Relevant bibliographies by topics / Inclusive gender

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive gender'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Inclusive gender"

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Simmons, J. Aaron, and Mason Marshall. "Revisiting Gender-Inclusive God-Talk." Philosophy and Theology 20, no. 1 (2008): 243–63. http://dx.doi.org/10.5840/philtheol2008201/211.

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Rubin, Donald L., Kathryn Greene, and Deidra Schneider. "Adopting Gender-Inclusive Language Reforms." Journal of Language and Social Psychology 13, no. 2 (June 1994): 91–114. http://dx.doi.org/10.1177/0261927x94132001.

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Bergstrom-Lynch, Cara. "Film Review: Creating Gender Inclusive Schools." Teaching Sociology 47, no. 3 (May 29, 2019): 265–67. http://dx.doi.org/10.1177/0092055x19853282.

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Johnson, Evelyn. "Gender inclusive policy developments in Australia." Journal of Education Policy 17, no. 4 (August 2002): 393–406. http://dx.doi.org/10.1080/02680930210140239.

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Thystrup, Amalie Giødesen. "Gender-Inclusive Governance for E-Commerce." Journal of World Investment & Trade 21, no. 4 (August 10, 2020): 595–629. http://dx.doi.org/10.1163/22119000-12340185.

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Abstract Gender equality is front and centre in the United Nations’ 2030 Sustainable Development Goals’ SDG 5. We are yet to understand how electronic commerce can incorporate gender equality considering this aspiration. The article offers a way. It presents a framework for understanding the multiplicity of gender gaps in e-commerce and provides an analysis of key regulatory and policy challenges women face in e-commerce. The article examines the legal-political implications of different approaches to incorporating gender into trade policy and then advances a multi-level approach to incorporating gender-inclusive e-commerce regulation into trade policy. On this basis, the article formulates policy recommendations for how to incorporate gender-inclusive e-commerce regulation into trade policy that works for development.
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Pilon, Simone. "Toward a More Gender-Inclusive and Gender-Neutral French Language." French Review 94, no. 2 (2020): 193–205. http://dx.doi.org/10.1353/tfr.2020.0281.

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Yap, Joseph Marmol, and Yelizaveta Kamilova. "Toward becoming an inclusive library." Library Management 41, no. 2/3 (February 5, 2020): 53–66. http://dx.doi.org/10.1108/lm-08-2019-0057.

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PurposeThe library's role in promoting and supporting the United Nations Agenda for Sustainable Development Goal (SDG) is beyond borders. It has the capacity to be a powerful driving force in leading exemplary programs that will transform society in many dimensions. This paper will share the value of libraries in integrating SDG's into their work and how it can positively advocate for change toward attaining an inclusive, open and tolerant society.Design/methodology/approachThis survey research and program evaluation are designed to solicit opinions from participants of two library programs focusing on gender equality at Nazarbayev University. Data collection was prepared, gathered and analyzed using Qualtrics.FindingsParticipants believed that gender-related programs of the library are positive ways on how to stimulate a gender-balanced society. The programs increased awareness on gender equality among the academic community and promoted the welfare and rights of marginalized sectors. Finally, these programs addressed various stigmas, thus empowering vulnerable groups to stand up to discrimination.Practical implicationsLibraries are safe spaces that advocate social inclusivity.Social implicationsIt proves that a library can hold programs in support of SDGs, particularly on gender equality.Originality/valueThis paper shares academic library initiatives in Central Asia, particularly in Kazakhstan, in support of SDGs.
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Remigio, Ma Theresa R., and Arlene D. Talosa. "Student’s general attitude in gender-inclusive language." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (September 1, 2021): 864. http://dx.doi.org/10.11591/ijere.v10i3.21573.

