Relevant bibliographies by topics / Gender relations of domination

Academic literature on the topic 'Gender relations of domination'

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Published: 4 June 2021
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Journal articles on the topic "Gender relations of domination"

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Umeogu, Bonachristus, and Ojiakor Ifeoma. "Gender Domination in Nigerian Public Relations." Advances in Applied Sociology 02, no. 02 (2012): 149–54. http://dx.doi.org/10.4236/aasoci.2012.22020.

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Castle, Josie, Kay Saunders, and Raymond Evans. "Gender Relations in Australia: Domination and Negotiation." Labour History, no. 68 (1995): 209. http://dx.doi.org/10.2307/27516367.

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Brown, David. "Pierre Bourdieu’s “Masculine Domination” Thesis and the Gendered Body in Sport and Physical Culture." Sociology of Sport Journal 23, no. 2 (June 2006): 162–88. http://dx.doi.org/10.1123/ssj.23.2.162.

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This paper explores the central thesis of one of Pierre Bourdieu’s last texts before his death in 2001, La Domination Masculine (1999). This text was subsequently translated and published in English in 2001 as Masculine Domination. I present the view that this text is not merely his only sustained commentary on gender relations but a potentially important intellectual contribution to the way in which we might view the embodiment of gender relations in sport and physical culture. Accordingly, I examine Bourdieu’s relational thesis of masculine domination as a three-part process of observation, somatization, and naturalization. I then give consideration to how sociologists of sport might use such critical analytical tools to render more transparent what Bourdieu refers to as the “illusio” of this phenomenon that is constructed by the practical everyday embodied enactments of gender relations in sport and physical culture.
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Ratmayani, Ratmayani, Rahmadanih Rahmadanih, and Darmawan Salman. "RELASI GENDER PADA RUMAH TANGGA PETANI CENGKEH." Jurnal Sosial Ekonomi Pertanian 14, no. 1 (February 25, 2018): 65. http://dx.doi.org/10.20956/jsep.v14i1.3624.

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Abstract This study aims to (1) identify the pattern of gender relations in the structure of work allocation and the allocation of time on clove farming, (2) to analyze the association between gender relations with revenue allocation on men and women in clove farming. This research was conducted in June 2016, with 34 respondents who are located in Seppong Village, District of Tammero'do, Majene. The method used is quantitative descriptive analysis and chi-square test. This study shows that gender relations in work allocation of clove farming are dominated by male at 50% of activity weeding, replanting, fertilizing, harvesting and transporting the ladder manufacture crop yields; the domination of female at 20% of activities, such as sorting and drying; men and women are equal to 30% of activities like watering, harvesting and sales. Gender relations in the farming clove time allocation dominated by male at 60% of activities such as weeding, replanting, watering, harvesting staircase manufacture, harvesting and transporting the crop; the domination of female at 20% of activities, such as sorting and drying; men and women are equal at 20% at sales activities, and fertilization. There was no association between gender relations with the allocation of income.Keywords: gender relations; male; female; clove farming.
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Lugones, María. "Heterosexualism and the Colonial/Modern Gender System." Hypatia 22, no. 1 (2007): 186–219. http://dx.doi.org/10.1111/j.1527-2001.2007.tb01156.x.

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The coloniality of power is understood by Anibal Quijano as at the constituting crux of the global capitalist system of power. What is characteristic of global, Eurocentered, capitalist power is that it is organized around two axes that Quijano terms “the coloniality of power” and “modernity.” The coloniality of power introduces the basic and universal social classification of the population of the planet in terms of the idea of race, a replacing of relations of superiority and inferiority established through domination with naturalized understandings of inferiority and superiority. In this essay, Lugones introduces a systemic understanding of gender constituted by colonial/modernity in terms of multiple relations of power. This gender system has a light and a dark side that depict relations, and beings in relation as deeply different and thus as calling for very different patterns of violent abuse. Lugones argues that gender itself is a colonial introduction, a violent introduction consistently and contemporarily used to destroy peoples, cosmologies, and communities as the building ground of the “civilized” West.
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Dornela, Fernanda Junia, and Cintia Rodrigues de Oliveira. "Narrativas de Trabalhadoras Rurais: a Construção da Subalternidade, os Espaços Hierarquizados e a Dominação Colonial." Organizações & Sociedade 28, no. 97 (June 2021): 442–65. http://dx.doi.org/10.1590/1984-92302021v28n9709pt.

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Abstract In this research, our aim is to analyze how gender relations are manifested in the narratives of women rural workers, in coffee farming in the Cerrado Mineiro Region, in a post-colonial perspective. It is a qualitative research, the empirical material of which consists of narrative interviews conducted with 14 rural coffee workers in the municipalities of Patrocínio, Carmo do Paranaíba and Monte Carmelo, in the state of Minas Gerais. The empirical material was submitted to the thematic analysis technique. The results suggest that gender relations are expressed through inheritances of colonialism, which constitute the themes identified: (1) constructed subordination; (2) hierarchical spaces; and (3) colonial domination.
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Zouggari, Najate. "Hybridised materialisms: The ‘twists and turns’ of materialities in feminist theory." Feminist Theory 20, no. 3 (October 23, 2018): 269–81. http://dx.doi.org/10.1177/1464700118804447.

