Zeitschriftenartikel: „Sex equity“

1

N, Dr Jagadeesh. „Third Sex and Gender Equity“. JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 05, Nr. 4 (15.12.2015): 141–42. http://dx.doi.org/10.58739/jcbs/v05i4.7.

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2

Dobbins, Gregory H. „Equity vs equality: Sex differences in leadership“. Sex Roles 15, Nr. 9-10 (November 1986): 513–25. http://dx.doi.org/10.1007/bf00288228.

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3

Woodruff, T. K. „Sex, equity, and science“. Proceedings of the National Academy of Sciences 111, Nr. 14 (08.04.2014): 5063–64. http://dx.doi.org/10.1073/pnas.1404203111.

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4

Koshan, Jennifer. „Intersections and Roads Untravelled: Sex and Family Status in Fraser v Canada“. Constitutional Forum / Forum constitutionnel 30, Nr. 2 (12.05.2021): 29–42. http://dx.doi.org/10.21991/cf29420.

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It has been a long road to the judicial recognition of women’s inequality under the Cana‑ dian Charter of Rights and Freedoms.1 The Supreme Court of Canada ruling in Fraser v Can‑ ada is significant for being the first decision where a majority of the Court found adverse effects discrimination based on sex under section 15,2 and it was only two years prior that a claim of sex discrimination in favour of women was finally successful at the Court,3 almost 30 years after their first section 15 decision in Andrews v Law Society of British Columbia. 4 1 Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11 [Charter], s 15. 2 Fraser v Canada (Attorney General), 2020 SCC 28 [Fraser]. 3 Quebec (Attorney General) v Alliance du personnel professionnel et technique de la santé et des services sociaux, 2018 SCC 17 [Alliance] (majority found sex discrimination under s 15 and rejected the government’s justification argument under s 1 in the pay equity context). See also Centrale des syndicats du Québec v Quebec (Attorney General), 2018 SCC 18 [Centrale] (majority found violation of s 15 but accepted the government’s s 1 argument, also in the pay equity context). For comments on these decisions see Fay Faraday, “One Step Forward, Two Steps Back? Substantive Equality, Systemic Discrimination and Pay Equity at the Supreme Court of Canada” (2020) 94 SCLR (2d) 301; Jonnette Watson Hamilton & Jennifer Koshan, “Equality Rights and Pay Equity: Déjà Vu in the Supreme Court of Canada” (2019) 15 JL & Equality 1. See also British Columbia Teachers’ Federation v British Columbia Public School Employers’ Association, 2014 SCC 70 (a one-paragraph decision restoring an arbitrator’s award allowing a s 15 employment benefits claim by women); Newfoundland (Treasury Board) v NAPE, 2004 SCC 66 (finding a violation of s 15 but accepting the government’s s 1 argument, again in the pay equity context).4 [1989] 1 SCR 143, 56 DLR (4th) 1.

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Klein, Susan S., und Karen Bogart. „Achieving Sex Equity in Education“. Equity & Excellence in Education 23, Nr. 1-2 (Januar 1987): 114–22. http://dx.doi.org/10.1080/1066568870230115.

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6

Kratovil, Jane, und Susan M. Bailey. „Sex equity and disabled students“. Theory Into Practice 25, Nr. 4 (September 1986): 250–56. http://dx.doi.org/10.1080/00405848609543234.

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7

MARTIN, RUTH E., und ANN K. MULLIS. „Sex equity in early childhood environments“. Journal of Consumer Studies and Home Economics 14, Nr. 4 (Dezember 1990): 347–55. http://dx.doi.org/10.1111/j.1470-6431.1990.tb00060.x.

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8

Gayle, Barbara Mae. „Sex equity in workplace conflict management“. Journal of Applied Communication Research 19, Nr. 3 (August 1991): 152–69. http://dx.doi.org/10.1080/00909889109365300.

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9

Becker, Joanne Rossi. „Sex Equity Intervention Programs Which Work“. School Science and Mathematics 87, Nr. 3 (März 1987): 223–32. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11697.x.

