Analysis on Students’ Performance to Promote Gender Equality in Creative Fashion Design
DOI:
https://doi.org/10.56916/ejip.v2i4.445Keywords:
Performance analysis, Gender equality, Fashion students, Fashion Design, CreativityAbstract
The fashion industry has prospects and it can help to project the economy to compete with the international market. However, the extent of gender imbalance emerging from the Fashion Department of Kumasi Technical University is becoming a threat to the future of the industry. This paper is aimed at creating awareness of the extent of gender imbalance and promoting the inclusion of more male fashion students in fashion institutions. This was achieved by conducting an analysis of gender performance in Creative fashion design processes. The study employed educational Design and Quantitative research methods with a descriptive style of analysis. With a sample size of n=191, a structured questionnaire was distributed to participants on different occasions during class hours to gather relevant data for the study. The results showed that, though the female students were more than the male students, the male students performed better than the female students in terms of creative fashion design processes. Most of the students were of the opinion that the famous fashion designers in history and the present day are men. Also, most of the students responded that the best fashion designers in their locality are men. The study recommends that society needs to be educated and encourage more male students to take up fashion as a career.
References
Abe, E. N., & Chikoko , V. (2020). Exploring the factors that influence the career decision of STEM students at a university in South Africa. International Journal of STEM Education, 7(60).
Amos E. (2013). Developing Digital Techniques for Fashion Illustration. Unpublished thesis. KNUST Dspace. Retrieved on 06/11/2022
Ansah (2013) Technical and Vocational Education and Training in Ghana: A Tool for Skill Acquisition and Industrial Development. Journal of Education and Practice. Retrieved on 01/07/2019
Asemsro, B. A., & Obinnim, E. (2020). Creative design and working drawing: challenges of fashion design and textile students in technical universities in Ghana. Arts and Design Studies, 81, 1-11. www.iiste.org
Bain M. (2018). Women’s labor, ideas, and dollars prop up the US fashion industry, but men still run it. Quatz.com. Retreived on 09/09/2022
Bendall, S. A. (2023). The queens’ dressmakers: women’s work and the clothing trades in late seventeenth-century London. Women's History Review, 32(3), 389-414.
Boateng, B. (2011). The Women Don’t Know Anything!: Gender, Cloth Production, and Appropriation. In The Copyright Thing Doesn't Work Here: Adinkra and Kente Cloth and Intellectual Property in Ghana. University of Minnesota Press.
Chae, M. (2022). Gender differences in adaptive clothing: applying functional, expressive, and aesthetic (FEA) needs of people with movement impairments. International Journal of Fashion Design, Technology and Education, 15(3), 360-370.
Cohen, J. S. (2019). The Kente Weavers of Ghana. Textile, 17(2), 149-157.
Correll S. (2001) Gender and the Career Choice Process: The Role of Biased Self‐Assessments, American Journal of sociology; University of Chicago press Journal.
Debrah (2022) Kumasi Technical University sets up scholarship for females pursuing engineering. My Joy Online. Retrieved on 07/07/2022
Demetrios S. (2017). Analytics for the Classroom Teacher: edx course. Curtin University, Austraria
Dobozy E. (2018). EDX online course. Teaching and Learning Analytics, Curtin Business School, Curtin University, Australia. https://edx-video.net
Elia, G., Solazzo, G., Lorenzo, G., & Passiante, G. (2019). Assessing learners’ satisfaction in collaborative online courses through a big data approach. Computers in Human Behavior, 92, 589-599.
Eshun F. (2012). Developing Innovative Assessment Strategy to Foster Creativity Development in Graphic Design Studio. Unpublished Thesis, KNUST-Dspace. Accessed on 01/01/2021
European University Association. (2007). Creativity in higher education. Report on the EUA creativity project 2006–2007
Gudyanga, A., Gora, J., & Moyo, L. (2019). Factors affecting the participation of rural male students in two vocational subjects in Zimbabwe. Cogent Education, 6(1), 1633126.
Guilford, J. P. (1962). Potentiality for creativity. Gifted Child Quarterly, 6(3), 87-90.
Hodges , N., & Karpova, E. (2009). Making a major decision: an exploration of why students enroll in fashion programmes. International Journal of Fashion Design, Technology and Education, 2(2-3), 47-57.
Howard, E. K., Asinyo, B. K., Adala, C. E., Agyei, E. O., Atencah, B. O., & Eghan, B. (2021). A Tracer study of Bachelor of Art Industrial Art Graduates of KNUST: Employability and Performance Appraisal within five years. Ghana Journal of Science, Technology and Development , 7(2), 88-101.
Ikram, M. (2022). Transition toward green economy: Technological Innovation's role in the fashion industry. Current Opinion in Green and Sustainable Chemistry, 37, 100657.
Kellaghan, T., Madaus, G. F., & Raczek, A. E. (1996). The use of external examinations to improve student motivation. American Educational Research Association.