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This article examines the conceptualisation of materialities in feminist theory through two paradigmatic examples: (French) materialist feminism and new materialisms. What can be interpreted as an opposition between different paradigms can also be disrupted as long as we define what matters as a relation or a process rather than a substance or a lost paradise to which we should return. New materialisms indeed help to investigate aspects such as corporeality, human/non-human interaction and textures, but the role of feminist materialism is invaluable in highlighting the social structures of power relations; more than ever, it makes a decisive contribution to the understanding of domination, such as the social relations and hierarchies implied in femosecularism conceptualised in this article. Ultimately, the tool of hybridised materialisms aims to articulate the theoretical perspective of materialist feminism with that of the new materialisms – in order to avoid the binarism between materiality and culture.
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Taylor, Chloë. "Disciplinary Relations/Sexual Relations: Feminist and Foucauldian Reflections on Professor–Student Sex." Hypatia 26, no. 1 (2011): 187–206. http://dx.doi.org/10.1111/j.1527-2001.2010.01143.x.

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Drawing on Michel Foucault's writings as well as the writings of feminist scholars bell hooks and Jane Gallop, this paper examines faculty–student sexual relations and the discourses and policies that surround them. It argues that the dominant discourses on professor–student sex and the policies that follow from them misunderstand the form of power that is at work within pedagogical institutions, and it examines some of the consequences that result from this misunderstanding. In Foucault's terms, we tend to theorize faculty–student relations using a model of sovereign power in which people have or lack power and in which power operates in a static, stable, and exclusively top-down manner. We should, however, recognize the ways in which individuals in pedagogical institutions are situated within disciplinary and thus dynamic, reciprocal, and complex networks of power, as well as the ways in which the pedagogical relation may be a technique of the self and not only of domination. If we reconsider these relations in terms of Foucault's accounts of discipline and technologies of the self, we can recognize that prohibitions on faculty—student sexual relations within institutions such as the university are productive rather than repressive of desire, and that such relations can be opportunities for development and not only for abuse. Moreover, this paper suggests that the dominant discourses on professor—student relations today contribute to a construction of professors as dangerous and students as vulnerable, which denies the agency of (mostly female) students and obscures the multiplicity of forms of sexual abuse that occur within the university context.
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Dornela, Fernanda Junia, and Cintia Rodrigues de Oliveira. "Narratives From Women Rural Workers: The Construction of Subalternity, Hierarchized Spaces and Colonial Domination." Organizações & Sociedade 28, no. 97 (June 2021): 442–65. http://dx.doi.org/10.1590/1984-92302021v28n9709en.

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Abstract In this research, our aim is to analyze how gender relations are manifested in the narratives of women rural workers, in coffee farming in the Cerrado Mineiro Region, in a post-colonial perspective. It is a qualitative research, the empirical material of which consists of narrative interviews conducted with 14 rural coffee workers in the municipalities of Patrocínio, Carmo do Paranaíba and Monte Carmelo, in the state of Minas Gerais. The empirical material was submitted to the thematic analysis technique. The results suggest that gender relations are expressed through inheritances of colonialism, which constitute the themes identified: (1) constructed subordination; (2) hierarchical spaces; and (3) colonial domination.
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Imtihanah, Anis Hidayatul. "HUKUM KELUARGA ISLAM RAMAH GENDER: ELABORASI HUKUM KELUARGA ISLAM DENGAN KONSEP MUBADALAH." Kodifikasia 14, no. 2 (December 12, 2020): 263–82. http://dx.doi.org/10.21154/kodifikasia.v14i2.2197.

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Artikel ini mengelaborasi hukum keluarga Islam dengan prinsip mubadalah yang bertujuan untuk meminimalisir praktik dominasi, subordinasi dan bahkan kekerasan dalam keluarga. Sehingga sangat perlu mengangkat topik tentang relasi gender suami istri dalam keluarga untuk “membuka mata” akan pentingnya relasi yang sadar gender. Melalui kajian ini, diharapkan mampu mempertahankan akar hukum keluarga Islam yang ramah gender sehingga tidak akan ada lagi praktik dominasi dan subordinasi dalam kehidupan rumah tangga. Penelitian ini menggunakan metode kepustakaan (library research) dengan mengkaji berbagai macam sumber literatur yang berkaitan dengan topik relasi gender dalam keluarga sekaligus memadukannya dengan pendekatan feminis. Berdasarkan hasil penulusuran dari berbagai sumber referensi dijelaskan bahwa pola relasi suami istri yang baik itu adalah berdasar pada prinsip Al- Mu’asyarah bi Al- Ma’ruf. Hal tersebut akan terwujud jika kedua belah pihak yaitu suami istri saling memahami sekaligus menjalankan hak-hak dan kewajibannya secara resiprokal dan proposional, sehingga akan tercipta keselarasan. Tidak ada dominasi antara suami istri karena keduanya adalah saling melengkapi. Selain itu, keberadaan prinsip mubadalah dalam Hukum Keluarga Islam merupakan sebuah keniscayaan untuk mewujudkan tatanan hukum yang ramah gender dalam keluarga Islam. [This study elaborates on Islamic family law with the principle of mubadalah which aims to minimize the practice of domination, subordination and even violence in the family. Moreover, the discussion also reveals the importance of gender-awareness relations in the family life. Through this study, it is expected to be able to maintain the root of Islamic family law in the gender-friendly relation point of view. So, there will be no more practices of domination and subordination in the domestic life. This research uses the library research method by examining various sources of literature related to the topic of gender relations in the family and also involves the feminist approach. The results show that the pattern of an ideal relationship between husband and wife is based on the principle of Al-Mu'asyarah bi Al-Ma’ruf. It can be realized if the husband and wife can understand each other and at the same time carry out their rights and obligations proportionally and reciprocally, thereby the harmony can be realized. There is no domination between husband and wife because both are complementary. In addition, the existence of the principle of mubadalah in Islamic Family Law is a necessity to realize and optimize a gender-friendly legal order in the Islamic family.]
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Dissertations / Theses on the topic "Gender relations of domination"

