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A Study of Organizational Silence from the Viewpoint of Female Students in Male-Dominated Classrooms

Yıl 2024, , 31 - 47, 04.04.2024
https://doi.org/10.32709/akusosbil.1105178

Öz

Organizational silence behavior is one of the problems frequently experienced by women working in male-dominated workplaces. Women working in such workplaces prefer to remain silent about the problems that they face or the issues that concern the organization in general for various reasons. The aim of this study is to determine whether the same behavior is experienced by female students in male-dominated classrooms. The study was conducted with 102 students in a male-dominated university. On the evaluation of the survey, it is seen that female students showed behaviors similar to those of male students in all three sub-dimensions of organizational silence, and they were able to express the problems they experienced or observed without worrying about damaging the image of the class, being labeled as troublemakers, or being excluded from the class. It is thought that this study will have a positive contribution to the literature researching not only the relations between female and male students in the classroom but also different aspects of organizational silence. Future research may focus on investigating whether the differences in the behaviors of male and female employees in workplace or their reactions to events are also experienced by male and female students in the educational environment, comparing the behaviors of male and female students in male-dominated classrooms, and identifying differences between generations in this regard.

Kaynakça

  • Akınlolu, M. & Haupt, T. C. (2019). Gender differences in perceptions of workplace interactions among university students in male-dominated work. (Preprint: No. 1589). EasyChair.
  • Akingbade, R. E. (2010). Between a rock and a hard place. Backlash towards agentic women aspiring to high-ranking jobs in Nigeria. Gender and Behaviour, 8(2), 3265-3278.
  • Akkaya, M. & Tuzgöl D.M. (2021). An examination of university students’ level of assertiveness according to self construal and five-factor personality traits. Kastamonu Education Journal, 29 (2), 480-489. doi: 10.24106/kefdergi.718520
  • Aksöz, F & Durkal, M.E. (2021). Çalışma hayatında kadınların karşılaştıkları sorunlar: Kayseri ilinde çalışan kadın öğretmenler üzerine bir araştırma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 59. 141:176.
  • Al Zoubi, M.M. & Alkhlaifat, O.K. (2021). Gender influence on the organizational silence in the school sector in Amman, Jordan. International Journal of Psychosocial Rehabilitation, 25 (2), 803-825.
  • Alvarado, C., Cao, Y. & Minnes, M. (2017). Gender differences in students’ behaviors in cs classes throughout the cs major. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (Seattle, Washington, USA) (SIGCSE ’17). Association for Computing Machinery, New York, NY, USA, 27–32.
  • Argyris, C. & Schon, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
  • Ateş, T. Ö. & Önder, E. (2019). Effect of marital situation and gender on educators’ organizational silence: A meta-analysis study. Hacettepe University Journal of Education, 34 (3), 786-803. doi: 10.16986/HUJE.2018041735
  • Bagheri, G., Zarei, R. & Aeen, M. N. (2012). Organizational silence (Basic concepts and its development factors) Ideal Type of Management, 1(1), 47- 58.
  • Bailey, J.J. & Cervero, R. M. (2008). Different worlds and divergent paths: academic careers defined by race and gender. Harvard Educational Review, 78 (2), 311-331. DOI: 10.17763/haer.78.2.nl53n670443651l7
  • Bastuğ, G., Pala, A., Yılmaz, T., Duyan, M., & Günel, I. (2016). Organizational silence in sport employees. Journal of Education and Learning, 5 (4), 126-132. doi:10.5539/jel. v5n4p126
  • Beheshtifar, M., Borhani, H. & Nekoie.Moghadom, M. (2012). Destructive role of employee silence in organizational success. International Journal of Academic Research in Business and Social Sciences, 2 (11), 257–281.