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10

Klein, Susan Shurberg. „This issue: Sex equity and education“. Theory Into Practice 25, Nr. 4 (September 1986): 218. http://dx.doi.org/10.1080/00405848609543229.

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11

Nicholson, Heather Johnston. „Sex Equity and Sexuality in Education“. Equity & Excellence in Education 24, Nr. 4 (September 1988): 63–65. http://dx.doi.org/10.1080/0020486870240416.

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12

Grubesic, Tony H., und Alan T. Murray. „Sex Offender Residency and Spatial Equity“. Applied Spatial Analysis and Policy 1, Nr. 3 (19.08.2008): 175–92. http://dx.doi.org/10.1007/s12061-008-9013-5.

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13

HANSON, HELEN E. „Reviews of Selected Sex Equity References“. Journal of Employment Counseling 26, Nr. 1 (März 1989): 41–47. http://dx.doi.org/10.1002/j.2161-1920.1989.tb00931.x.

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14

Myerson, Marilyn. „Sex equity and sexuality in college level sex education courses“. Peabody Journal of Education 64, Nr. 4 (September 1987): 71–87. http://dx.doi.org/10.1080/01619568709538571.

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15

Buchanan, Kim Shayo, und Phillip Atiba Goff. „Bodycams and Gender Equity“. Public Culture 31, Nr. 3 (01.09.2019): 625–44. http://dx.doi.org/10.1215/08992363-7532739.

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Law enforcement agencies, community advocates and policymakers hope that the widespread adoption of police bodycams will alleviate racial disparities and reduce misconduct and use of force. Racial justice has been central to this conversation, but gender justice has not. This essay takes an intersectional, gendered look at bodycam policies, challenging the assumption that officers will act more fairly when they know they are being recorded. Bodycam policies typically ensure that cameras are turned off during investigations of gendered crimes such as domestic violence, sexual assault, and sex work or sex trafficking. Thus women, sex workers, and gender-nonconforming people may be disproportionately excluded from any benefits of bodycam surveillance. But privacy and dignity interests, as well as investigatory realities, preclude the indiscriminate recording of every police-citizen interaction. More importantly, video recording will not promote accountability unless the recorded behavior is meaningfully prohibited. Unfortunately, many of the abusive practices that arise in gendered investigations are allowed by law, policy, or custom. Bodycams can promote accountability only where they are accompanied by an institutional commitment to fair and professional policing.

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16

King, Wesley C., und Thomas D. Hinson. „The Influence of Sex and Equity Sensitivity on Relationship Preferences, Assessment of Opponent, and Outcomes in a Negotiation Experiment“. Journal of Management 20, Nr. 3 (Juni 1994): 605–24. http://dx.doi.org/10.1177/014920639402000305.

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In a negotiation experiment (N = 248) sex, equity sensitivity, and gender pairings were used to test six hypotheses. Results indicate that sex and equity sensitivity were predictive of subjects’ relationship preferences and sex, but not equity sensitivity, was predictive of subjects ’ measured assessment of the relationship preferences of the opponent. Equity sensitivity was also not significantly correlated with subjects’ satisfaction. Sex and sex within a role (seller versus buyer) was also found to influence settlement amount with males besting their female opponents when in mixed-sex pairs and with male sellers outperforming female sellers. The differences between males and females in settlement offers made appears to be one explanation for males’ success relative to females: Suggestions for expanding the range of measured outcomes in negotiation and implications for incorporating individual differences into negotiation research are discussed.

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17

Koza, Julia Eklund. „Picture This Sex Equity in Textbook Illustrations“. Music Educators Journal 78, Nr. 7 (März 1992): 28–33. http://dx.doi.org/10.2307/3398355.

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18

Marshall, Jon C., und Susan Bannon. „Race and Sex Equity in Computer Advertising“. Journal of Research on Computing in Education 21, Nr. 1 (September 1988): 15–27. http://dx.doi.org/10.1080/08886504.1988.10781857.

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19

The Lancet. „Promoting equity through sex-specific medical research“. Lancet 383, Nr. 9921 (März 2014): 928. http://dx.doi.org/10.1016/s0140-6736(14)60464-5.