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Nerua, Lucas Alberto Essilamo. "GÃnero e EducaÃÃo Escolar: AnÃlise das representaÃÃes de gÃnero nos livros didÃticos do ensino primÃrio em MoÃambique." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16185.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
à partindo da importÃncia, funÃÃo e em especÃfico do papel ideolÃgico que a educaÃÃo escolar em particular os manuais didÃticos tiveram no processo de reconstruÃÃo nacional, na formaÃÃo e difusÃo da nova identidade moÃambicana no pÃs-independÃncia (1975), que a presente dissertaÃÃo se propÃe a refletir sobre o papel ideolÃgico da educaÃÃo escolar, em particular dos livros didÃticos do ensino primÃrio, no processo de concepÃÃo, construÃÃo e reproduÃÃo institucional das diferenÃas ou igualdade de gÃnero. Para este proposito, analisamos como os livros didÃticos representam as relaÃÃes de gÃnero entre homem e mulher em seus conteÃdos, bem como verificamos se questionam ou reproduzem os papeis socialmente aceitos pra homens e mulheres. Tomamos como material empÃrico de nossa pesquisa os livros didÃticos dos primeiros 7 anos de escolaridade do ensino primÃrio de gestÃo pÃblica, nomeadamente, o de lÃngua portuguesa (livro de leitura), EducaÃÃo Moral e CÃvica, OfÃcios e MatemÃtica. Afastando-se das concepÃÃes pedagÃgicas sobre o livro didÃtico, o estudo encara por meio dos pressupostos da obra âa dominaÃÃo masculinaâ de Bourdieu, o livro didÃtico em anÃlise enquanto um espaÃo privilegiado de difusÃo de estereÃtipos, diferenÃas de gÃnero entre homem e mulher que tendem a representar o primeiro como provedor e a segunda como subalterna/submissa. Nesta vertente, os resultados desta pesquisa sugerem que a educaÃÃo escolar por meio dos livros didÃticos do ensino primÃrio em MoÃambique tende a reproduzir institucionalmente as diferenÃas de gÃnero ao transcrever relaÃÃes de gÃnero arbitrarias e desiguais como o tipo ideal de padrÃes comportamentais de gÃnero, que mostram o lugar e as atividades que devem ser desempenhadas pelas mulheres e nÃo por homens e vice- versa. O que perpetua nos educandos o arbitrÃrio cultural masculino que passa a ser exposto e tomado como modelo desejÃvel de conduta, ainda que esconda dentro de si mesmo uma descriminaÃÃo da mulher, sua ocultaÃÃo e submissÃo a essa ordem social masculina que à reprime e a confina a doxa da dominaÃÃo patriarcal de gÃnero.
It is from the importance, role and specific ideological role that school education in particular textbooks had in the national reconstruction process, training and dissemination of new Mozambican identity in the post-independence (1975), which this thesis proposes to reflect on the ideological role of education, particularly of textbooks for primary education in the process of designing, building and institutional differences or reproduction of gender equality. For this purpose, we analyze how the textbooks are gender relations between men and women in their content and verify that question or reproduce socially accepted roles for men and women. We took as empirical material of our research textbooks of the first seven years of schooling primary school of public administration in particular the Portuguese language (reading book), Moral and Civic Education, Crafts and Mathematics. Away from the pedagogical conceptions of the textbook, the study sees through the assumptions of the book "male domination" of Bourdieu, the textbook in question as a special area of diffusion of stereotypes, gender differences between man and woman They tend to represent the first as provider and the second as a subaltern / submissive. In this respect, the results of this research suggest that school education through textbooks of primary education in Mozambique tends to institutionally reproduce gender differences when transcribing arbitrary and unequal gender relations as the ideal type of behavioral patterns of gender, showing the place and the activities that should be occupied by women and not by men and vice versa. What perpetuates the students the male cultural arbitrary that happens to be exposed and taken as desirable role model, although that hides within itself a discrimination against women, its concealment and submission to this male social order to repress and confines doxa of patriarchal domination gender.
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Karimi, Fatemeh. "Les rapports sociaux de sexe dans les forces politiques kurdes en Iran entre 1979 et 1991 : le Komala." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0117.