  • Beyer, S., Rynes, K., Perrault, J., Hay, K. & Haller, S. (2003). Gender differences in computer science students. In Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education (Reno, Navada, USA) (SIGCSE ’03). Association for Computing Machinery, New York, NY, USA, 49–53. https://doi.org/10.1145/611892.611930
  • Bridges, D., Wulff, E. & Bamberry, L. (2021). Silencing the feminine in male dominated work: The case of the military and construction industries in Australia. Abstract from 2021 Gender, Work and Organization Conference, United Kingdom.
  • Brigham, M. & Lupine, J. P. (2021). Gender differences in class participation in core CS courses. ITiCSE 2021, June 26–July 1, 2021, Virtual Event, Germany ISBN 978-1-4503-8214-4/21/06. https://doi.org/10.1145/3430665.3456356
  • Carlo, G. (2014). The development and correlates of prosocial moral behaviors. In M. Killen & J. G. Smetana (Eds.), Handbook of Moral Development (pp.208–234). New York, NY: Psychology Press.
  • Çakıcı, A. (2007). Örgütlerde sessizlik: sessizliğin teorik temelleri ve dinamikleri. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(1), 145-162.
  • Çakmak Y. Y. & Ağırbaş, İ. (2020). Organizational silence: a study on employees of general directorate of sports headquarter. Journal of Business Research- Turk. 12. 1036-1045.
  • Çetinkaya, U. & Koçyiğit, M. (2021). Öğretmenlerin psikolojik sermaye, örgütsel sessizlik ve örgütsel yabancılaşma düzeylerinin incelenmesi. International Journal of Eurasia Social Sciences (IJOESS), 12(46), 1011-1040. DOI: http://dx.doi.org/10.35826/ijoess.3030
  • Çınar, O., Karcıoğlu, F. & Alioğulları, Z. D. (2013). The relationship between organizational silence and organizational citizenship behavior: a survey study in the province of Erzurum, Turkey. Procedia - Social and Behavioral Sciences 99, 314 – 321. https://doi.org/10.1016/j.sbspro.2013.10.499
  • Curtis, P. (2007). Boy Crazy. Retrieved from https://www.theguardian.com/education/2007/apr/10/schools.uk
  • Dedahanov, A. T., Kim, C. & Rhee, J. (2015). Centralization and communication opportunities as predictors of acquiescent or prosocial silence. Social Behavior and Personality: An International Journal, 43, 481–492.
  • Dolot, A. (2018). The characteristic of generation z. E-mentor, 2(74), 44-50. DOI: https://doi.org/10.15219/em74.1351
  • Dyne, L.V., Ang, S. & Botero, I. C. (2003). Conceptualizing employee silence and employee voice as multidimensional contracts. Journal of Management Studies, 40 (6). 1359-1392.
  • Ehtiyar, R. & Yanardağ, M. (2008). Organizational silence: a survey on employees working in a chain hotel. Tourism and Hospitality Management. 14 (1) 51-68.
  • Erigüç, G., Özer, Ö, Turaç, Z. & Sonğur, C. (2014). The causes and effects of the organizational silence: on which issues the nurses remain silent? Uluslararası Yönetim İktisat ve İşletme Dergisi 10 (22);131-153.
  • Gaithani, S., Arora, D. & Sharma, B. K. (2019). Understandıng the attitude of generatıon z towards workplace. International Journal of Management, Technology and Engineering. IX (1). pp. 2804-2812
  • Hall, E. D. & Gettings, P. E. (2020). Who is this little girl they hired to work here? Women’s experiences of marginalizing communication in male-dominated workplaces. Communication Monographs, 87(4) 484-505. doi: 10.1080/03637751.2020.1758736
  • ILO. (2020). Cinsiyete dayalı ücret farkının ölçümü: Türkiye uygulaması raporu. Retrieved from https://www.ilo.org/ankara/news/WCMS_757032/lang--tr/index.htm
  • Inandı, Y., Gün, M.Y. & Gılıc, F. (2017). The study of relationship between women teachers’ career barriers and organizational silence: viewpoint of women and men teachers. European Journal of Contemporary Education, 6(3), 542-556. DOI: 10.13187/ejced.2017.3.542
  • Jones, S. & Myhill, D. (2004). Troublesome boys' and 'compliant girls': Gender identity and perceptions of achievement and underachievement. British Journal of Sociology of Education - 25, 547-561. 10.1080/0142569042000252044.
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Örgütsel Sessizlik Kavramına Erkek Egemen Sınıflardaki Kız Öğrenciler Açısından Bir Bakış