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20

Sadker, Myra, David Sadker und Susan S. Klein. „Abolishing misperceptions about sex equity in education“. Theory Into Practice 25, Nr. 4 (September 1986): 219–26. http://dx.doi.org/10.1080/00405848609543230.

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21

Scott‐Jones, Diane, und Wilma Peebles‐Wilkins. „Sex equity in parenting and parent education“. Theory Into Practice 25, Nr. 4 (September 1986): 235–42. http://dx.doi.org/10.1080/00405848609543232.

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22

Harvey, Glen, und Leslie F. Hergert. „Strategies for achieving sex equity in education“. Theory Into Practice 25, Nr. 4 (September 1986): 290–99. http://dx.doi.org/10.1080/00405848609543239.

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23

Ha, Nathan Q., Shari L. Dworkin, María José Martínez-Patiño, Alan D. Rogol, Vernon Rosario, Francisco J. Sánchez, Alison Wrynn und Eric Vilain. „Hurdling Over Sex? Sport, Science, and Equity“. Archives of Sexual Behavior 43, Nr. 6 (August 2014): 1035–42. http://dx.doi.org/10.1007/s10508-014-0332-0.

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24

McGill, Rita L., Nevin Murthy und Lainie F. Ross. „Sex and Equity in Pediatric Kidney Transplantation“. Journal of the American Society of Nephrology 31, Nr. 10S (Oktober 2020): 739. http://dx.doi.org/10.1681/asn.20203110s1739c.

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25

Harman, Marsha J., und James A. Johnson. „Cross-Cultural Sex Education: Aspects of Age, Source, and Sex Equity“. TCA Journal 23, Nr. 2 (September 1995): 1–11. http://dx.doi.org/10.1080/15564223.1995.12034454.

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26

Robbins, Lillian, und Ethel D. Kahn. „Sex Discrimination and Sex Equity for Faculty Women in the 1980s“. Journal of Social Issues 41, Nr. 4 (Januar 1985): 1–15. http://dx.doi.org/10.1111/j.1540-4560.1985.tb01137.x.

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27

Doyal, Lesley. „Sex and Gender: The Challenges for Epidemiologists“. International Journal of Health Services 33, Nr. 3 (Juli 2003): 569–79. http://dx.doi.org/10.2190/cwk2-u7r6-vce0-e47p.

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Gender issues are now receiving more attention on global and national health agendas. However, the evidence base for policy and practice in this area remains limited and conceptual confusion is still common. This article reviews the challenges facing epidemiologists and other researchers who aim to make their work more “gender sensitive.” It begins by exploring the concepts of biological “sex” and social “gender” and assesses their implications for the health of both women and men. It then reviews a range of strategies for mainstreaming sex and gender into health research. The article concludes with brief comments on the links between gender equity and wider equality concerns.

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McDonald, Neil, Nicola Little, Rob Grierson und Erin Weldon. „Sex and Gender Equity in Prehospital Electrocardiogram Acquisition“. Prehospital and Disaster Medicine 37, Nr. 2 (09.03.2022): 164–70. http://dx.doi.org/10.1017/s1049023x2200036x.

