Integrating the Gender Perspective into Literature Studies to Enhance Medical University Students’ Gender Awareness and Critical Thinking
Abstract
:1. Introduction
2. Material and Methods
2.1. Experimental Design and Procedure
2.2. Measures, Validity, and Reliability
2.2.1. Gender Awareness Scale
2.2.2. Critical Thinking Disposition Assessment (CTDA)
2.3. Data Analysis
2.4. Ethical Consideration
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Week | Course Schedule |
---|---|
1–2 | “The Yellow Wallpaper” [25] Synopsis: The story follows a woman’s mental illness and her final breakdown. After the birth of her baby, her husband rents an old colonial mansion for her to relax. However, she is not allowed to work, not even writing or taking care of her baby, but is encouraged to eat and exercise. Having nothing to do, she gets bored and examines the torn yellow wallpaper. She finds that there is a figure creeping inside…. Discussion/Reflection: female hysteria; postnatal depression; women’s discourse |
3–5 | “The Rose for Emily” (William Faulkner, 1930) [26] Synopsis: The story follows the fall of the aristocratic Grierson family in Yoknapatawpha County, Jefferson City, Mississippi. After her father’s death, around 30 years old, Emily is totally isolated, except for the company of a black servant. Emily keeps herself away from the community until she falls into love with Homer Barron, who refuses to get married. In order to be with Homer, Emily goes to the druggist to buy…. Discussion/Reflection: women’s role in society; marriage market; mental illness; sexual object |
6–7 | “To Room Nineteen” (Doris Lessing, 1980) [27] Synopsis: The story describes the seemingly perfect family life of Susan and Matthew Rawlings. Being an intellectual, Susan has always been proud of being capable to make sensible decisions to keep the family harmony and take care of her four children. Even after her husband commits adultery, Susan resolves to use her intelligence to understand and forgive Matthew. However, after the youngest children begins school, Susan seems not satisfied by the seemingly perfect family and turns to …. Discussion/Reflection: gender and achievement; women’s rights; adultery; mental and physical health of women |
8–10 | “The Necklace” (Guy de Maupassant, 1984) [28] Synopsis: A beautiful woman, Mathilde Loisel comes from a lower-middle-class family and marries a low-paid clerk. Not satisfied with her life but fascinated with material wealth, Mathilde has always imagined herself as an aristocratic woman. One day, Mathilde attended a party with a beautiful dress and a fancy diamond necklace borrowed from a friend. Mathilde enjoyed the party. However, upon returning home, Mathilde found that the necklace…. Discussion/Reflection: marrying up; marrying down; materialism; women’s virtue; appearance or spirit |
11–12 | “The Story of an Hour” (Kate Chopin, 1894) [29] Synopsis: The title refers to the time between when Mrs. Louise Mallard, afflicted with “a heart trouble,” hears of her husband’s death and the time she discovers that her husband is actually not dead after all. Upon hearing the news of his death, Mrs. Mallard is very heartbroken and goes to her room alone to reflect upon her life with her husband. However, when her grief subsides, she hears an inner voice whispering…. Discussion/Reflection: ideal wife; freedom; women’s independence; heart attack |
13–15 | “Everyday Use” (Alice Walker, 1973) [30] Synopsis: The story follows an African-American woman, Mama, living in the rural South and her relationship with her two daughters, Maggie and Dee. Mama lives with her younger daughter Maggie, and both have followed traditional black culture. Maggie is dull, unattractive, timid, and with burned scars. In contrast to Maggie, Dee is an educated, beautiful, attractive, and stylish woman…. Discussion/Reflection: women and education; sibling rivalry; disability; mother–daughter relationship |
Pretest | Group | Wilks’ Λ = 0.987 F (2, 79)= 0.523, p-Value = 0.595 | ||
---|---|---|---|---|
Mean | (SD) | F (1, 80) (p-value) | ||
Public gender consciousness | Experimental | 34.90 | (6.58) | 0.995 |
Control | 33.22 | (8.57) | (0.321) | |
Private gender consciousness | Experimental | 56.15 | (9.68) | 0.001 |
Control | 56.07 | (8.28) | (0.971) |
Post-Test | Covariance | |
Public Gender Consciousness (Pretest) | Private Gender Consciousness (Pretest) | |
Wilks’ Λ | ||
F (2, 77) | ||
(p-Value) | ||
0.859 | 0.771 | |
6.340 | 11.411 | |
(0.003) | (<0.000 **) | |
Tests of Between-Subjects Effects | ||
F (1, 78) | ||
(p-Value) | ||
