Download pdf
Research on the Cognition of Generation Z University Students on Contemporary Feminist Ideologies in the Context of the Digital Society
- 1 Central South University
* Author to whom correspondence should be addressed.
Abstract
This study, set against the backdrop of the digital society, focuses on the cognition of Generation Z university students regarding contemporary feminist ideologies. It aims to understand how these students comprehend, accept, and practice feminist concepts amidst the digital wave, and how these concepts influence their social perspectives and behavioral patterns. Through methods such as surveys, in-depth interviews, and online forum analysis, the research systematically collected cognitive data on Generation Z university students’ understanding of feminist ideologies. The goal is to deepen the understanding of Generation Z’s gender concepts and attitudes towards feminism, offering new perspectives and approaches for promoting gender equality and social justice, as well as providing valuable references and insights for future feminist education and research.
Keywords
digital society, feminism, patriarchy, gender equality
[1]. Feng, J. (2023). "Swallowing the red pill": The awakening of gender consciousness and mediated emotional solidarity among young women. International Journal of Journalism, 45(09), 27-47.
[2]. Li, K. (2023). Measurement of feminist attitudes and their relationship with psychological well-being. Guangzhou University.
[3]. Li, W. (2013). Critical reflections on the female gaze. Youth and Society (13), 177-178.
[4]. Shi, C. (2017). Reflections on the impact of feminist thought on post-90s female college students. Journal of Taiyuan City Vocational and Technical College (06), 58-60.
[5]. Wang, J., & Zhu, Y. (2005). On the enhancement of female subjectivity and social sustainable development. Journal of Huaiyin Institute of Technology (04), 66-68.
[6]. Wang, L. (2018). A study on the gender equality awareness of female college students [Unpublished doctoral dissertation]. Hainan Normal University.
[7]. Wang, Z., & Guan, J. (2024). The changing and unchanging aspects of gender stereotypes: Evidence from content, methods, and impacts. Advances in Psychological Science, 32(06), 939-950.
[8]. Wu, Z. (2017). A study on the development of feminist identity among female college students from the perspective of gender equality education [Unpublished doctoral dissertation]. Nanjing Normal University.
[9]. Zhang, H. (2020). The impact of social media literacy on college students’ cognition and participation in feminist movements. Shanghai International Studies University.
[10]. Zhong, Y., & Chen, L. (2023). Why is eliminating employment gender discrimination so important? Journal of Huazhong University of Science and Technology (Social Science Edition) (5).
Cite this article
Peng,Z. (2024). Research on the Cognition of Generation Z University Students on Contemporary Feminist Ideologies in the Context of the Digital Society. Advances in Social Behavior Research,10,1-15.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title:
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).