To see the other types of publications on this topic, follow the link: Inclusive gender.
Dissertations / Theses on the topic 'Inclusive gender'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Inclusive gender.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Rukmangadhan, Saranya. "Changing gender narratives using inclusive design." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123421.
Full textAbstract:
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
2
Sabin, Natasha. "Intimate partner violence : a gender inclusive exploration." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5539/.
Full textAbstract:
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.
3
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.
Full textAbstract:
/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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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
6
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/.
Full textAbstract:
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.
7
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.
Full text
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full text
11
Somasundram, Drene. "A gender inclusive model in theological education for the Seventh-day Adventist church." Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/2659/.
Full textAbstract:
Clergywomen in the Seventh-day Adventist Church have spoken for the first time of their theological training at a private Christian tertiary institution in Australia. A phenomenological design was utilised where Clergywomen’s collective lived experience of theological education was captured and analysed. The major themes of ambivalence in identity formation, the struggle to question dominant hegemony and existence in hostile environments depict the lifeworld of Clergywomen. The findings from this investigation, together with the Clergywomen’s recommendations for improvements to theological training, have guided the development of a contemporary model for theological education for the Seventh-day Adventist Church. This model is called the TRI-Space Model Design in Theological Education; it embodies both gender inclusive pedagogy and thirdspace thinking – a relatively new philosophy that is beginning to emerge within theology. This model offers new directional formation that opens up new and exciting possibilities in Seventh-day Adventist institutions and the wider field of theological education. This study is pivotal for Christian educators and administrators who seek to develop and employ a holistic approach to ministerial formation.
12
Letsela, Lati Martha. "Towards an inclusive language curriculum: re-orienting textbooks images and messages in respect of gender." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/17614.
Full textAbstract:
Having ratified and signed many international conventions and declarations on mainstreaming gender issues, Lesotho was compelled to review some of its policies and laws to ensure equitable distribution of resources to both female and male citizens in the name of democracy and development. This study sought to establish whether progress has been made in the field of education in promoting gender sensitivity and removing gender bias and stereotypes, which among other things, manifest themselves in textbooks through textual messages and images. Taken as one of the agents of socialisation in Lesotho, it is believed that textbooks can foster either gender sensitivity or negative gender discrimination; hence this study examines primary language textbooks to ascertain their role in this regard. Seven language textbooks, two written in Sesotho and five in English, were analysed in terms of gender. Gender was understood as a social phenomenon, and this made it imperative for the study to draw on theories and perspectives from different social disciplines. In the main, however, the analysis was informed by feminist theories, notably feminist stylistics as postulated by Mills (1995c). Psychoanalytical perspectives were employed in an attempt to explain the impact of under-representation, stereotypical, and sexist language, on the identities of the affected pupils. The study has established that the examined prescribed primary school language textbooks are not gender-sensitive and it has therefore recommended guidelines for use by textbooks evaluators, selectors, editors, publishers, authors, and other stakeholders in textbook production and procurement processes. Both quantitative and qualitative analytical methods were used in order to cater for quantifiable data and discourse-type data.
13
Davis, Isabella. "“Es verdad hay q matarlas a todas": Online discourse surrounding “e” as gender-neutral morpheme in Spanish." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589564406694545.
Full text
14
Sunesson, Malin. "Traducir en una forma que apoya la igualdad : -buscando un lenguaje no sexista." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46063.
Full textAbstract:
The present paper treats translation difficulties arising in the area of language and gender in the translation work from Spanish into Swedish of the article “Radiografía del posfemismo” published in El país semanal 2013. The investigation focuses on how translation can be made avoiding the use of expressions that residues from patriarchal language, with the intention to use a language as neutral in gender as possible. To delimit the paper the focus lays on specific linguistic expressions not exhibiting neutrality: the impersonal gramatical form and the Spanish form of inclusive gender. The results show that to translate the impersonal form, that in Swedish often is expressed with the male biased pronoun man, you can rewrite the entire phrase, using for example the passive voice, or, depending on the pragmatic context, use the neutral pronoun en, avoinding the use of man. The conclusions are also that the translation of the Spanish inclusive gender ought to be made using primary a neutral expression, and only emphasize on the gender if it is needed in the target text, adding for example the adjective female/male.