Public gender consciousness | 10.360 | 21.916 |
(0.002 **) | (<0.000 **) | |
Private gender consciousness | 0.645 | 0.000 |
(0.424) | (0.997) |
Post-test | Group | Mean | (SD) | p-Value |
---|---|---|---|---|
Public gender consciousness | Experimental | 39.72 | (0.73) | 0.020 * |
Control | 37.25 | (0.73) | ||
Private gender consciousness | Experimental | 65.78 | (1.47) | 0.026 * |
Control | 61.05 | (1.47) |
Source | SS | df | MS | F | p-Value |
---|---|---|---|---|---|
Between-subjects | |||||
Group | 106.613 | 1 | 106.613 | 3.302 | 0.073 |
Within + residual | 2582.963 | 80 | 32.287 | ||
Within-subjects | |||||
Test | 803.470 | 1 | 803.470 | 29.794 | <0.000 ** |
Test × group | 14.640 | 1 | 14.640 | 0.543 | 0.463 |
Test × (within + residual) | 2157.390 | 80 | 26.967 |
Source | SS | df | MS | F | p-Value |
---|---|---|---|---|---|
Between-subjects | |||||
Group | 128.125 | 1 | 128.125 | 2.981 | 0.088 |
Within + residual | 3437.988 | 80 | 42.975 | ||
Within-subjects | |||||
Test | 2187.811 | 1 | 2187.811 | 26.860 | <0.000 ** |
Test × group | 241.470 | 1 | 241.470 | 2.965 | 0.089 |
Test × (within + residual) | 6516.220 | 80 | 81.453 |
Pretest | Group | Wilks’ Λ = 0.989 F (3, 61)= 0.296, p-Value = 0.828 | ||
---|---|---|---|---|
Mean | (SD) | F (1, 80) (p-Value) | ||
Systematicity and analyticity | Experimental | 40.17 | (6.37) | 0.015 |
Control | 40.34 | (6.36) | (0.904) | |
Inquisitiveness and conversance | Experimental | 31.05 | (5.88) | 0.287 |
Control | 30.39 | (5.23) | (0.594) | |
Maturity and skepticism | Experimental | 26.80 | (4.77) | 0.359 |
Control | 26.17 | (5.36) | (0.551) |
Post-Test | Covariance | ||
Systematicity and Analyticity (Pretest) | Inquisitiveness and Conversance (Pretest) | Maturity and Skepticism (Pretest) | |
Wilks’ Λ F (3, 75) (p-value) | |||
0.639 | 0.789 | 0.752 | |
14.108 | 6.699 | 8.229 | |
(<0.000 **) | (<0.000 **) | (<0.000 **) | |
Tests of Between-Subjects Effects F (1, 77) (p-value) | |||
Systematicity and analyticity | 8.286 | 1.160 | 0.638 |
(0.005 **) | (0.285) | (0.427) | |
Inquisitiveness and conversance | 0.766 | 10.592 | 0 |
(0.384) | (0.002 **) | (0.991) | |
Maturity and skepticism | 2.428 | 1.908 | 5.997 |
(0.123) | (0.171) | (0.017 *) |
Post-Test | Group | Mean | (SD) | p-Value |
---|---|---|---|---|
Systematicity and analyticity | Experimental | 48.93 | (0.98) | 0.003 ** |
Control | 44.73 | (0.98) | ||
Inquisitiveness and conversance | Experimental | 37.29 | (0.77) | 0.012 * |
Control | 34.47 | (0.77) | ||
Maturity and skepticism | Experimental | 33.14 | (0.63) | 0.005 ** |
Control | 30.55 | (0.63) |
Source | SS | df | MS | F | p-Value |
---|---|---|---|---|---|
Between-subjects | |||||
Group | 146.494 | 1 | 146.494 | 3.622 | 0.061 |
Within + residual | 3235.366 | 80 | 40.442 | ||
Within-subjects | |||||
Test | 1091.030 | 1 | 1091.030 | 60.059 | <0.000 ** |
Test × group | 62.201 | 1 | 62.201 | 3.424 | 0.068 |
Test × (within + residual) | 1453.268 | 80 | 18.166 |
Source | SS | df | MS | F | p-Value |
---|---|---|---|---|---|
Between-subjects | |||||
Group | 128.201 | 1 | 128.201 | 4.711 | 0.033 * |
Within + residual | 2176.854 | 80 | 27.211 | ||
Within-subjects | |||||
Test | 1175.128 | 1 | 1175.128 | 84.115 | <0.000 ** |
Test × group | 52.738 | 1 | 52.738 | 3.775 | 0.056 |
Test × (within + residual) | 1117.634 | 80 | 13.970 |
Source | SS | df | MS | F | p-Value |
---|---|---|---|---|---|
Between-subjects | |||||
Group | 162.006 | 1 | 162.006 | 2.643 | 0.108 |
Within + residual | 4903.195 | 80 | 61.290 | ||
Within-subjects | |||||
Test | 1771.470 | 1 | 1771.470 | 70.122 | <0.000 ** |
Test × group | 191.030 | 1 | 191.030 | 7.562 | 0.007 ** |
Test × (within + residual) | 2021.000 | 80 | 25.262 |
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Liao, H.-C.; Wang, Y.-h. Integrating the Gender Perspective into Literature Studies to Enhance Medical University Students’ Gender Awareness and Critical Thinking. Int. J. Environ. Res. Public Health 2020, 17, 9245. https://doi.org/10.3390/ijerph17249245
Liao H-C, Wang Y-h. Integrating the Gender Perspective into Literature Studies to Enhance Medical University Students’ Gender Awareness and Critical Thinking. International Journal of Environmental Research and Public Health. 2020; 17(24):9245. https://doi.org/10.3390/ijerph17249245
Chicago/Turabian StyleLiao, Hung-Chang, and Ya-huei Wang. 2020. "Integrating the Gender Perspective into Literature Studies to Enhance Medical University Students’ Gender Awareness and Critical Thinking" International Journal of Environmental Research and Public Health 17, no. 24: 9245. https://doi.org/10.3390/ijerph17249245