Suchergebnisse

Sosyal ilişkiler, sosyal sistemler ve genel olarak toplumsal yapı denilen bütünlük, içinde pek çok unsuru barındıran büyük bir ortaklıktır. Toplumsal yapı, göreli denge ve birliğinin yanı sıra çeşitli zıtlıklar, çatışmalar ve eşitsizlikleri de bünyesinde barındırır. Bunların en önemlilerinden biri toplumsal cinsiyet ayrımı ve ona dayalı haksız tanımlama, konumlandırma ve uygulamalardır. Bu anlamda biyolojik olarak kadın cinsine karşılık toplumsal olarak üretilen 'kadınlık' cinsiyeti, başlıca örnek olarak varlığını sürdürmektedir. Kadınlık, en yalın haliyle doğuştan ve doğal değil, sonradan ve yapay olarak oluşturulmuş cinsiyet ayrımının ismidir. Toplumsal cinsiyet ayrımına neredeyse tüm dünya ülkelerinde rastlanabilir. Ayrım geçmişte de var olmuştur, bugün de devam etmektedir. Ancak yaşanma şiddeti ve göstergeleri toplumdan topluma farklılık göstermektedir. Türkiye, toplumsal cinsiyete dayalı ayrımda kadınlığın belirgin olarak yaşandığı ülkelerden biridir. Kadın, 'toplumsal cinsiyetinden ötürü' Türkiye'de var olan onlarca öteki içerisinde başı çekmektedir. Bu inceleme genelinde teorik olarak toplumsal cinsiyetin kurguladığı kadınlık olgusu tanımlanacak, açıklanacak ve kadınlığın yaşadığı eşitsizlikler vurgulanacaktır. Bu doğrultuda ilkin biyolojik-toplumsal cinsiyet ayrımı ele alınacaktır. Ardından ayrımın belli başlı toplumlarda ne gibi uygulamalarla canlı kaldığı anlatılacaktır. Sonrasında genel tarihsel akış içerisinde Dünya'da ve Türkiye'de kadınlık meselesi toplumsal cinsiyet ayrımı bağlamında tartışılacaktır. Sonuç olarak Türkiye'de kadının genel durumu sergilenip yorumlanacaktır. ; Social relations, social systems and the overall integrity of the so-called social structure, containing many elements of a great partnership. Social structure, as well as a variety of relative stability and unity of opposites, incorporates the conflicts and inequalities. One of the most important of these are based on her gender discrimination and wrongful identification, positioning, and applications. In this sense, corresponds to the type of socially produced biologically female 'female' sex, exists mainly as an example. Femininity, most completely innate and natural, not artificially created, and subsequently Gender discrimination can be found in virtually all countries of the world. Discrimination has existed in the past, continues to this day. Indicators and severity vary from society to society, but to happen. Turkey, one of the countries that experienced a significant gender-based discrimination womanhood. Woman, 'for social sex' in Turkey, the other dozens of existing lead. Female gender as a theoretical speculations in the case of this study will be defined, explained and emphasized femininity inequalities experienced. Biological gender discrimination will be dealt with first in this direction. Live in societies that certain practices such as discrimination, then what will be discussed. Then, the flow in the general historical context of gender discrimination in the world and in Turkey will be discussed in a matter of femininity. As a result, the overall situation of women in Turkey exhibited and interpreted.

The risk of sexual and gender-based violence (SGBV), increases significantly for women in a war/conflict context and forced migration process. However, SGBV exposure by migrant women is only considered as the unfortunate outcome of the war. This situation makes the appearance of SGBV even more obscure and makes it invisible. The aim of this review is to contextually (war/conflict context, journey, and destination country) evaluate the appearances of SGBV, which is the continuation of the conflict to which forced migrant women are exposed, and to discuss the contextual mechanisms that feed the SGBV spiral. As a result, SGBV to which forced migrant women are exposed has a spiral structure, but the appearances of SGBV are complex, interactive, transformative, and are fluidly and dynamically constructed with the contextual parameters in which SGBV action occurs. This construction process determines the direction of outcomes, needs, and interventions.

University education may influence attitudes toward gender roles. The awareness of students in the field of health services about the gender inequalities they will encounter both during the education process and in the future while providing health services will play a role in providing health services in a more effective and equitable way. In order for university students to approach men and women with an egalitarian perspective at an early age, their gender stereotypes must first decrease and their perspectives on social relations must change positively. Therefore, university education can play an important role in influencing gender perception and attitudes towards gender roles. There is no special course on prejudice and discrimination in the training programs of Vocational Schools of Health Services that train health technicians in Turkey. Based on this, this study aimed to examine the effect of the training program given to raise awareness of prejudice, stereotypes and discrimination on the gender perception and attitude of students who will provide health care in the future. For this purpose, answers were sought to the following questions: Is there a difference in students' gender perceptions of prejudice and discrimination before and after training? Are there any differences in students' gender role attitudes regarding prejudice and discrimination before and after education? Is there a relationship between gender perception and attitudes towards gender roles? As a method, a single-group the pretest-posttest semi-experimental method was used. The research was conducted with students taking the Prejudice and Discrimination course at the Vocational School of Health Services. 95 second-grade students participated in the research. The reason why sophomore students from the Disabled Care and Rehabilitation program, the Pharmacy Services program, and the Occupational Therapy Program were selected in the study is that the "Prejudice and Discrimination" course is given in the second-grade student spring semester. Descriptive Information Form, Gender Roles Attitude Scale (GRAS), and Gender Perception Scale (GPS) were used to collect data. Before the course program started, GRAS and GPS were administered to the participants as a pretest. Afterwards, a fourteen-week course period on "Prejudice and Discrimination" was carried out. At the end of the course, GRAS and GPS were administered to the participants as posttests. According to the students' descriptive characteristics, it was found that the mean age of the participants in the study was 21.6±3.3, and that 73.7% of them were female. According to the study, most students' mothers (56.9%) and fathers (38.9%) had completed elementary school. The families of 73.7% of the participants are nuclear families. The students' average number of siblings was found to be 2.8±2.1, and the majority (51.6%) of them had both brothers and sisters. The investigation discovered that 43.2% of the students lived primarily in the city center. Most students who participated in the study said that the Black Sea region was where they spent most of their lives (46.3%). The research revealed that prejudice and discrimination training provided via online distance education methods did not affect the gender perception and gender role attitudes of second-year Vocational School of Health Services students (respectively; p = 0.890, p = 0.976). However, a positive relationship was found between gender perception and attitudes towards gender roles (pretest r = 0,825, p < 0,01; posttest r = 0,893, p< 0,01). While the total scale score of women was higher than men according to GPS and GRAS scores according to sex before the training (GPS, p = 0.002; GRAS, p