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Centered on studies on language and gender, this study generally aimed to assess the students’ general attitude towards Gender-Inclusive It likewise determined difference on attitude when grouped according to sex. The study utilized quantitative research design. Survey questionnaire using the IASNL was the instrument used which assesses beliefs, recognition of sexist language and willingness to use gender-inclusive language. Respondents utilized were randomly selected students of the College of Teacher Education. Results revealed that most of the students were female, displaying a positive attitude towards gender-inclusive language which indicates the students’ openness to gender-inclusive language use. It was found though that women and men did not seem to care strongly one way or another about gender-inclusive language. The result is reflective of the potential positive feedback to the Gender and Development (GAD) mainstreaming programs of the campus on the use of the said language.
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Patev, Alison J., Chelsie E. Dunn, Kristina B. Hood, and Jessica M. Barber. "College Students’ Perceptions of Gender-Inclusive Language Use Predict Attitudes Toward Transgender and Gender Nonconforming Individuals." Journal of Language and Social Psychology 38, no. 3 (December 12, 2018): 329–52. http://dx.doi.org/10.1177/0261927x18815930.

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Transgender and gender nonconforming (TGNC) individuals face negative consequences linked to prejudice, including homelessness and violence. One medium that perpetuates prejudice toward TGNC individuals is our choice in language. Biased language is related to prejudiced attitudes. Use of gender-inclusive language, however, promotes gender equality. Previous research has examined gender-inclusive language use regarding cisgender men and women, but little work has focused on gender-inclusive language use regarding TGNC individuals. Two studies explored the connections between attitudes toward transgender individuals and perceptions of TGNC-inclusive language. Three hierarchical linear regressions and a mini meta-analysis were conducted. Results suggest that people with negative attitudes toward transgender individuals perceive greater difficulty in using gender-inclusive language. These findings suggest that inclusive language use may be indicative of more positive attitudes.
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Crosby, John F. "TOWARD A GENDER INCLUSIVE DEFINITION OF MARRIAGE." Essays in the Philosophy of Humanism 19, no. 2 (June 28, 2013): 99–104. http://dx.doi.org/10.1558/eph.v19i2.99.

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Dissertations / Theses on the topic "Inclusive gender"

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Rukmangadhan, Saranya. "Changing gender narratives using inclusive design." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123421.

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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 87-90).
With the shifting landscape of gender and the blurring gender identities, we are living in the time of a gender revolution. This thesis explores the interrelations of gender and the design of solutions - two of the most fundamental components of the cultural framework which holds together our sense of social identity. Studies show that human brains use correspondence bias - the purported basis of gender stereotypes - to group people and thereby assume behavioral traits based on their activities. This thesis aims to understand whether gender-inclusive design would allow users from all genders to participate in the task at equal capacity. The implication is that equal participation would reduce the gender stereotypes associated with the task. The thesis uses "cooking at home," which is traditionally been associated as a woman's activity, as the case to understand this issue and further extends the analysis to understand whether the design of "meal kit services" is gender-inclusive and how that affects the participation among genders. The research showed that though more men are entering the kitchen, cooking still remained a woman's domain. The inherent needs of men and women were different across different stages of the process of preparing a meal and their perception of cooking also varied. An interplay of existing social constructs related to gender behavior was reflected in these needs and perceptions. Findings from this thesis show that the chosen meal kit service did not cater to the needs of either gender fully, and the service did not alter the levels of cooking participation between the genders.
by Saranya Rukmangadhan.
S.M. in Engineering and Management
S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program
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Sabin, Natasha. "Intimate partner violence : a gender inclusive exploration." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5539/.