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Cette thèse analyse les rapports sociaux de sexe au sein du Komala, une organisation d’extrême gauche kurde qui émerge sur la scène politique dès la victoire de la révolution de 1979 en Iran. Afin de rendre visibles des évènements ignorés de cette période, tant par les recherches que par les mouvements politiques et sociaux en Iran, elle analyse la participation des femmes et les inégalités entre femmes et hommes au sein de cette organisation en se focalisant sur les expériences des femmes. Pour ce faire, cette thèse s’appuie sur des récits de vie d'ex-peshmergas recueillis dans le cadre d’entretiens.Les trajectoires militantes des femmes kurdes analysées à l’aide des corpus théoriques des études de genre et féministes permettent d’observer l’articulation, les continuités et les reconfigurations entre la division sexuelle du travail reproductif, la division sexuelle du travail révolutionnaire et les représentations sexistes.Selon les résultats de cette thèse, les divisions sexuelles du travail se reconfigurent au sein de l’organisation en relations inégales et asymétriques entre les hommes et les femmes. Alors que les femmes kurdes étaient jusqu’à la révolution de 1979 socialement assignées à l’espace domestique, elles jouent un nouveau rôle de peshmergas (ou combattantes en kurde), qui reste néanmoins difficilement accessibles. Leur cheminement pour entrer dans la vie politique, notamment la lutte armée, marquée par la masculinité et la non-mixité, rencontre de nombreux obstacles et empêchements. Bien que cette organisation se soit considérée comme révolutionnaire et avant-gardiste sur les normes de genre et malgré les efforts des femmes pour modifier cet ordre social, le Komala reste structurée par la division sexuelle du travail dans un contexte de conflits armés
This thesis analyses gender relations within Komala, the left-wing Kurdish organization that was emerged on the Iranian political scene after the 1979 Revolution. In order to make visible the events peculiar to this historical period, ignored and forgotten both by researchers as well as political and social movements in Iran, the thesis examines gender inequalities within the organization, focusing on women’s political participations and engament. To do so, the thesis draws on the political experiences and life stories of ex-Peshmerga (fighters in Kurdish) gathered through numerous interviews.Analyzing the trajectories of militant Kurdish women in the organization, carried out with the help of gender and feminist studies, makes it possible to observe the inter-articulations and reconfigurations of the sexual division of reproductive labor, the sexual division of revolutionary labor, and sexist representations.According to the results of this thesis, the sexual divisions of labor are reconfigured within the organization through unequal and asymmetrical relations between men and women. Whereas Kurdish women were socially confined to the domestic space until the 1979 Revolution, they played a new and active role as Peshmerga in the political sphere which, nonetheless, was not easily accessible to and feasible for them. To enter political life, in particular armed struggle, women had to encounter various obstacles, including masculinity and the difficulties involved in the creation of ‘non-mixed’ spaces. Although the organization has considered itself ‘revolutionary’ and ‘avant-garde’ on gender norms, and despite women’s efforts to modify those norms, Komala remains structured by the sexual division of labor in the context of armed struggle
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NERUA, Lucas Alberto Essilamo. "Gênero e educação escolar: análise das representações de gênero nos livros didáticos do ensino primário em Moçambique." www.teses.ufc.br, 2016. http://www.repositorio.ufc.br/handle/riufc/15791.

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NERUA, Lucas Alberto Essilamo. Gênero e educação escolar: análise das representações de gênero nos livros didáticos do ensino primário em Moçambique. 2016. 184f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2016.
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It is from the importance, role and specific ideological role that school education in particular textbooks had in the national reconstruction process, training and dissemination of new Mozambican identity in the post-independence (1975), which this thesis proposes to reflect on the ideological role of education, particularly of textbooks for primary education in the process of designing, building and institutional differences or reproduction of gender equality. For this purpose, we analyze how the textbooks are gender relations between men and women in their content and verify that question or reproduce socially accepted roles for men and women. We took as empirical material of our research textbooks of the first seven years of schooling primary school of public administration in particular the Portuguese language (reading book), Moral and Civic Education, Crafts and Mathematics. Away from the pedagogical conceptions of the textbook, the study sees through the assumptions of the book "male domination" of Bourdieu, the textbook in question as a special area of diffusion of stereotypes, gender differences between man and woman They tend to represent the first as provider and the second as a subaltern / submissive. In this respect, the results of this research suggest that school education through textbooks of primary education in Mozambique tends to institutionally reproduce gender differences when transcribing arbitrary and unequal gender relations as the ideal type of behavioral patterns of gender, showing the place and the activities that should be occupied by women and not by men and vice versa. What perpetuates the students the male cultural arbitrary that happens to be exposed and taken as desirable role model, although that hides within itself a discrimination against women, its concealment and submission to this male social order to repress and confines doxa of patriarchal domination gender.
É partindo da importância, função e em específico do papel ideológico que a educação escolar em particular os manuais didáticos tiveram no processo de reconstrução nacional, na formação e difusão da nova identidade moçambicana no pós-independência (1975), que a presente dissertação se propõe a refletir sobre o papel ideológico da educação escolar, em particular dos livros didáticos do ensino primário, no processo de concepção, construção e reprodução institucional das diferenças ou igualdade de gênero. Para este proposito, analisamos como os livros didáticos representam as relações de gênero entre homem e mulher em seus conteúdos, bem como verificamos se questionam ou reproduzem os papeis socialmente aceitos pra homens e mulheres. Tomamos como material empírico de nossa pesquisa os livros didáticos dos primeiros 7 anos de escolaridade do ensino primário de gestão pública, nomeadamente, o de língua portuguesa (livro de leitura), Educação Moral e Cívica, Ofícios e Matemática. Afastando-se das concepções pedagógicas sobre o livro didático, o estudo encara por meio dos pressupostos da obra “a dominação masculina” de Bourdieu, o livro didático em análise enquanto um espaço privilegiado de difusão de estereótipos, diferenças de gênero entre homem e mulher que tendem a representar o primeiro como provedor e a segunda como subalterna/submissa. Nesta vertente, os resultados desta pesquisa sugerem que a educação escolar por meio dos livros didáticos do ensino primário em Moçambique tende a reproduzir institucionalmente as diferenças de gênero ao transcrever relações de gênero arbitrarias e desiguais como o tipo ideal de padrões comportamentais de gênero, que mostram o lugar e as atividades que devem ser desempenhadas pelas mulheres e não por homens e vice- versa. O que perpetua nos educandos o arbitrário cultural masculino que passa a ser exposto e tomado como modelo desejável de conduta, ainda que esconda dentro de si mesmo uma descriminação da mulher, sua ocultação e submissão a essa ordem social masculina que à reprime e a confina a doxa da dominação patriarcal de gênero.
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Amari, Salima. "Des équilibres instables : construction de soi et relations familiales chez les lesbiennes maghrébines migrantes et d'ascendance maghrébine en France." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080048.