Yıl 2024, , 31 - 47, 04.04.2024
https://doi.org/10.32709/akusosbil.1105178

Öz

Örgütsel sessizlik davranışı, erkek egemen işyerlerinde çalışan kadınların sıklıkla yaşadığı sorunlardan biridir. Bu tür işyerlerinde çalışan kadınlar çeşitli nedenlerle karşılaştıkları sorunlar veya örgütün genelini ilgilendiren konularda sessiz kalmayı tercih etmektedirler. Bu araştırmanın amacı, aynı davranışın erkek egemen sınıflardaki kız öğrenciler tarafından da yaşanıp yaşanmadığını belirlemektir. Araştırma erkek egemen bir üniversitede 102 öğrenci ile gerçekleştirilmiştir. Araştırmanın sonucunda, kız öğrencilerin örgütsel sessizliğin üç alt boyutunda da erkek öğrencilere yakın davranış gösterdikleri, yaşadıkları ya da gözlemledikleri sorunları sınıfın imajına zarar verme, sorun çıkaran biri olarak etiketlenme ya da sınıftan dışlanma gibi kaygılara kapılmadan dile getirebildikleri tespit edilmiştir. Bu çalışmanın hem erkek egemen bir sınıf ortamında kız ve erkek öğrenciler arasındaki ilişkilerin incelenmesine hem de örgütsel sessizliğin farklı boyutlarını araştıran literatüre olumlu katkı sağlayacağı düşünülmektedir. Gelecekteki araştırmalar, işyerlerinde kadın ve erkek çalışanların davranışları ya da yaşanan olaylara verdikleri tepki farklılıklarının eğitim ortamında da kız ve erkek öğrenciler arasında yaşanıp yaşanmadığını araştırmaya, erkek egemen sınıflarda kadın ve erkeklerin davranışlarının karşılaştırılmasına ve bu konuda kuşaklar arasındaki farkların tespit edilmesine odaklanabilir.