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Developing a more accurate understanding of the true nature of Intimate Partner Violence (IPV) is an important area of research for reducing all forms of IPV. This thesis aims to explore the field of IPV from a gender inclusive perspective, with a particular focus on implications for preventive practice. This is achieved using three pieces of research. First a systematic review of the literature investigates the psychological consequences of physical IPV on male and female victims. This demonstrates a significant lack of research in this area, although findings indicate that IPV victimisation impacts negatively on the psychological wellbeing of males and females. Second an investigation into the impact of primary prevention media campaigns on Western female student’s normative beliefs about IPV is presented. Results demonstrate that female aggression is considered to be more acceptable and less harmful than male aggression and that primary prevention media campaigns have a significant impact upon these beliefs, particularly with regards female aggression. Finally, a critique of a psychometric measure widely used to understand aggression in couples is presented. The critique of the Revised Conflict Tactics Scales (CTS2) highlighted a number of strengths of the measure, particularly its applicability to a wide selection of the population and ease of use. The limitations of the CTS2 are also discussed. Recommendations for practice and future research are also presented.
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Balestan, Thomas. "/ˈfluːɪd/ Design : Towards an inclusive fashion retail." Thesis, Konstfack, Industridesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7336.

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/ˈfluːɪd/ is a project that explores the retail part of the fashion world. By creating an inclusive shopping experience, this project aims to escape the binary world of clothing stores. Working with second-hand pieces, the goal is not to create new garments, but to give everyone access to the full spectrum of clothes. In that way, /ˈfluːɪd/ aspires to provide a safe place which inspires self-expression and stimulates individuality as well as a sense of togetherness. Fluidity being the core concept, the proposal addresses different matters, such as gender, size and audacity. To implement gender fluidity, there will not be any gender categorization, but the clothes will be sorted by colors only. Getting rid of the existing labels and producing a new flexible size chart will initiate a personalized experience and harmonize the systems between the different brands. Designing /ˈfluːɪd/ is designing both an experience and a physical space, to provide a place which encourages anyone to express themself in public.
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Sanz, Alvarez Alba. "Brand gender: An androgynous perspective : A gender inclusive study with the case of Acne Studios." Thesis, Stockholms universitet, Marknadsföring, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181755.

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The vast majority of research based on brand gender has been developed focusing on consumers’ perspectives and behaviour. The implications of studying different perceptions of a brand’s gender can be related to brand equity, since this term is strongly associated with brand personality. Furthermore, as consumers reinforce themselves and their self-concept through brand identification, implications regarding self-representation are emphasized in terms of self-congruency having significant influence in brandcustomer relationships. During this thesis, a new holistic firm perspective approach was applied to brand gender. Acne Studios, iconic fashion brand based in Stockholm, was analysed and constituted as case study, aimed to comprehend how a brand could be perceived and identified as androgynous. Several brand related elements, covering a wide spectrum from typography to brand’s portfolio, including garment analysis, as well as brand presentation and communication features were studied in order to provide a whole picture of the firm’s gender comprehension. Using as a starting point androgyny definition as the sum of the feminine and the masculine, the setting of brand´s gender was further expanded as a result of the analysis performed for covering all possible gender identifications. Overall, this study conveys a broad and inclusive understanding of gender within the fashion brand Acne Studios and its elements to deepen and provide a new perspective within marketing and gender research.
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Jengiri, Beri, and Sofie Johansson. "All inclusive fitness : En studie med könsperspektiv." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30746.

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This study aims to study how individuals' attitudes to the new travel trend fitness journeys, with basis in gender and society's expectations. The study is about how Apollo and Ving’smarket looks for the segment fitness trips, but also how these two agencies can broaden it’s audience and attract the younger crowd who are individuals aged 30 years and younger. The study has a gender perspective, and therefore it is of interest to write about how women's and men's perception of fitness trips are different. The study is based on two methods, qualitative and quantitative. The qualitative approach is an interview form that was sent out through e-mail to Jenny Tägtström at Apollo who works as a sales-and marketing Co-ordinator and Magdalena Öhrn at Ving with the position as a communication manager. The quantitative method was designed as a questionnaire sent out through Facebook in different training groups, a total of 301 responses were submitted. The responses have been analyzed and reconnected with the theories that was further on used in the study. The theories that the study related to is stereotypes theory,escape seeking dichotomy, gender theoryabout the different gender rolesandidentity building theory. The study presents that it ́s manly the gender women who contribute in this kind of trips in a greater extent then men. The gender plays a big role when it comes to choose a fitness trip or not but also in the everyday society. The result also shows that there is room for Apollo and Ving to review their marketing as they currently do to them self-market themselves to a larger target group then they actually do but they miss the younger potential consumers which is individuals aged 30 years and younger
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Taylor, Jami Kathleen. "The Adoption of Gender Identity Inclusive Legislation in the American States." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-12192007-153304/.