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AbstractIntroduction:Research in cardiac care has identified significant gender-based differences across many outcomes. Women with heart disease are less likely both to be diagnosed and to receive standard care. Gender-based disparities in the prehospital setting are under-researched, but they were found to exist within rates of 12-lead electrocardiogram (ECG) acquisition within one urban Emergency Medical Services (EMS) agency.Study Objective:This study evaluates the quality improvement (QI) initiative that was implemented in that agency to raise overall rates of 12-lead ECG acquisition and reduce the gap in acquisition rates between men and women.Methods:This QI project included two interventions: revised indications for 12-lead acquisition, and training that highlighted sex- and gender-based differences relevant to patient care. To evaluate this project, a retrospective database review identified all patient contacts that potentially involved cardiac assessment over 18 months. The primary outcome was the rate of 12-lead acquisition among patients with qualifying complaints. This was assessed by mean rates of acquisition in before and after periods, as well as segmented regression in an interrupted time series. Secondary outcomes included differences in rates of 12-lead acquisition, both overall and in individual complaint categories, each compared between men/women and before/after the interventions.Results:Among patients with qualifying complaints, the mean rate of 12-lead acquisition in the lead-in period was 22.5% (95% CI, 21.8% - 23.2%) with no discernible trend. The protocol change and training were each associated with a significant absolute level increase in the acquisition rate: 2.09% (95% CI, 0.21% - 4.0%; P = .03) and 3.2% (95% CI, 1.18% - 5.22%; P = .003), respectively. When compared by gender and time period, women received fewer 12-leads than men overall, and more 12-leads were acquired after the interventions than before. There were also significant interactions between gender and period, both overall (2.8%; 95% CI, 1.9% - 3.6%; P < .0001) and in all complaint categories except falls and heart problems.Conclusion:This QI project resulted in an increase in 12-leads acquired. Pre-existing gaps in rates of acquisition between men and women were reduced but did not disappear. On-going research is examining the reasons behind these differences from the perspective of prehospital providers.

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29

Whiteside, Custer. „Developing Sex Equity Awareness in Computer Literacy Courses“. Action in Teacher Education 8, Nr. 1 (März 1986): 45–49. http://dx.doi.org/10.1080/01626620.1986.10519279.

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30

Klein, Susan Shurberg. „The issue: Sex equity and sexuality in education“. Peabody Journal of Education 64, Nr. 4 (September 1987): 1–12. http://dx.doi.org/10.1080/01619568709538566.

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31

McCarthy, Barry, Danielle Cohn und Candace A. Koman. „Sexual equity and the good enough sex model“. Sexual and Relationship Therapy 35, Nr. 3 (18.12.2018): 291–303. http://dx.doi.org/10.1080/14681994.2018.1538555.

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32

Millsap, Mary Ann. „The Reagan Administration Versus Sex Equity in Education“. Educational Policy 2, Nr. 4 (Dezember 1988): 377–91. http://dx.doi.org/10.1177/0895904888002004004.

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33

Klein, Susan Shurberg. „Using sex equity research to improve education policies“. Theory Into Practice 27, Nr. 2 (März 1988): 152–60. http://dx.doi.org/10.1080/00405848809543344.

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34

Gray, Mary W. „Legal Perspectives on Sex Equity in Faculty Employment“. Journal of Social Issues 41, Nr. 4 (Januar 1985): 121–34. http://dx.doi.org/10.1111/j.1540-4560.1985.tb01146.x.

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Linos, Katerina. „Introduction to Symposium on Nienke Grossman, “Achieving Sex-Representative International Court Benches”“. AJIL Unbound 110 (2016): 84–85. http://dx.doi.org/10.1017/s2398772300002853.

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In “Achieving Sex-Representative International Court Benches,” Nienke Grossman begins with embarrassing statistics. Despite decades of progress on gender equality, women are still quite scarce on international benches. Grossman reframes the debate on gender equity in a powerful way. Most promisingly, she suggests that greater meritocracy and greater gender equity go hand in hand. As she argues, “international judgeships are often used to reward political loyalty” and “political horse-trading among states” abounds. For these reasons, reforms to broaden the pool of candidates and to increase the transparency of the selection process would also result in the appointment of more women, in all likelihood. In addition, Grossman puts forth a provocative legal claim—she argues that “states are legally required to take steps to understand and remedy the paucity of women judges on most international court benches.”

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Bornstein, Rita. „Ambiguity as Opportunity and Constraint: Evolution of a Federal Sex Equity Education Program“. Educational Evaluation and Policy Analysis 7, Nr. 2 (Juni 1985): 99–114. http://dx.doi.org/10.3102/01623737007002099.

