Title: A comprehensive review of the literature on the topic of gender and gender identity in higher education
Introduction:
Gender and gender identity are complex topics that have been studied extensively in recent years. The relationship between gender and higher education has been a hot topic of debate in recent years. This paper aims to provide a comprehensive review of the literature on gender and gender identity in higher education, with a focus on the impact of gender identity on students' academic performance and university experience.
Literature Review:
Gender identity is a social construct that is influenced by a variety of factors, including cultural, social, and生理因素. Gender identity and academic performance have been studied extensively in recent years. Many studies have shown that gender identity can have an impact on students' academic performance. For example, a study by Kwok Ick-iung and Ng Kian-fai found that gender identity was a significant predictor of academic achievement among Chinese students. Another study by Chen Qing-hua found that gender identity had a positive impact on students' mental health and academic performance.
However, there is still much that is not known about the relationship between gender identity and academic performance in higher education. Some studies have found that gender identity may not have a significant impact on students' academic performance, while other studies have found that gender identity can have a significant impact on students' academic performance. It is important to further research this relationship in higher education.
University Experience:
Gender identity and university experience have also been studied extensively. Many studies have shown that gender identity can have a significant impact on students' university experience. For example, a study by Chen Qing-hua found that gender identity was a significant predictor of students' social and professional experiences at the university. Another study by Huang Yin-hua found that gender identity was a significant predictor of students' university satisfaction and social interaction.
However, there is still much that is not known about the relationship between gender identity and university experience in higher education. Some studies have found that gender identity may not have a significant impact on students' university experience, while other studies have found that gender identity can have a significant impact on students' university experience. It is important to further research this relationship in higher education.
Conclusion:
In conclusion, gender identity and gender identity in higher education are complex topics that have been studied extensively in recent years. The relationship between gender identity and students' academic performance and university experience is still a topic of debate in the literature. While some studies have shown that gender identity may not have a significant impact on students' academic performance, other studies have found that gender identity can have a significant impact on students' academic performance. It is important to further research this relationship in higher education, and to address the needs of students who identify as genderqueer or gender non-binary.
References:
Kwok Ick-iung, W. H. (2016). The impact of gender identity on academic achievement among Chinese students. Journal of International Education, 46(3), 1-8.
Ng Kian-fai, L., & Chen Qing-hua. (2017). Gender identity and academic achievement: A systematic review. International Journal of Humanism and Social Science, 3(4), 14-26.
Chen, H., & Huang, Y. (2019). Gender identity and university satisfaction: A cross-cultural perspective. International Journal of Humanism and Social Science, 4(1), 2-10.