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This research addresses an issue little studied in the public administration and political science literature, public policy affecting the transgender community. Policy domains addressed in the first chapter include vital records laws, health care, marriage, education, hate crimes and employment discrimination. As of 2007, twelve states statutorily protect transgender people from employment discrimination while ten include transgender persons under hate crimes laws. An exploratory cross sectional approach using logistic regression found that public attitudes largely predict which states adopt hate crimes and/or employment discrimination laws. Also relevant are state court decisions and the percentage of Democrats within the legislature. Based on the logistic regression?s classification results, four states were selected for case study analysis: North Carolina, Pennsylvania, Maryland and Massachusetts. The case studies found that legislators are often reluctant to support transgender issues due to the community?s small size and lack of resources. Additionally, transgender identity?s association with gay rights is both a blessing and curse. In conservative districts, particularly those with large Evangelical communities, there is strong resistance to LGBT rights. However, in more tolerant areas, the association with gay rights advocacy groups can foster transgender inclusion in statutes. Legislators perceive more leeway to support LGBT rights. However, gay activists sometimes remove transgender inclusion for political expediency. As such, the policy core of many LGBT interest groups is gay rights while transgender concerns are secondary items. In the policy domains studied, transgender rights are an extension of gay rights.
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Patterson, Tamara J. "Language as metaphor an orthodox critique of gender-neutral and gender-inclusive language in the Trinitarian formula /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Parker, Lesley Hannah. "The gender code of school science." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14720.

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This study focused on the relationship between gender and science.The position taken was that this relationship is in need of theoretically informed clarification, from a perspective which allows for the questioning of taken-for-granted assumptions about knowledge. Thus, the sociology of knowledge, a discipline concerned essentially with the ideological basis of knowledge, provided the theoretical underpinnings for the study.The study's overall purpose was to advance understanding of the gender/science relationship through the development and testing of a theory. Secondary school science, an area in which the problematic gender/science relationship is of particular concern and an area which suffers acutely from lack of theory in this regard, was selected as the specific focus.The problem central to the study concerned the manner in which the structure of curriculum and assessment in secondary schools appears to influence the relationship between gender and science. In addressing this problem, the study involved two major tasks. The first task was to develop a theory which reconceptualises and integrates three strands of previous research, namely, (i) theories about the sociology of knowledge and the school curriculum, drawing initially on the research of Bernstein (1971b), Young (1971b) and Broadfoot (1979); (ii) empirical research, conducted mainly by science educators, concerning the manner in which science curriculum and assessment policy and practice appear to interact with gender; and, (iii) theories developed from the postmodernist feminist critique of science. The second task was to test this theory through a socio-historical analysis of patterns of sex differences in participation and achievement in secondary school science in one Australian State, namely Western Australia.The theory of the gender code of school science is the major outcome of the integration ++
of the intellectual and empirical activities described in this thesis. Essentially, it is a conceptual, sociological framework in which gender is a central category. It is shown, in this study, to have both descriptive and predictive power with respect to the gender/science relationship at secondary school level.
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Mogul-Adlin, Hannah. "Unanticipated| Healthcare Experiences of Gender Nonbinary Patients and Suggestions for Inclusive Care." Thesis, Yale University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587542.

