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The purpose of this paper is to examine the moderating effect of gender on the relationship between financial attitude, financial socialization, and secondary socialization agents on experiencing financial problems among university students.

The sample for the present paper comprises data collected from 11 universities across Malaysia using the stratified sampling method. A multi‐group analysis approach using Amos was applied to assess the moderating effect of gender.

The findings indicated that gender significantly moderates the effect of financial attitude, financial socialization and secondary socialization agents on financial problems among students.

There are few empirical studies on the moderating effect of gender on financial matters, and this research is one of the first that contribute to a better understanding of the gender influence on financial matters, particularly for family economics and gender educators.

The paper contributes to the scarce knowledge about gender and financial matters, by introducing readers to the importance of gender issues in financial practices. It represents a starting point to an important area of research.

In this chapter we reinvigorate socialization as a theoretical framework for studying gender and sexuality, and we do so by focusing attention on the sexual socialization of young children. We provide an overview of the literature on the sexual socialization of young children. We discuss why researchers should be interested in childhood sexuality, and the role of parents, peers and schools, and the media in sexual socialization. We also address three overarching issues: methodology, the hegemony of heterosexuality, and child sexual abuse. Throughout, we suggest and organize some of the empirical questions that form a research agenda for those interested in this topic.

The purpose of this article is to suggest that doctoral student socialization is a gendered process.

This article uses a qualitative case study methodology, studying engineering students in one university department.

The author considers how various norms and practices, including competition and hierarchy along with overt objectification of women, point to the masculine nature of the discipline.

Although stage models of socialization are helpful in that they provide an outline of students’ various tasks as they progress through their doctoral programs, they can account neither for the culture of disciplines nor for the identities of students who populate them. The author suggests that students in engineering are prepared to embrace competition and hierarchy, norms that point to a gendered disciplinary culture. Although, certainly, particular interests will lead students to pursue different majors, the discipline serves to reinforce culture.

The purpose of this paper is to examine the relationship between financial socialisation experiences, socio-economic factors, demographic characteristics and the financial knowledge of first year undergraduate students.

Using a questionnaire, data were collected from a sample of 450 first year university students from both private and public universities. A multivariate regression method was adopted to examine the influence of financial socialisation among respondents of different ethnic groups and their social backgrounds on the individual's financial knowledge.

The findings indicate that: firstly, financial knowledge is low among first-year university students in Sarawak. Secondly, male respondents outperform female counterparts in terms of financial knowledge. Thirdly, parental financial socialisation remains the main source of financial knowledge among the students. Fourthly, there are significant differences in financial knowledge across ethnic groups.

It is paramount to implement financial education programmes to elevate the financial literacy for both youth and parents since parents remain the primary source of financial socialisation for young adults.

The study suggests that financial knowledge varies according to gender and ethnicity. Hence, financial education programmes should be designed to accommodate the differences between groups based on ethnicity and gender to achieve the best outcome.

This is the first study that draws a representative sample of university students in Sarawak that examines the effects of ethnicity, gender and parental financial socialisation on financial knowledge among first year university students.

The purpose of this paper is to scrutinize the severe impact on the abilities of urban poor women such as education skills, entrepreneurship qualities, employment skills, creative abilities and social skills, as they face many challenges like inequitable access to work and unacceptable living conditions influenced by an underlying mind-set in the society driven by gender socialization. Though there have been changes in the way we perceive the abilities of urban poor women from being a homemaker to participating in employment and access to education, one cannot deny that discrimination and bias based on gender socialization still exists in the society.

This paper uses secondary data through a systematic review where the inclusion criteria were framed on the basis of relevance, credibility and heterogeneity. However, as this is a concept paper, the study is bereft of empirical data.

In most cases, the ability and potential of women, such as educational skills, entrepreneurship qualities, employment skills, creative abilities and social skills, go unnoticed or, more often, not taken into consideration. Predominantly influenced by gender roles, not all abilities and skills are associated with women; this kind of labelling process refers to gender socialization. Ongoing in society for a long time to an extent, it has been accepted consciously or subconsciously by men and women. As a result, urban poor women, in particular, are further deprived of their capabilities, directly affecting their personal growth and economic status.