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From the 1960s to the early 1980s educational equity was an important focus for schools, supported by initiatives undertaken by the federal government. This paper takes the position that equity programs developed during that period were suffused with ambiguities, which both aided and hindered the evolution of viable definitions and demonstrations of educational equity. The paper focuses on the National Sex Equity Demonstration Project, a 4-year, joint effort of the University of Miami and the School Board of Broward County funded by the Women’s Educational Equity Act Program. This project was characterized by uncertainty in goals, technologies, roles, relationships, structures, interpretations, and outcomes. The work of March, Cohen, and Olsen on educational systems as organized anarchies is drawn upon extensively to provide a theoretical base for the analysis. The project evaluation conducted by Robert and Bernadine Stake is helpful in illuminating the experience. The paper concludes that the project made a modest but important contribution to the definition of educational equity.

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April Bernardo Evangelista und Gloria Pacifico Gempes. „A path analysis of apparel brand equity in the context of utilitarian and hedonic buying behaviors among male and female college students“. International Journal of Science and Research Archive 12, Nr. 2 (30.07.2024): 560–67. http://dx.doi.org/10.30574/ijsra.2024.12.2.1229.

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The internet is flooded with research on the influence of brand equity on consumer buying behavior. This paper offers a reversal of the variables wherein brand equity becomes the dependent variable and consumer buying behaviors (utilitarian and hedonic), along with sex, as the independent variables. Employing path analysis, the study delves into the dominant buying behavior of 300 graduating college male and female university students in Region XI. They are the prospective consumers of apparel products once employed in the immediate future. The study highlights the interconnectedness of utilitarian and hedonic buying behaviors in shaping the brand equity of apparel goods. Sex, on the other hand, is not a significant predictor of consumer buying behavior and brand equity.

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Sinnes, Astrid. „Three Approaches to Gender Equity in Science Education“. Nordic Studies in Science Education 2, Nr. 1 (07.12.2012): 72–83. http://dx.doi.org/10.5617/nordina.451.

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In this article I use feminist critique of science as a point of departure to discuss different understandingsof how sex/gender impacts on pupils’ approaches to science education. I construct a theoreticalframework that shows three different approaches to increase gender equity in science education. Eachapproach is grounded in a distinct understanding of how sex/gender impacts pupils’ engagementin science education. The analytical frame that is developed thereby represents descriptions of threealternative ways to address gender inequity in science education. The framework shows how differentunderstandings of how sex/gender impact on pupils’ engagement in science education require distinctinitiatives to increase gender equity. The framework can be used in the planning and analysis ofhow gender initiatives work to address gender inequity in science education.

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Burd, Gary. „Gender equity: Dr Colleen Crangle's story“. Biochemist 24, Nr. 2 (01.04.2002): 9–11. http://dx.doi.org/10.1042/bio02402009.

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“So, has everybody lied?” asked the attorney. He was addressing the jury in the closing arguments of the sex-discrimination case Colleen Crangle had brought against Stanford University from SMI [Stanford Medical Informatics] in a Federal Court in San Jose, CA. “If you accept Dr Crangle's statement of the facts,” he continued, “you have to assume that everybody who got on the stand lied to you, lied to you under oath.” The next day, after only hours of deliberation, the jurors found unanimously in Colleen's favour on all matters put before them. They awarded the maximum allowed under federal law for punitive and compensatory damages, finding that she had made a good-faith claim of sex discrimination and that, in response, her employers had retaliated against her, acting with malice, or a reckless disregard to her protected rights.

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Reed, Rhiannon D., und Jayme E. Locke. „Mitigating Health Disparities in Transplantation Requires Equity, Not Equality“. Transplantation 108, Nr. 1 (05.05.2023): 100–114. http://dx.doi.org/10.1097/tp.0000000000004630.

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Despite decades of research and evidence-based mitigation strategies, disparities in access to transplantation persist for all organ types and in all stages of the transplant process. Although some strategies have shown promise for alleviating disparities, others have fallen short of the equity goal by providing the same tools and resources to all rather than tailoring the tools and resources to one’s circumstances. Innovative solutions that engage all stakeholders are needed to achieve equity regardless of race, sex, age, socioeconomic status, or geography. Mitigation of disparities is paramount to ensure fair and equitable access for those with end-stage disease and to preserve the trust of the public, upon whom we rely for their willingness to donate organs. In this overview, we present a summary of recent literature demonstrating persistent disparities by stage in the transplant process, along with policies and interventions that have been implemented to combat these disparities and hypotheses for why some strategies have been more effective than others. We conclude with future directions that have been proposed by experts in the field and how these suggested strategies may help us finally arrive at equity in transplantation.