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À partir d’une enquête par récit de vie auprès de vingt et une lesbiennes et d’une observation de terrain, cette thèse se propose de rendre compte de la construction sociale les itinéraires croisés en tant que femmes maghrébines migrantes ou d’ascendance maghrébine et en tant que lesbiennes. En effet, ces lesbiennes agissent sur deux fronts. Celui qui relève de la construction de soi en tant que lesbiennes et celui de gérer leurs relations familiales qu’elles tentent de préserver. Le but de cette recherche à travers son approche intersectionnelle permet de (re)penser les différentes dominations sans ordre hiérarchique et de proposer une analyse qui permet de mettre à jour non seulement les mécanismes d’oppression mais également les stratégies de résistance. De « la découverte » de leur lesbianisme jusqu’aux différentes projections d’avenir en matière de conjugalité et de parentalité, les carrières lesbiennes sont jalonnées par un certain nombre d’obstacles liés aux contraintes au mariage hétérosexuel et à la maternité. Ces carrières lesbiennes sont construites soit sur des ruptures familiales, soit sur des équilibres instables entre des vies lesbiennes d’un côté et des relations familiales de l’autre. Ainsi, face à ces contraintes socio-familiales hétéronormatives, de nombreuses lesbiennes maghrébines migrantes et d’ascendance maghrébine privilégient la loyauté filiale tout en continuant à vivre leurs vies affectives et sexuelles lesbiennes
From a life story survey of twenty one lesbians and a field observation, this PhD dissertation proposes to realize the social construction crossed routes as migrants Maghrebi women or North African descent and as lesbians. Indeed, these lesbians act on two fronts. Whoever falls self-construction as lesbians and the managing family relationships they are trying to preserve. The purpose of this research through its intersectional approach allows (re) think the different dominations no hierarchical order and offer an analysis that allows to update not only the mechanisms of oppression, but also the strategies of resistance. The "discovery" of their lesbianism to the different projections of the future for conjugal and parenthood, lesbians careers are marked by a number of obstacles to the constraints to heterosexual marriage and motherhood. These lesbians careers are built either on family breakdown, or on unstable equilibria between lesbians lives on one side and family relations of the other. So, faced with these socio-heteronormative family constraints, many migrants Maghrebi lesbians or North African descent prefer loyalty subsidiary while continuing to support their emotional and sexual lives as lesbians
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Lin, Lang. "Parents, Patriarchy, and Decision-Making Power: A Study of Gender Relations as Reflected by Co-residence Patterns of Older Parents in the Immigrant Household." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/16/.

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Pimenta, Vanda Ambrósia. "Recorrelações de gênero em contos da antologia do conto goiano II." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tede/3669.