Poverty affects men, women, boys and girls, but it is experienced differently by people of different ages, ethnicities, family roles and sex. Moreover, due to women’s biology, social and cultural gender roles and culturally constructed subordination, they are labelled with specific roles dictated by various social agents; This labelling process refers to gender socialization. As a result, capable women with untapped skills, abilities and potential to learn, work, earn, play and develop are ignored or suppressed; hence, they go unnoticed, further intensifying poverty among poor urban women.

Drawing on the multiplicity of context approach, this study investigates whether female entrepreneurs are more likely than male entrepreneurs to create environmentally oriented organizations. This study aims to examine how context, measured by gender socialization stereotypes and post-materialism, differentially affects the kinds of organizations entrepreneurs choose to create.

To test the hypotheses, this study utilizes Global Entrepreneurship Monitor data from 2009 (n = 17,364) for nascent entrepreneurs, baby businesses owners and established business owners in 47 counties. This study also utilizes the World Values Surveys to measure gender ideologies and post-materialist cultural values at the country level. To test the hypotheses, a logistic multi-level model is estimated to identify the drivers of environmental venturing. Data are nested by countries, and this allows random intercepts by countries with a variance components covariance structure.

Findings indicate that female entrepreneurs are more likely to engage in ecological venturing. Societies with high levels of post-materialist national values are significantly more likely to affect female entrepreneurs to engage in environmental ventures when compared to male entrepreneurs. Moreover, traditional gender socialization stereotypes decrease the probability of engaging in environmental entrepreneurship. Likewise, female entrepreneurs in societies with strong stereotypes regarding gender socialization will more likely engage in environmental entrepreneurship than male entrepreneurs.

The present study uses a gender analysis approach to investigate empirical differences in environmental entrepreneurial activity based on biological sex. However, this research assumes that gender is the driver behind variations in ecopreneurship emphasis between the engagement of males and females in venturing activity. The findings suggest that female entrepreneurs pursuing ecological ventures are more strongly influenced by contextual factors, when compared to male entrepreneurs. Future research can build upon these findings by applying a more nuanced view of gender via constructivist approaches.

This study is one of the few to investigate ecologically oriented ventures with large-scale empirical data by utilizing a 47-country data set. As a result, it begins to open the black box of environmental entrepreneurship by investigating the role of gender, seeking to understand if men and women entrepreneurs equally engage in environmental venturing. And it responds to calls that request more research at the intersection of gender and context in terms of environmental entrepreneurship.

This paper aims to explore the interactions of social learning and career navigation and their associated implications for women in military service.

Social learning theory (Bandura, 1977) exposes and aids in understanding the ability of an organization’s members to reconcile their personal experiences, socialization and observations. Drawn from a larger qualitative study of gender in the US military, this study highlights the US military’s rigorous socialization practices and the reliance on communal memory and social learning including matters pertaining to gender including career navigation.

Military servicewomen use these processes to learn military culture, acceptable behaviors, institutional norms and organizational realities for career navigation reflective of gender.

This article presents a novel exploration of gender in the military as it pertains to social learning and career progression.

Past literature has focused on the intergenerational transmission of gender ideologies, without considering the role cultural context plays. That is, while it is understood that there is a positive relationship between mothers’ gender ideology and that of their adolescents, how might this relationship differ among foreign-born mothers and their native-born adolescent children? This chapter extends the literature on the construction and transmission of gender ideology between immigrant mothers and their children in two ways. First, using data from the child sample of the National Longitudinal Survey of Youth 1979 (N=2,202), it examines adolescent gender ideology as influenced by mothers’ gender beliefs and nativity. Second, it assesses the interaction between maternal gender ideologies and nativity as they influence adolescent ideology. Findings from this study suggest that the nativity of the mother does not affect the adolescent’s ideology, nor does it act as a moderator of maternal influence. The chapter ends with a summary and contextualization of the findings framed in developmental psychology and suggesting that factors external to the household, such as the influence of peers, may work to mitigate the effects of cultural frameworks.

This study aims to explore gender equality in school textbooks in Georgia.

The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions.

The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues.

The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.