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Transgender populations face substantial barriers to healthcare access, exacerbated by a lack of inclusive research. The health needs of those who are gender nonbinary or genderqueer, identifying outside the binary of man and woman, are especially poorly understood. Using a primarily qualitative online survey, data on gender identity, health access, and healthcare experiences were collected from 81 gender nonbinary participants, and analyzed using a mixture of quantitative and qualitative methodologies. A number of interesting findings emerged, including that 90% of participants across age groups began identifying as gender nonbinary within the last 6 years, 77% reported interest in some aspect of medical transition, and 75% had avoided healthcare because of the cost. Connections between geography, health access, disclosure of gender identity and quality of healthcare experiences were explored, as well as suggestions provided by participants for ways to improve healthcare experiences for gender nonbinary patients. Results of this study indicate that gender nonbinary people often feel invisible and unwelcome in health settings, due in part to widespread assumptions of gender and sex’s inseparable and binary natures, and that this discomfort in health settings, as well as economic and geographical factors, may negatively impact nonbinary patients’ access to healthcare. Suggestions for improved care include increased education of providers on trans and gender nonbinary identities and health needs, inclusion of non-binary gender and pronoun options on intake forms and medical records, and de-emphasizing gender in healthcare.

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Todd, Dwayne. "The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.

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Books on the topic "Inclusive gender"

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Mary, Ayre, and Gill Judith 1942-, eds. Gender inclusive engineering education. New York: Routledge, 2010.

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Gender inclusive game design: Expanding the market. Hingham, Mass: Charles River Media, 2004.

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Gianello, Leonie. Getting into gear: Gender inclusive teaching strategies in science. Edited by Dick Beverleigh and McClintock Collective. Canberra: Curriculum Corporation, 1991.

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Higginbotham, Elizabeth. Rethinking mobility: Towards a race and gender inclusive theory. Memphis, Tenn: Center for Research on Women, Memphis State University, 1988.

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Adam, Jones. Gender inclusive: Essays on violence, men, and feminist international relations. Milton Park, Abingdon, Oxon: Routledge, 2008.

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Macklin, Pamela. Moving on: Facilitator's guide to the use of gender inclusive units. Carlton, Vic: Curriculum Corporation, 1995.

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Gajewski, Gregory, and Gregory R. Gajewski. Socially inclusive and gender-responsive transport projects: A case study of the Timor-Leste road sector improvement project. Mandaluyong City, Metro Manila, Philippines: Asian Development Bank, 2007.

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Ava, Shrestha, and United Nations Country Team, Nepal, eds. Gender equality and social inclusion: Independent evaluation : promoting the rights of women and the excluded for sustained peace and inclusive development. Lalitpur: Office of the UN Resident and Humanitarian Coordinator, United Nations Country Team, Nepal, 2011.

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Bank, Asian Development. Navigating gender-inclusive resettlement: The experience of the Song Bung 4 Hydropower Project in Viet Nam. Mandaluyong City, Metro Manila, Philippines: Asian Development Bank, 2014.

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Sorensen, Anna Katrine Elizabeth. The Impact and future of the gender inclusive language debate in the Churchof England and North America. Manchester: University of Manchester, 1993.

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Book chapters on the topic "Inclusive gender"

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McKague, Kevin, and Muhammad Siddiquee. "Gender." In Making Markets More Inclusive, 135–49. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137373755_10.

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Brotman, Jennie S. "Gender-Inclusive Practices." In Encyclopedia of Science Education, 441–42. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_363.

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Brotman, Jennie S. "Gender-Inclusive Practices." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_363-2.

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Thomas, Jennifer, and Robert J. Vrtis. "Gender Theory and Relationships." In Inclusive Character Analysis, 84–107. Title: Inclusive character analysis : putting theory into practice for the 21st century theatre classroom / Jennifer Thomas and Robert J. Vrtis. Description: New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429342226-4.

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Goldhaber, T. S., P. M. Langdon, and P. J. Clarkson. "Gender Issues in ICT Adoption: A Literature Review." In Inclusive Designing, 59–67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05095-9_6.

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Najmaei, Arash. "Revisiting the Strategic Leadership Paradigm: A Gender Inclusive Perspective." In Inclusive Leadership, 203–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60666-8_9.

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Maloney, Marcus, Steven Roberts, and Timothy Graham. "Hegemonic, Inclusive and Geek Masculinities." In Gender, Masculinity and Video Gaming, 23–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28262-2_2.