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The purpose of this research is to examine the presence of gender relations in five goianos tales, especially the violence of male characters against female characters and the degree of acceptance or resistance to the phenomenon. The stories analyzed are part of the second volume of the Antologia do conto goiano, organized by Vera Maria Tietzmann Silva and Maria Zaira Turchi (1994). As a result of the literary object, we address the evolution of the gender system from the development of civilization until the twentieth century, showing the emergence and perpetuation of the structure of male domination, even after the maturity of feminist struggles. These struggles, however, are not systematically studied, appearingonly in scattered references. With regard to adhesion and to the resistance, we call attention to the fact that identities are socially and politically constructed, in order to establish dominant and dominated groups, and generated cognition of this division as natural and therefore inevitable. The internalization of constructed identities demand constant work of situated agents and, in the case of generic identities, this is played by the institutions and men, with their violent practices. The continuous effect of these practices is leading to adhesion of dominated to dominant, as in almost all of the stories analyzed. Nevertheless, the characters explored also offer a degree of resistance, adopting defensive attitudes, which, however, does not solve the problem. Neither can transpose radically negative condition, usually faced by females.
O objeto teórico deste estudo são as relações de gênero, que se delinearam nas sociedades a partir da organização das civilizações por meio dos contatos. À proporção que elas se organizavam, distinguiam-se os atributos e papéis de homens e mulheres. O propósito da pesquisa é verificar o modo pelo qual, no interior dessas relações, o homem veio a adquirir primazia sobre a mulher, e, em seguida, examinar a presença das relações de gênero em cinco contos goianos. O foco da análise literária é a violência dos personagens masculinos contra os femininos e o grau de adesão ou de resistência ao fenômeno. Os contos analisados fazem parte do segundo volume da Antologia do conto goiano, organizada por Vera Maria Tietzmann Silva e Maria Zaira Turchi (1994). Em decorrência do objeto literário, abordamos a evolução do sistema de gêneros desde o desenvolvimento das civilizações até o século XX, mostrando o surgimento e a perpetuação da estrutura de dominação masculina, mesmo após o amadurecimento das lutas feministas. Essas lutas, entretanto, não são estudadas sistematicamente, aparecendo apenas em referências esparsas. No concernente à adesão e à resistência, chamamos a atenção para o fato de que as identidades são construídas social e politicamente, de forma a estabelecer grupos de dominantes e dominados, e a gerar o reconhecimento dessa divisão como algo natural e, portanto, inevitável. A interiorização das identidades construídas demanda um trabalho constante de agentes situados, e, no caso das identidades genéricas, este é desempenhado pelas instituições e pelos homens, com suas práticas violentas. O efeito contínuo dessas práticas é que leva à adesão do dominado ao dominante, como acontece na quase totalidade dos contos analisados. Apesar disso, as personagens exploradas oferecem também certo grau de resistência, adotando atitudes defensivas, que, entretanto, não solucionam de vez o problema. Nenhuma delas consegue transpor radicalmente a condição negativa, enfrentada em comum pelo gênero feminino.
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Taleb, Farhat Fatima. "Rôle des établissements scolaires dans la constructions de l'identité sexuée : de la discrimination vers l'inégalité (le cas du Liban)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20134/document.

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La présente thèse dont la problématique émerge de l'existence des rapports sociaux de sexe sur la scène sociale au Liban, vise à y trouver une contribution du système scolaire dans la formation de l'identité sexuée chez les élèves au primaire. Son objectif principal est d'explorer les façons dont l'institution scolaire traite les élèves des deux sexes, et qui engendre ensuite son rôle indéniable dans l'édification du genre chez eux-elles. L'hypothèse principale suppose à cet égard qu'une telle construction identitaire ne s'effectue pas de la même manière chez les filles et les garçons au sein des classes. Au début, les démarches méthodiques du travail, basées sur une pré-enquête par entretiens semi-directifs menés auprès des directeurs de 18 établissements scolaires au sud-Liban, ont décelé chez ces responsables, la présence d'une mentalité sexiste. A noter qu'ensuite, lors d'une série de 225 séances d'observation dans 11 classes du primaire, durant 4 mois successifs, on a pu affirmer la présence des effets enseignant-élève différenciés selon le sexe, tout en soulignant l'inculpation des pratiques des instituteurs-trices, puisqu'ils-elles prédéterminent souvent, et selon son sexe, la manière d'interagir avec l'enfant, d'ici découle la discrimination préalable. A côté de ça, l'analyse du contenu des manuels scolaires, faite sur six livres de maths à l'usage des classes enquêtées, a vérifié que ces livres motivent nettement une représentation stéréotypée de la société, d'où surgissent des positions sexuellement différenciées, témoignées par leur contenu. D'autre part, la majorité des classes observées, semble prêter à la socialisation sexuée, ce que montre l'étude de plusieurs variables durant les séances d'apprentissage, et qui peut aboutir, d'une façon ou d'autre, à généraliser l'universalisme masculin, et par suite à renforcer la domination masculine à travers des rapports hiérarchiques liés à l'appartenance sexuée des apprenant-e-s
The present thesis whose problematical emerges from the existence of the socialized terms of sex on the Lebanese social scene, where it aims to find a contribution of its scholar system in the formation of sexual identity among the child students in the primary cycle. So the main objective is to explore the ways in which the scholar institution treats the students of both sexes, that gives rise to their obvious role in the edification of the gender in the students. In this respect, the principal hypothesis supposes that such an identity construction can’t be effected evenly with girls and boys in the classes. At the beginning, the methodic proceedings of the study, based on a pre-inquiry via semi-directive talks conducted with the directors of 18 scholar establishments in south-Lebanon, have revealed in those responsible, the presence of sexual mentality. Further note that during a series of 225 observation sessions of 11 primary classes, made successively in 4 months, we could affirm the presence of teacher-student differentiated effects related to the sex of the latter, while noting an inculpation of teacher’s practices, for he/she often predetermines according to his sex, the mode of interacting with a child, a preliminary discrimination can therefore be deduced. In addition to that, a content analysis of 6 maths manuals belonging to the classes concerned, has been done, it verifies that these books motivate clearly a stereotyped representation of the society, where loom up sexually differentiated positions witnessed by their contents.On the other hand, the majority of the observed classes seems to enhance sexualized socialization, which is shown by many variables during apprenticeship sessions, this may lead in certain manners to generalize the masculine universalism and to strengthen therely the domination of the strong sex, through hierarchical terms linked to the sex of the student
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Bazán, Ramírez Aldo. "Regarding gender relations: Gender identity or gender interaction styles?" Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/102283.