Kent J. C.(2003). Business Builders in Fashion. Charles Frederick Worth – The Father of Haute Couture. The Oliver Press, Inc., 2003
Khurana, K. (2022). The Indian fashion and textile sector in and post COVID 19 times. Fashion and Textiles, 9(15).
Lang, C., & Armstrong, C. M. (2018). Fashion leadership and intention toward clothing product-service retail models. Journal of Fashion Marketing and Management, 22(4), 571-587.
Laszkiewicz , A., & Kalinska-Kula , M. (2023). Virtual influencers as an emerging marketing theory: A systematic literature review. International Journal of Consumer Studies.
Lee, J. H., Lee, E., Lee, C. H., Huh, J., & Kim, J. (2023). Cyclic inclusive fashion design process based on an FEA model for inclusive fashion education. International Journal of Fashion Design, Technology and Education, 1-12.
Luo, J. L. (2020, December). An Analysis of the Development Prospect about Beijing Fashion Education. In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020) (pp. 1056-1060). Atlantis Press.
Manavis, A., Tzintzi, V., Efkolidis, N., Dimopoulos, C., Kakoulis, K., & Kyratsis, P. (2017). Conceptual design of jewellery: a space-based aesthetics approach. In MATEC Web of Conferences (Vol. 112, p. 07025). EDP Sciences.
Mbatha, S. (2023). A Strategic View of a Fashion Design Programme: What Can We Do Better? Journal of Educational and Social Research, 13(4), 236-247.
McRobbie, A. (2013). Fashion matters Berlin; city-spaces, women's working lives, new social enterprise? Cultural Studies, 27(6), 982-1010.
Milbank, C. R. (1985). Couture: The Great Designers. New York: Stewart, Tabori & Chang. Inc. Publishers, 24-429. ISBN 0941434516. OCLC 11867044.
Miotto, G., & Vilajoana-Alejandre, S. (2019). Gender equality: a tool for legitimacy in the fast fashion industry. Harvard Deusto Business Research, 8(2), Special Issue, 134-147. https://doi.org/10.3926/hdbr.244.
Morgan, G. A., & Shim, S. (1990). University Student Satisfaction: Implications for Departmental Planning. Home Economics Research Journal, 19(1), 47-66.
Munford, M. D., Medeiros, K. E., & Partlow, P. J. (2012). Creative thinking: processes, strategies, and knowledge. The Journal of Creative Behavior, 46(1), 30-47.
Nagy (2016) Tracking and visualizing student effort: Evolution of a practical analytics tool for staff and student engagement. Journal of Learning Analytics, 3(2), 165–193. http://dx.doi.org/10.18608/jla.2016.32.8
Perkasa, M. I. A. (2018). Inequalities for Indonesian Men to Pursue Fashion as a Career. In E3S Web of Conferences (Vol. 73, p. 11012). EDP Sciences. https://doi.o rg/10.1051/e3sconf/201873 ICENIS 2018 11012 11012
Peters, M. A. (2014). Competing conceptions of the creative university. Educational Philosophy and Theory, 46(7), 713-717. DOI: 10.1080/00131857.2013.785074
Quora.com. (2021). Most famous fashion Designers are men?. https://www.quora.com. Retrieved on 02/10/2022.
Rensburg, L. J., Jacobs, B., & Graham, M. (2023). Male fashion leadership: Hedonic and utilitarian clothing shopping motivations within the South African context. International Journal of Fashion Design, Technology and Education, 16(1), 88-99.
Saqr, M., Fors, U., & Tedre, M. (2017). How learning analytics can early predict under-achieving students in a blended medical education course. Medical teacher, 39(7), 757-767. DOI: 10.1080/0142159X.2017.1309376
Sauer J. (2018). The History of the House of Dior. https://www.crfashionbook.com/fashion/a25167232/the-history-of-the-house-of-dior/
Shin , Y., & Lee, S. (2023). Issues of virtual fashion influencers’ reproduced bodies: a qualitative analysis based on body discourse. Fashion and Textiles, 10(1).
Siemens G. and Gasevic D. (2012). Guest editorial-Learning and knowledge analytics. Educational Technology & Society, 15, 3 (2012), 1–2. Retrieved on 16/05/18
Stokes , B., & Black, C. (2012). Application of the Functional, Expressive and Aesthetic Consumer Needs Model: assessing the clothing needs of adolescent girls with disabilities. International Journal of Fashion Design, Technology and Education, 5(3), 179-186.
UNESCO (2013). Gender, Jobs and Education: Prospects and Realities in the Asia-Pacific. Bangkok, Bangkok and Korean Women’s Development Institute
Workman, J. E., & Lee, S.-H. (2017). What do we know about fashion adoption groups? A proposal and test of a model of fashion adoption. International Journal of Consumer Studies, 41(1), 61-69.
Zaid M. A. (2015) Correlation and regression Analysis. The Statistical, Economic and Social Research and Training Centre for Islamic Countries (SESRIC)
Zhi, H. L. (2014). A comparison of convenience sampling and purposive sampling. PubMed, 105-11.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Emmanuel Amos, Harry Barton Essel, George K. Fobiri, Mohammed Ibrahim
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.