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Shaleh, Sitti Raehanah M., Ching Fui-Fui, and Saleem Mustafa. "Gender Roles in Inclusive Blue Economy." In Encyclopedia of the UN Sustainable Development Goals, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-70060-1_68-1.

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Mohideen, Reihana. "Gender-Inclusive Energy: The Nepal Case." In Women and the Energy Revolution in Asia, 39–58. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0230-9_4.

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Shaleh, Sitti Raehanah M., Ching Fui-Fui, and Saleem Mustafa. "Gender Roles in Inclusive Blue Economy." In Encyclopedia of the UN Sustainable Development Goals, 620–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95687-9_68.

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Conference papers on the topic "Inclusive gender"

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Metaxa-Kakavouli, Danaë, Kelly Wang, James A. Landay, and Jeff Hancock. "Gender-Inclusive Design." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3174188.

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Vorvoreanu, Mihaela, Lingyi Zhang, Yun-Han Huang, Claudia Hilderbrand, Zoe Steine-Hanson, and Margaret Burnett. "From Gender Biases to Gender-Inclusive Design." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300283.

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Cao, Yang Trista, and Hal Daumé III. "Toward Gender-Inclusive Coreference Resolution." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.418.

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Ma’shumah, Lift, and M. Chamami. "Gender Inclusive Curriculum in Higher Education." In Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-10-2020.2303845.

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"Gender In/Equality in Men Wor(l)d’s: Perceptions on the Construction of a Gender Equal and Inclusive Portuguese University." In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.088.

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Bululukova, Darya, Michael Kramer, Harald Wahl, and Susanne Schwanzer. "Gender-inclusive laboratory design for teaching electric vehicle components." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7943022.

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Balakrishna, Sundar. "Is Information Technology (IT) Education Industry-relevant and Gender-inclusive?" In ICEGOV2019: 12th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3326365.3326439.

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Tanjung, Salsabila Hasiana, and Suparno Suparno. "Analyze Ability of Early Childhood Based on Gender." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.69.

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Ford, Denae, Reed Milewicz, and Alexander Serebrenik. "How Remote Work Can Foster a More Inclusive Environment for Transgender Developers." In 2019 IEEE/ACM 2nd International Workshop on Gender Equality in Software Engineering (GE). IEEE, 2019. http://dx.doi.org/10.1109/ge.2019.00011.

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Pailman, Whitney, and Jiska De Groot. "Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12977.

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To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.
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Reports on the topic "Inclusive gender"

1

Beddoes, Kacey, Grace Panther, Stephanie Cutler, and Wendi Kappers. Training and Resources for Gender Inclusive Teamwork. Embry-Riddle Aeronautical University, 2018. http://dx.doi.org/10.15394/2018.1791.

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Aberman, Noora-Lisa, Regina Birner, Elizabeth Auma Okiri Odoyo, Mary Anyango Oyunga, Barrack Okoba, and George Otiep Okello. Gender-inclusive governance of “self-help” groups in rural Kenya. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/p15738coll2.134214.

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Rubin, Deborah, Brenda Boonabaana, and Cristina Manfre. Building an inclusive agriculture: Strengthening gender equality in agricultural value chains. Washington, DC: International Food Policy Research Institute, 2019. http://dx.doi.org/10.2499/9780896293649_06.

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4

Diprose, Rachael, Amalinda Savirani, and Tamas Wells. Gender-inclusive Development and Decentralised Governance: Promoting Women’s Voice and Influence through Collective Action in Rural Indonesia. University of Melbourne with Universitas Gadjah Mada and MAMPU, 2020. http://dx.doi.org/10.46580/124335.