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This study discusses sorne assumptions from the social determinism in the construction of gender roles, gender-typed identities, and gender relarions inequities. Ir is proposed that gender sryles of interaction are relatively invariant forms or dispositions related ro specific contexts of social interaction. Iris not enough ro say that socialization factors such as the family, school, mass media, and rhe inirial social group relations generare a typed gender identity or gender seggregation, but it is also necessary ro make explicit how preferences, beliefs and interaction sryles are structured according ro rhose factors and how these interactive tendencies are built u pon social interaction situations as part of a developmental process.
En el presente trabajo se discuten algunos supuestos del determinismo social en la construcción de roles de género e identidades genéricas estereotipadas y de desigualdad en las relaciones intergéneros. Se propone que los estilos de interacción de los géneros se constituyen como formas o disposiciones relativamente invariantes en relación a contextos particulares de interacción social. No es suficiente afirmar que los factores de socialización y las primeras relaciones en grupo social, generan una identidad genérica estereotipada o de segregación de géneros, sino que es necesario también explicitar el cómo se estructuran preferencias, creencias y estilos de interacción de acuerdo a tales factores y, cómo estas tendencias interactivas se constituyen a partir de situaciones de interacción social y como proceso de desarrollo.
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Atkins, Chloe G. K. "Divergence and domination, a feminist critique of power in medical relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/NQ49978.pdf.

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Soussi, Tassadit Hadji. "L'Egypte sous domination britannique (1922-1956)." Montpellier 3, 1986. http://www.theses.fr/1986MON30013.

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1922 : annee de la proclamation de l'independance egyptienne. Mais il ne s'agit la que d'une independance de droit et non de fait. Il faudra en effet encore trentequatre ans aux egyptiens pour bouter hors d'egypte les britanniques, wui occupent le pays depuis 1882. Cette etude est une analyse des relations anglo-egyptiennes au cours de la periode allant de la proclamation de l'independance jusqu'a l'evacuation totale des troupes britanniques en 1956. Comment la grande-bretagne, apres que l'independance fut proclamee, continue-t-elle d'exeercer une grande influence sur les affaires interieur et exterieur de l'egypte? -quelles sont les etapes du nationalisme egyptien en qui conduiront a l'affranchissement total du pays? quelles sont les repercussions de la presence britannique sur les affaires interieures et exterieures de l'egypte? tels sont les trois points traites dans cette these
1922 : egypt's independence has just been proclaimed. But it is an independence de jure and not de facto. It will indeed take some thirty-four years more to the egyptians to oust the british from egypt, which has been occupied since 1882. This research work is an analysis of the anglo-egyptian relations during the period starting from the proclamation of the independence until the complete withdrawal of the british troops in 1956. - how will britain, after 1922, keep on having a great effet on egypt's affair? - what are the various stages of the egyptian nationalism which will lead the country to complete emancipation? - what are the consequential effects caused by the british presence on egypt's home and foreign policy
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Books on the topic "Gender relations of domination"

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The bonds of love: Psychoanalysis, feminism, and the problem of domination. New York: Pantheon Books, 1988.

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Benjamin, Jessica. The bonds of love: Psychoanalysis, feminism and the problem of domination. London: Virago Press, 1990.

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Corneliussen, Hilde G. Gender-Technology Relations. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230354623.

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Les relations Afrique-Europe: Domination ou interdépendance? Fribourg, Suisse: Pax-Sanaga & Rotex-Service Fribourg, 1985.

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Domination, dépendances, globalisation: [tracés d'anthropologie politique]. Paris: Harmattan, 2002.

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Male domination, female revolt: Race, class, and gender in Kuwaiti women's fiction. Boston: Briil, 2009.

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Die Verkehrung: Das Projekt des Patriarchats und das Gender-Dilemma. Wien: Promedia, 2011.

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Action et domination dans les relations de travail. Paris: L'Harmattan, 2005.

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Fox, Bonnie J. Family Patterns, Gender Relations. Toronto: Oxford University Press, 1993.

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Roper, Emily A., ed. Gender Relations in Sport. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-455-0.

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Book chapters on the topic "Gender relations of domination"

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Flax, Jane. "Shadow at the Heart: Race/Gender Domination and the Melancholia of American Politics." In Resonances of Slavery in Race/Gender Relations, 7–24. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117464_2.

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Bilton, Tony, Kevin Bonnett, Pip Jones, David Skinner, Michelle Stanworth, and Andrew Webster. "Gender Relations." In Introductory Sociology, 31–34. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14741-0_8.

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Maynard, Mary. "Gender Relations." In Sociology, 116–35. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27552-6_6.

