A Bibliometric Study on Gender Differences among Educators: Trends, Themes, and Global Collaborations

Abstract

This bibliometric study explores the evolving research landscape on gender differences among educators through a comprehensive analysis, utilizing Scopus and VOSviewer to evaluate publication trends, key contributors, and collaboration networks. The research addresses the complexity of gender dynamics in education, encompassing themes such as teaching styles, biases, and equity in academic outcomes. Data collected from Scopus using advanced search strategies identified 1,273 relevant publications spanning from 2000 to 2024. VOSviewer was employed to visualize co-authorship, keyword co-occurrence, and country collaborations, revealing significant trends and intersections in the research. The results show a steady increase in scholarly output over the years, highlighting the growing recognition of gender issues in education. The United States and the United Kingdom emerge as dominant contributors, with extensive collaborations and high citation impacts, while other regions, including Asia and the Middle East, exhibit increasing but still underdeveloped participation. Key terms such as "gender differences," "inclusive education," and "mental health" underscore the interdisciplinary nature of this field, connecting sociology, psychology, and pedagogy. This study concludes that although the research community has made substantial strides in addressing gender disparities among educators, there remains a critical need to enhance international collaborations, especially with underrepresented regions, to ensure a more inclusive and globally representative understanding of the subject.