Proceedings of the International Groups for the Psychology of Mathematics Education. 2017, 41 (3), 3-305-3-312
In this paper, using gender as the topic in focus, we argue that transferring items and surveys from one cultural context to another might be highly problematic. For instance, in the Nordic context, gender issues are addressed in teacher education that reflects how equity is viewed on a societal and political level. Consequently, research on teacher students’ gendered beliefs should acknowledge and take into consideration their knowledge of gender equity during item development. Rather than being translated and adapted, items should be re-constructed and embedded in the context in which they are to be used in order to achieve a valid, reliable instrument. In addition, how gender equity is expressed develops over time, which differs in different cultural contexts. Consequently, time is also a factor to consider.