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Bilton, Tony, Kevin Bonnett, Pip Jones, David Skinner, Michelle Stanworth, and Andrew Webster. "Gender Relations." In Introductory Sociology, 198–233. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24712-7_8.

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Bilton, Tony, Kevin Bonnett, Pip Jones, Tony Lawson, David Skinner, Michelle Stanworth, Andrew Webster, Liz Bradbury, James Stanyer, and Paul Stephens. "Gender relations." In Introductory Sociology, 128–58. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-21417-0_6.

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Weber, Cynthia. "Gender." In International Relations Theory, 85–108. 5th ed. Fifth edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2021. http://dx.doi.org/10.4324/9781003008644-5.

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Hyman, Anthony. "Afghan Foreign Relations." In Afghanistan under Soviet Domination, 1964–91, 39–51. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21948-3_3.

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Siddiqi, Bulbul. "Reconfiguring Gender Relations." In Becoming ‘Good Muslim’, 101–15. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7236-9_7.

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Cahill, Spencer E. "Notably gendered relations." In Gender in Interaction, 75–97. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/pbns.93.07cah.

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Janet, Siltanen. "Understandings of relations to employment." In Locating gender, 146–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003081074-7.

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Conference papers on the topic "Gender relations of domination"

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Andalas, Eggy, and Hidayah Qur’ani. "Masculine Domination: Gender Construction in Indonesian Folk Literature." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286838.

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Stolyarchuk, Ludmila. "Gender Relations Dynamics In Professional Communication." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.104.

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Zhang, Yu. "The Construction of Harmonious Gender Relations Based on Gender Differences." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.325.

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Bakhturidze, Zeinab Z. "Gender Aspects Of Training International Relations Specialists." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.73.

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Li, Zhi. "The feminism and gender violence of international relations theory." In 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icessms-16.2017.36.

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Mpanti, Anna, Stavros D. Nikolopoulos, and Iosif Polenakis. "A Graph-based Model for Malicious Software Detection Exploiting Domination Relations between System-call Groups." In CompSysTech'18: 19th International Conference on Computer Systems and Technologies. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3274005.3274028.

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Yakushenkov, Sergey. "GENDER PECULIARITIES OF INTERETHNIC RELATIONS IN DIFFERENT STAGES OF FRONTIER." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b31/s11.074.

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"Queen bees, mother hens, and king apes: A multi-source and cross-cultural examination of gender differences in supervisor-subordinate relations." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316070.

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Atici, Mehmet Ali. "An analysis of automatic gender detection by first-order configural relations." In 2017 International Conference on Computer Science and Engineering (UBMK). IEEE, 2017. http://dx.doi.org/10.1109/ubmk.2017.8093524.

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Suyanto, Suyanto, and Wiwik Sundari. "The Linguistics Characteristics on the Gender Relations on Novel Gadis Pantai." In Proceedings of the First International Conference on Culture, Literature, Language Maintenance and Shift, CL-LAMAS 2019, 13 August 2019, Semarang, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-8-2019.2290170.

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Reports on the topic "Gender relations of domination"

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Lipari, Rachel N., and Paul J. Cook. 2008 Service Academy Gender Relations Survey. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada489832.

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Cook, P. J., E. P. Van Winkle, N. Namrow, M. Hurley, J. Pflieger, L. Davis, L. Rock, E. Faulk, and J. Schneider. 2014 Service Academy Gender Relations Survey: Overview Report. Fort Belvoir, VA: Defense Technical Information Center, February 2015. http://dx.doi.org/10.21236/ada612147.

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Rock, Lindsay M., and Rachel N. Lipari. 2008 Gender Relations Survey of Reserve Component Members. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada504471.

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Al Nassir, F., J. Schneider, D. McGrath, and E. Falk. 2014 Service Academy Gender Relations Survey: Statistical Methodology Report. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada612381.

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Lipari, R. N., and P. Cook. Service Academy 2006 Gender Relations Survey: Tabulations of Responses. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada531591.

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Karn, S., F. Sugden, K. K. Sah, J. Maharjan, T. N. Shah, and F. Clement. Shifting gender relations in agriculture and irrigation in the Nepal Tarai-Madhesh. International Water Management Institute (IWMI). CGIAR Research Program on Water, Land and Ecosystems (WLE), 2020. http://dx.doi.org/10.5337/2020.211.

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Al Nassir, Fawzi, and Owen Hung. 2010 Workplace and Gender Relations Survey of Active Duty Members. Statistical Methodology Report. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada540906.

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DEFENSE MANPOWER DATA CENTER ARLINGTON VA. 2004 Workplace and Gender Relations Survey of Reserve Component Members: Tabulations of Responses. Fort Belvoir, VA: Defense Technical Information Center, March 2005. http://dx.doi.org/10.21236/ada434439.

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DEFENSE MANPOWER DATA CENTER ALEXANDRIA VA. 2012 Workplace and Gender Relations Survey of Reserve Component Members. Tabulation of Responses. Fort Belvoir, VA: Defense Technical Information Center, May 2013. http://dx.doi.org/10.21236/ada575620.

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Rock, Lindsay M. 2012 Workplace and Gender Relations Survey of Active Duty Members. Tabulations of Responses. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada575624.

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