@article {907,
	title = {MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {101-113},
	abstract = {Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gen-der issues do have a long tradition, even if not always thematised as such. The curriculum of educa-tional science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among edu-cational students and regarding to a {\textquotedblleft}new deal for young women{\textquotedblright} (McRobbie 2009), which may influ-ence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative em-pirical survey composed of four group discussions carried out with 14 university students of educa-tional studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.},
	keywords = {gender, higher education, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.101},
	url = {http://oaji.net/articles/2015/457-1421876706.pdf},
	author = {Sabine Klinger and Ines Findenig}
}
@article {855,
	title = {CHARACTERISTIC OF THE MOST POPULAR MOVIE CHARACTERS AMONG CHILDREN {\textendash} EDUCATIONAL CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-73},
	abstract = {Mass media play an essential role at almost every stage of human{\textquoteright}s life. The media have a particular influence on children who are not entirely aware of their message. A part of reality surrounding children was examined in order to determine the features of favourite movie characters and preferable situations in which said a character participates. The results obtained through a  diagnostic survey indicate that there is a statistically significant difference between girls and boys choices of a movie character. This article focuses on the aspects of using children{\textquoteright}s favourite characters by a teacher in education. The presented discussion regarded also the problem of children emulating movie characters. },
	keywords = {education, gender, media, movie character},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.66},
	url = {http://oaji.net/articles/2014/457-1420055808.pdf},
	author = {Tomasz Huk}
}
@article {563,
	title = {GENDER DIFFERENCES IN SPORTS INVOLVEMENT AND MOTIVATION FOR ENGAGEMENT IN PHYSICAL EDUCATION IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {94-100},
	abstract = {Physical education plays a central role in increasing the level and quality of physical activity, especially among young people, with a tendency to such a pattern of behavior one day become life-style. Since that physical ability, level of interest and commitment is varying from student to student, the study of problems of motivation for active involvement in physical activity is very important. At sample of 706 pupils from the 4th - 7th grade primary schools (age 11 {\textendash} 14) were examined the gender differences in sports involvement and motivation for engagement in physical education. There was a statistically significant difference between boys and girls. Boys who were actively involved in sport attained the highest scores on the motivation scale, and girls who were not involved in sport at all attained the lowest scores. So, raising pupils{\textquoteright} awareness of the advantages for health, regular growth and development, have their engagement in physical activities, at least in the most basic form, such as active participation in PE, would be important for girls since their scores at Motivation scale for measurement of involvement in PE were significantly lower than boys, no matter on their sports involvement.},
	keywords = {gender, motivation, sports involvement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.94},
	url = {https://oaji.net/articles/2014/457-1406540795.pdf},
	author = {Dragan  Martinovi{\'c} and Jelena  Ili{\'c} and Dragoljub  Vi{\v s}nji{\'c}}
}