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Doyal, Lesley, und Raja G. Das-Bhaumik. „Sex, gender and blindness: a new framework for equity“. BMJ Open Ophthalmology 3, Nr. 1 (August 2018): e000135. http://dx.doi.org/10.1136/bmjophth-2017-000135.

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Four-fifths of all blind or vision impaired people live in middle-income and low-income countries with the African region and parts of Asia and the Middle East bearing the heaviest burden. At the same time, we know that around two thirds of all blind people in the world are female. Hence, the poorest (and usually the oldest) women are most likely to have their lives limited by visual impairment. While recent strategies have focussed on international variations in eye health, very few have paid attention to the gender differences that are an inextricable element in these inequalities. This review will explore possible explanations for the advantage of men in the exercise of one of the most basic of human senses. It will show that this cannot be understood through the use of a biomedical approach alone. Broader social perspectives will also be needed in order to create an appropriate knowledge base for tackling global inequalities in blindness.

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KLEIN, SUSAN S., und KAREN BOGART. „Implications for Increasing Sex Equity at All Educational Levels“. Educational Researcher 15, Nr. 6 (Juni 1986): 20–21. http://dx.doi.org/10.3102/0013189x015006020.

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43

No authorship indicated. „Review of Sex Equity in Education: Readings and Strategies.“ Contemporary Psychology: A Journal of Reviews 33, Nr. 11 (November 1988): 1006. http://dx.doi.org/10.1037/026271.

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44

Jayne, Edith. „A Case Study of Implementing Equal Opportunities: sex equity“. Journal of Education for Teaching 13, Nr. 2 (Januar 1987): 155–62. http://dx.doi.org/10.1080/0260747870130205.

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45

Halverson, Claire, und Ian Harris. „Developing Effective Teams to Work on Sex Equity Issues“. Equity & Excellence in Education 24, Nr. 4 (September 1988): 51–55. http://dx.doi.org/10.1080/0020486870240413.

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46

Blanchette, Virginie, und Ahmed Kayssi. „Sex, gender, race and ethnicity matter in limb preservation in North America“. Limb Preservation Journal 3, Nr. 1 (04.04.2022): 30–36. http://dx.doi.org/10.56885/fdbn2892.

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The causes of sex, gender, racial and ethnic disparities in health care are multifactorial and reflect differences in biological vulnerability to disease as well as differences in social resources, environmental conditions and health-care interventions. These factors are well known to influence the fate of people with diabetes-related foot complications such as diabetic foot ulcer, infection and amputation. In this paper, the authors discuss the important concepts of health equity, equality and disparity in relation to the impact of sex, gender, race and ethnicity on limb preservation.

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Mikulyuk, Ashley B., Adrienne N. Milner und Jomills H. Braddock. „Equality or equity? Sex differences in attitudes toward females’ sports opportunity and Title IX“. Psychology of Women Section Review 18, Nr. 2 (2016): 70. http://dx.doi.org/10.53841/bpspow.2016.18.2.60.

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Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964 was introduced to equalise educational opportunities between males and females in the United States, including access to schoolbased activities, such as sport. Despite resistance, Title IX has contributed to a tremendous increase in female athletic participation in the US. Research on the contested nature of Title IX has focused mainly on either legal or policy debates, with little attention to equally important disagreements in the court of public opinion. This study examines public perceptions of the significance of gender equality in sport and public support of Title IX as an equity policy. Specifically, we examine two mechanisms to explain feminist opinions surrounding gender and sport: interest-based and exposure-based attitudes. Results show that a majority of the American public currently favors both gender equality in sport and Title IX; however, a significant sex gap remains in public support. Interestingly, male athletes are more likely to support gender equality and Title IX than non-athlete males. These results show potential evidence of feminist attitudes in sport reflecting an interest-based explanation for women and an exposure-based explanation for men.