Kaynakça

  • Akınlolu, M. & Haupt, T. C. (2019). Gender differences in perceptions of workplace interactions among university students in male-dominated work. (Preprint: No. 1589). EasyChair.
  • Akingbade, R. E. (2010). Between a rock and a hard place. Backlash towards agentic women aspiring to high-ranking jobs in Nigeria. Gender and Behaviour, 8(2), 3265-3278.
  • Akkaya, M. & Tuzgöl D.M. (2021). An examination of university students’ level of assertiveness according to self construal and five-factor personality traits. Kastamonu Education Journal, 29 (2), 480-489. doi: 10.24106/kefdergi.718520
  • Aksöz, F & Durkal, M.E. (2021). Çalışma hayatında kadınların karşılaştıkları sorunlar: Kayseri ilinde çalışan kadın öğretmenler üzerine bir araştırma. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 59. 141:176.
  • Al Zoubi, M.M. & Alkhlaifat, O.K. (2021). Gender influence on the organizational silence in the school sector in Amman, Jordan. International Journal of Psychosocial Rehabilitation, 25 (2), 803-825.
  • Alvarado, C., Cao, Y. & Minnes, M. (2017). Gender differences in students’ behaviors in cs classes throughout the cs major. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (Seattle, Washington, USA) (SIGCSE ’17). Association for Computing Machinery, New York, NY, USA, 27–32.
  • Argyris, C. & Schon, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
  • Ateş, T. Ö. & Önder, E. (2019). Effect of marital situation and gender on educators’ organizational silence: A meta-analysis study. Hacettepe University Journal of Education, 34 (3), 786-803. doi: 10.16986/HUJE.2018041735
  • Bagheri, G., Zarei, R. & Aeen, M. N. (2012). Organizational silence (Basic concepts and its development factors) Ideal Type of Management, 1(1), 47- 58.
  • Bailey, J.J. & Cervero, R. M. (2008). Different worlds and divergent paths: academic careers defined by race and gender. Harvard Educational Review, 78 (2), 311-331. DOI: 10.17763/haer.78.2.nl53n670443651l7
  • Bastuğ, G., Pala, A., Yılmaz, T., Duyan, M., & Günel, I. (2016). Organizational silence in sport employees. Journal of Education and Learning, 5 (4), 126-132. doi:10.5539/jel. v5n4p126
  • Beheshtifar, M., Borhani, H. & Nekoie.Moghadom, M. (2012). Destructive role of employee silence in organizational success. International Journal of Academic Research in Business and Social Sciences, 2 (11), 257–281.
  • Beyer, S., Rynes, K., Perrault, J., Hay, K. & Haller, S. (2003). Gender differences in computer science students. In Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education (Reno, Navada, USA) (SIGCSE ’03). Association for Computing Machinery, New York, NY, USA, 49–53. https://doi.org/10.1145/611892.611930
  • Bridges, D., Wulff, E. & Bamberry, L. (2021). Silencing the feminine in male dominated work: The case of the military and construction industries in Australia. Abstract from 2021 Gender, Work and Organization Conference, United Kingdom.
  • Brigham, M. & Lupine, J. P. (2021). Gender differences in class participation in core CS courses. ITiCSE 2021, June 26–July 1, 2021, Virtual Event, Germany ISBN 978-1-4503-8214-4/21/06. https://doi.org/10.1145/3430665.3456356
  • Carlo, G. (2014). The development and correlates of prosocial moral behaviors. In M. Killen & J. G. Smetana (Eds.), Handbook of Moral Development (pp.208–234). New York, NY: Psychology Press.
  • Çakıcı, A. (2007). Örgütlerde sessizlik: sessizliğin teorik temelleri ve dinamikleri. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(1), 145-162.
  • Çakmak Y. Y. & Ağırbaş, İ. (2020). Organizational silence: a study on employees of general directorate of sports headquarter. Journal of Business Research- Turk. 12. 1036-1045.
  • Çetinkaya, U. & Koçyiğit, M. (2021). Öğretmenlerin psikolojik sermaye, örgütsel sessizlik ve örgütsel yabancılaşma düzeylerinin incelenmesi. International Journal of Eurasia Social Sciences (IJOESS), 12(46), 1011-1040. DOI: http://dx.doi.org/10.35826/ijoess.3030
  • Çınar, O., Karcıoğlu, F. & Alioğulları, Z. D. (2013). The relationship between organizational silence and organizational citizenship behavior: a survey study in the province of Erzurum, Turkey. Procedia - Social and Behavioral Sciences 99, 314 – 321. https://doi.org/10.1016/j.sbspro.2013.10.499
  • Curtis, P. (2007). Boy Crazy. Retrieved from https://www.theguardian.com/education/2007/apr/10/schools.uk
  • Dedahanov, A. T., Kim, C. & Rhee, J. (2015). Centralization and communication opportunities as predictors of acquiescent or prosocial silence. Social Behavior and Personality: An International Journal, 43, 481–492.
  • Dolot, A. (2018). The characteristic of generation z. E-mentor, 2(74), 44-50. DOI: https://doi.org/10.15219/em74.1351
