender equality in the writing development of male adolescents is a contributing factor to the gender gap that exists in male adolescents' writing growth. Male and female writing abilities differ significantly, severely impacting young males' educational and professional objectives. By learning more about the writing experiences of college-bound male teenagers, I could gain insights that could be used to improve educational policy and practice. Therefore, it is essential to understand male adolescents' writing identities and provide them with a voice. Additionally, it is essential to learn more about and comprehend the policies and practices that can assist in closing the gender success gap in writing practice.
Gender Bias in Academic Writing: Challenges and Equity Strategies Rahman, Muhammad Arinal
Muadalah Vol. 12 No. 1 (2024)
Publisher : Pusat Studi Gender dan Anak Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/muadalah.v12i1.12543

Abstract

This review synthesizes existing research on the intricate relationship between gender and academic writing, exploring gendered writing styles, perceptions of writing quality, representation in academic publishing, intersectionality with other social identities, and interventions to promote gender equity. Findings reveal nuanced variations in writing practices, with female scholars tending toward more tentative styles and male scholars favoring assertive approaches. Evaluation biases persist, perpetuating gender stereotypes that impact grading and recognition. Structural inequities manifest in academic publishing landscapes, hindering diverse representation. An intersectional lens elucidates the compounding effects of gender, race, class, and disciplinary affiliations. Interventions proposed include gender-neutral guidelines, bias training, diversity initiatives, and institutional policies supporting inclusivity. While progress has been made, ongoing efforts are needed to dismantle persisting biases, address inequities, and cultivate equitable spaces valuing diverse voices in knowledge production. This comprehensive review informs future research directions and institutional strategies toward gender equity in academic writing.