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Singh, Bal, Kanwaljeet Singh und Narinder Sharma. „Equality, Equity and Inclusion: Transgender Athletes' Participation in Competitive Sports - a New Era“. Physical Culture and Sport. Studies and Research 49, Nr. 1 (01.10.2010): 85–88. http://dx.doi.org/10.2478/v10141-010-0020-2.

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Equality, Equity and Inclusion: Transgender Athletes' Participation in Competitive Sports - a New EraThis review manifests an attempt towards the conceptual study of gender identity issues in competitive sports, foregrounding the genesis of policy matters in relation to transgender athletes. The study explores the motif of inter-relational dynamics between participation in sports of transgender athletes and medico-legal information related to transgender athletes, as the inclusion of transgender athletes is one of the latest and prominent equality challenges across the globe. The International Olympic Committee (IOC) has taken up the issue with regard to participation of sex-reassigned transsexuals and it has resulted in a heated debate for which a changing notion of gender verification came out. The issue under consideration has multi-faceted dimensions of interpretations centering on a desire to ‘deconstruct’ the present structuration of acceptance of sex and gender terminology. The resultant aim is to create a world-view of equality, respect for the ‘other’, and competitive fairness. The latent attempt of the paper is to deconstruct the binary of inequality in the field of sports with a view to give vibrational impetus for attaining the ideals of equality in sports which constitutes the basis of "authentic living", to quote Jean Paul Sartre.

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Druckman, James N., Jacob E. Rothschild und Elizabeth A. Sharrow. „Gender Policy Feedback: Perceptions of Sex Equity, Title IX, and Political Mobilization among College Athletes“. Political Research Quarterly 71, Nr. 3 (26.01.2018): 642–53. http://dx.doi.org/10.1177/1065912917753078.

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Public policies invariably confer or deny benefits to particular citizens. How citizens respond to relevant policies has fundamental implications for democratic responsiveness. We study the beliefs of a core constituency of one of the most celebrated sex non-discrimination policies in U.S. history: Title IX of the Education Amendments of 1972. Using a novel survey of college student-athletes, we find strong support for the spirit of the policy, with the vast majority of respondents reporting the opinion that there “should” be equity. Concurrently, student-athletes also perceive mal-distribution among status quo resources and opportunities and believe that redistribution is needed. Furthermore, they are willing to take political action to improve equality. Consistent with our expectations, these beliefs are particularly salient for women and those who perceive persistent sex discrimination in society. Our results reveal “positive policy feedback” among policy beneficiaries of Title IX who mobilize to seek equity in athletics. The dissatisfaction among policy beneficiaries raises questions about democratic responsiveness (e.g., to whom are policymakers and leaders in college athletics responding?) and highlights the political nature of college athletics.

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Greaves, Lorraine, und Stacey A. Ritz. „Sex, Gender and Health: Mapping the Landscape of Research and Policy“. International Journal of Environmental Research and Public Health 19, Nr. 5 (23.02.2022): 2563. http://dx.doi.org/10.3390/ijerph19052563.

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Including sex and gender considerations in health research is considered essential by many funders and is very useful for policy makers, program developers, clinicians, consumers and other end users. While longstanding confusions and conflations of terminology in the sex and gender field are well documented, newer conceptual confusions and conflations continue to emerge. Contemporary social demands for improved health and equity, as well as increased interest in precision healthcare and medicine, have made obvious the need for sex and gender science, sex and gender-based analyses (SGBA+), considerations of intersectionality, and equity, diversity and inclusion initiatives (EDI) to broaden representation among participants and diversify research agendas. But without a shared and precise understanding of these conceptual areas, fields of study, and approaches and their inter-relationships, more conflation and confusion can occur. This article sets out these areas and argues for more precise operationalization of sex- and gender-related factors in health research and policy initiatives in order to advance these varied agendas in mutually supportive ways.

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Zeitschriftenartikel zum Thema „Sex equity“

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