  • Dyne, L.V., Ang, S. & Botero, I. C. (2003). Conceptualizing employee silence and employee voice as multidimensional contracts. Journal of Management Studies, 40 (6). 1359-1392.
  • Ehtiyar, R. & Yanardağ, M. (2008). Organizational silence: a survey on employees working in a chain hotel. Tourism and Hospitality Management. 14 (1) 51-68.
  • Erigüç, G., Özer, Ö, Turaç, Z. & Sonğur, C. (2014). The causes and effects of the organizational silence: on which issues the nurses remain silent? Uluslararası Yönetim İktisat ve İşletme Dergisi 10 (22);131-153.
  • Gaithani, S., Arora, D. & Sharma, B. K. (2019). Understandıng the attitude of generatıon z towards workplace. International Journal of Management, Technology and Engineering. IX (1). pp. 2804-2812
  • Hall, E. D. & Gettings, P. E. (2020). Who is this little girl they hired to work here? Women’s experiences of marginalizing communication in male-dominated workplaces. Communication Monographs, 87(4) 484-505. doi: 10.1080/03637751.2020.1758736
  • ILO. (2020). Cinsiyete dayalı ücret farkının ölçümü: Türkiye uygulaması raporu. Retrieved from https://www.ilo.org/ankara/news/WCMS_757032/lang--tr/index.htm
  • Inandı, Y., Gün, M.Y. & Gılıc, F. (2017). The study of relationship between women teachers’ career barriers and organizational silence: viewpoint of women and men teachers. European Journal of Contemporary Education, 6(3), 542-556. DOI: 10.13187/ejced.2017.3.542
  • Jones, S. & Myhill, D. (2004). Troublesome boys' and 'compliant girls': Gender identity and perceptions of achievement and underachievement. British Journal of Sociology of Education - 25, 547-561. 10.1080/0142569042000252044.
  • Jule, A. (2003). Girls' talk: girls' silence. British Educational Research Association Annual Conference. Heriot-Watt University, Edinburgh, 11-13 September 2003 http://www.leeds.ac.uk/educol/documents/00003308.htm
  • Kendall, S. & Tannen, D. (2008). Discourse and gender. D. Schiffrin, D. Tannen, and H. E. Hamilton (Ed.) The Handbook of Discourse Analysis (pp.548-567) Malden, Massachusetts. Blackwell Publishers. DOI: 10.1002/9780470753460.ch29.
  • Khan, F., Ahmad, S. & Ahmad, N. (2014). The Interplay between gender and student classroom participation: a case study of the university of swat. PUTAJ – Humanities and Social Sciences. 21, 41-50.
  • Knoll, M. & Van Dick, R. (2013). Do I hear the whistle? A first attempt to measure four forms of employee silence and their correlates. Journal of Business Ethics, 113 (2), 349-362.
  • Kretzschmar, L. (1995). Gender and oppression: a South African feminist underview. Missionalia 23(2), 147-161.
  • Kutanis, R. Ö. & Çetinel, E. (2014). Kadınların sessizliği 1: devlet okullarındaki kadın öğretmenler üzerine bir araştırma. Amme İdaresi Dergisi, 47(1), 153-173.
  • Lavy, V. & Schlosser, A. (2006). Does being with more girls in school improve students' human capital outcomes and behavior? Evidence on Effects and Mechanisms. Retrieved from https://pdfs.semanticscholar.org/6fda/1710d6705da63f0a9312f368100074a1b247.pdf?_ga=2.144681525.106977407.1584521009-1292393415.1584521009
  • Lee J.J. & Mccabe JM. (2021) Who speaks and who listens: revisiting the chilly climate in college classrooms. Gender and Society, 35(1), 32-60. doi:10.1177/0891243220977141
  • Lemkau, J.P. (1983) Women in Male-Dominated Professions: Distinguishing Personality and Background Characteristics. Psychology of the Women Quarterly 8(2), 144-165.
  • Libretexts (2021). Gender Bias in the Classroom. Retrieved from https://socialsci.libretexts.org/@go/page/8386
  • Mahrukh, S., Ayaz, A., & Liaqat, I. (2019). Silencing the silence: a study of women at workplace. Global Social Sciences Review (GSSR) 2(2), 162-176. doi: 10.31703/gssr.2017(II-II).10
  • Martin, P. G. (2013). The experiences of women in male-dominated professions and environments in South Africa. Retrieved from https://core.ac.uk/display/43171299?utm_source=pdf&utm_medium=banner&utm_campaign=pdf-decoration-v1
  • McKinsey (2022). Women in the workplace. McKinsey&Company Report. https://www.mckinsey.com/featured-insights/diversity-and-inclusion/women-in-the-workplace
  • Milliken, F.J., Morrison, E.W. & Hewlin, P.F. (2003). An exploratory study of employee silence: issues that employees don’t communicate upward and why”. Journal of Management Studies, 40(6), 1453-1476.
  • Moghaddampour, J., Nazemipour, B., Aghaziarati, M & Bordbar, H. (2013). Illuminating employees’ organizational silence. Management Science Letters, 3(8), 2213-2222.
  • Morrison, E. W. & Milliken, F. J. (2000). Organizational silence: a barrier to change and development in a pluralistic world. The Academy of Management Review, 25(4), 706–725. https://doi.org/10.2307/259200
  • Myhill, D. (2013). Bad boys and good girls? Patterns of interaction and response in whole-class teaching. British Educational Research Journal, 28(3), 339-352. https://doi.org/10.1080/01411920220137430