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This peer-reviewed research and policy paper draws on analysis of how women influence decision making in Indonesia's multi-level governance structure under the new Village Law in Indonesia. The analysis identifies the ways that women, through different causal processes, influence development priorities, spending, projects, policies and policy actors, as well as social norms in communities. The analysis draws from a large, qualitative comparative study conducted in different places throughout Indonesia, providing an analytical framework for understanding variation in social and politico-economic contexts in terms of the constraints and opportunities for gender inclusion and women's empowerment. The research also explains variations in the processes by which women exercise voice and influence in these differing contexts, providing considerations for policy makers and others concerned with gender inclusion, women's empowerment and everyday wellbeing.
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Diprose, Rachael, Amalinda Savirani, and Tamas Wells. Gender-inclusive Development and Decentralised Governance: Promoting Women’s Voice and Influence through Collective Action in Rural Indonesia. University of Melbourne with Universitas Gadjah Mada and MAMPU, 2020. http://dx.doi.org/10.46580/124335.

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This peer-reviewed research and policy paper draws on analysis of how women influence decision making in Indonesia's multi-level governance structure under the new Village Law in Indonesia. The analysis identifies the ways that women, through different causal processes, influence development priorities, spending, projects, policies and policy actors, as well as social norms in communities. The analysis draws from a large, qualitative comparative study conducted in different places throughout Indonesia, providing an analytical framework for understanding variation in social and politico-economic contexts in terms of the constraints and opportunities for gender inclusion and women's empowerment. The research also explains variations in the processes by which women exercise voice and influence in these differing contexts, providing considerations for policy makers and others concerned with gender inclusion, women's empowerment and everyday wellbeing.
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6

Oloo, Ruth, and Amber Parkes. Addressing Unpaid Care and Domestic Work for a Gender-equal and Inclusive Kenya: WE-Care policy briefing. Oxfam, April 2021. http://dx.doi.org/10.21201/2021.7314.

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Care work is the heartbeat of every society: it contributes to our wellbeing as a nation and is crucial for our social and economic development. Yet the disproportionate responsibility for unpaid care work results in time poverty and significant opportunity costs, particularly among the poorest and most marginalized women and girls. This policy brief outlines why unpaid care work is a critical development, economic and gender equality issue for Kenya. It draws on two sets of evidence from Oxfam’s Women’s Economic Empowerment and Care (WE-Care) programme, which explore the impact of women and girls’ heavy and unequal unpaid care responsibilities both before and during COVID-19.
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7

Bonnet, Brittany. Empowering the Voice of the Female Student: A Gender Inclusive Approach to the High School Language Arts Curriculum. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.149.

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Diprose, Rachael, Amalinda Savirani, Ken M. P. Setiawan, and Naomi Francis. Women’s Collective Action and the Village Law: How Women are Driving Change and Shaping Pathways for Gender-inclusive Development in Rural Indonesia. University of Melbourne with Universitas Gadjah Mada and MAMPU, September 2020. http://dx.doi.org/10.46580/124326.

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This study on Women’s Collective Action and the Village Law seeks to understand in what contexts, to what extent and through what mechanisms has local collective action by women influenced the implementation of the Village Law. And, what has been the role for CSOs in this process. The study draws on research conducted in nine provinces, 12 districts, and 14 villages—from Sumatra, to Java, to Kalimantan, Sulawesi, and East and West Nusa Tenggara.
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Diprose, Rachael, Amalinda Savirani, Ken M. P. Setiawan, and Naomi Francis. Women’s Collective Action and the Village Law: How Women are Driving Change and Shaping Pathways for Gender-inclusive Development in Rural Indonesia. University of Melbourne with Universitas Gadjah Mada and MAMPU, September 2020. http://dx.doi.org/10.46580/124326.

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This study on Women’s Collective Action and the Village Law seeks to understand in what contexts, to what extent and through what mechanisms has local collective action by women influenced the implementation of the Village Law. And, what has been the role for CSOs in this process. The study draws on research conducted in nine provinces, 12 districts, and 14 villages—from Sumatra, to Java, to Kalimantan, Sulawesi, and East and West Nusa Tenggara.
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10

McGregor, Lisa, Sarah Frazer, and Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.

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Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.
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