  • Okeke-James, N. J., Igbokwe, I. C., Anyanwu, A. N., & Obineme, O. P. (2020). Gender influence on school climate and organizational silence amongst teachers in anambra state. European Scientific Journal, ESJ, 16(10), 223. https://doi.org/10.19044/esj.2020.v16n10p223
  • Özdemir, L. & Sarıoğlu Uğur, S. (2013). Çalışanlarin “örgütsel ses ve sessizlik” algılamalarının demografik nitelikler açısından değerlendirilmesi: Kamu ve özel sektörde bir araştırma. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 27(1). 257-281.
  • Pinder, C. C. & Harlos, K. P. (2001). Employee silence: quiescence and acquiescence as responses to perceived injustice. Research in Personnel and Human Research Management, 20, 331 369.
  • Rekha B.K., McLure, F. I. & Barry, J. F. (2021). Gender differences in classroom emotional climate and attitudes among students undertaking integrated STEM Projects: a Rasch analysis. Research in Science & Technological Education. 1-22 DOI: 10.1080/02635143.2021.1981852
  • Reyes, M. I. (2014). Professional women silenced by men-made norms. Akron Law Review, 47(4), 898-973 https://ssrn.com/abstract=2853156
  • Rosenthal, E.A. (1996). Social networks and team performance (Unpublished dissertation). University of Chicago. USA.
  • Sadker, D. (2011). An educator's primer to the gender war. Phi Delta Kappan, 92(5), 81-88., Retrieved from https://www.sadker.org/educatorsprimer.html
  • Sakallı, N. (2021). Kadınların cinsiyetçiliğe tepkileri: meşrulaştırma, kendini suskunlaştırma, yüzleşme ve kolektif hareket. Türk Psikoloji Yazıları, 24(47), 115-135. DOI: 10.31828/tpy1301996120210220m000035
  • Schwieger, D. & Ladwig, C. (2018). Reaching and retaining the next generation: adapting to the expectations of gen z in the classroom. Information Systems Education Journal, 16(3), 45-54.
  • Singh, A. P. & Dangmei, J. (2016). Understanding the generation z: the future workforce. South-Asian Journal of Multidisciplinary Studies, 3(3), 1-5.
  • Susak, M. (2016). Factors that affect classroom participation (Thesis/Dissertation Collections at RIT ScholarWorks). Rochester Institute of Technology. New York, USA.
  • Taşkıran, E. (2010). Liderlik tarzının örgütsel sessizlik üzerindeki etkisinde örgütsel adaletin rolü ve bir araştırma (Doktora Tezi). Marmara Üniversitesi. İstanbul, Turkiye.
  • Thurtle, V., Hammond, S.& Jennings, P. (1998). The experience of students in a gender minority on courses at a college of higher and further education. Journal of Vocational Education and Training, 50 (4), 629-645 https://doi.org/10.1080/13636829800200069
  • Umutlu, S. & Ozturk, M. (2022). Kadınların iş yaşamında karşılaştıkları sorunlar. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 25(3), 297-306.
  • Vakola, M. & Bouradas, D. (2005). Antecedents and consequences of organizational silence: an empirical investigation. Employee Relations, 27, 441-458. http://dx.doi.org/10.1108/01425450510611997
  • Vural, A., Barut, B., Kiziltan, B. & Kulaksiz, S. (2015). Kadınların çalışma hayatında karşılaştığı sorunlar üzerine bir odak grup çalışması / A focus group study on women's problems in working life. 3. Örgütsel Davranış Kongresi, Gaziosmanpaşa Üniversitesi, Tokat.
  • Wade, M. (2020). 3 traits to help women succeed in a male-dominated workplace. Retrieved from https://www.womenintrucking.org/blog/3-traits-to-help-women-succeed-in-a-male-dominated-workplace
  • Wynen J., Kleizen B., Verhoest K., Lægreid P. & Rolland, V. (2020). Just keep silent. Defensive silence as a reaction to successive structural reforms. Public Management Review, 22 (4), 498-526. DOI: 10.1080/14719037.2019.1588358
  • Yeşilaydın, G., Bayın, G., Esatoğlu, E. A. & Yılmaz, G. (2016). Örgütsel sessizliğin nedenleri: kamu hastaneleri çalışanları üzerine bir araştırma. KMÜ Sosyal ve Ekonomik Araştırmalar Dergisi 18 (31): 14-22.
  • Younger, M., Molly.W.& Jacquetta, W. (1999). The gender gap and classroom interactions: reality and rhetoric? British Journal of Sociology of Education, 20(3): 325–341. DOI: 10.1080/01425699995290
  • Zhang, H. (2010). Who dominates the class, boys or girls? - A study on gender differences in English classroom talk in a Swedish upper secondary school. Corpus ID:151276146, 1-36 Retrieved http://www.divaportal.org/smash/get/diva2:394795/fulltext01.pdf
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Yönetimi
Bölüm Eğitim
Yazarlar

Pınar Özdemir 0000-0001-9878-8139

Yayımlanma Tarihi 4 Nisan 2024
Gönderilme Tarihi 18 Nisan 2022
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Özdemir, P. (2024). A Study of Organizational Silence from the Viewpoint of Female Students in Male-Dominated Classrooms. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 26(1), 31-47. https://doi.org/10.32709/akusosbil.1105178