15
Haitembu, Rauna Keshemunhu. "Exploring the Namibian inclusive education policy’s responses to gender nonconforming learners: A case of Erongo region." University of Western Cape, 2021. http://hdl.handle.net/11394/8425.
Full textAbstract:
Philosophiae Doctor - PhDThis study explored the Namibian Inclusive Education policy‟s responses to gender nonconforming learners in Namibian schools. Gender nonconformity within the scope of this study refers to nonconforming to societal gender expectations through behaviour, presentation, sexual identity or any other means construed as normal by societies. Thus the study was guided by the research question: How does the Namibian IE Policy respond to gender nonconforming learners in Namibian schools? Even though there is growing evidence on mistreatment of gender nonconforming learners in schools worldwide, there is minimal evidence on the support for gender nonconforming learners within the Namibian schools. Additionally, there is paucity of literature on gender nonconformity in the Namibian education context.
16
Solomon, Lucy. "How do age and gender affect university students’ experience and outcomes?" Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39431/.
Full textAbstract:
Increasing access to higher education has led to a diversified student body, suggesting that conceptualising the ‘student experience' as homogeneous is no longer viable. Previous research reported that age and gender exert significant influences on the student experience, but this has generally taken a ‘snapshot' of those experiences rather than tracing differences over time. This study makes a contribution to this area by assessing changes in the student experience over the lifespan of the degree to explore the relative impact of age and gender (and the potential interaction between them). The study employed a longitudinal qualitative design to explore in-depth the experiences of sixty-one students over three years, using an innovative email research method. Data was analysed in two key ways: a thematic analysis of the findings which identified issues including confidence, friendships, social life, paid work and family commitments; the exploration of illustrative case studies used to highlight the experiences of ‘ideal type' students in four demographic groups. Key findings include the following: age and gender influenced the student experience, yet gender exerted the strongest influence. Mature male students were found to share more commonalities of experience with their traditional male counterparts than with female students of varying age. Of the variables which shape experiences, the thesis identified ‘external commitments' as the key factor. This was evidenced by the contrast between the mature female and male groups, with mature women reporting being constrained by family and home responsibilities, whereas mature men were able to create and maintain ‘separate worlds' of university and home life. The thesis argues that the ‘double shift' described as women entered the workplace, has become a triple shift for mature female students attempting to combine home, work and academic responsibilities; notwithstanding this context, this group are the higher performers academically.
17
Brinkman, Eric M. "Inclusive Shakespeare: An Intersectional Analysis of Contemporary Production." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595003420023716.
Full text
18
Hall, Aubrey Lynne. "Incredi-bull-ly Inclusive?: Assessing the Climate on a College Campus." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5233.
Full textAbstract:
Lesbian, gay, bisexual, and transgender (LGBT) students have unique experiences on campus such as discrimination, exclusivity, and homo/transphobia. Stated simply, this research project intends to address these issues by 1) identify students' perceptions of gender identity and sexual orientation diversity on campus, 2) identify the experiences of LGBT students during their time at the institution, and 3) acknowledge suggestions from the student body for ways the University being studied is, or may continue to be, inclusive of sexual orientation and gender identity.
Through the application of the campus climate framework and modification of existing climate surveys, a student-centered campus climate survey was distributed to various classes and student organizations. After a distribution period of seven weeks, the analysis of the data brought about many findings. This study determined that, while students acknowledge that the University attempts to be inclusive, LGBT students continue to experience harassment and discrimination. Individual and systematic interventions as well as suggestions for resource expansion were also provided by students as a means to cultivate a more welcoming environment.
With a concluding recommendation that research should continue to be conducted thoroughly and regularly, the University should consider this study the tip of an iceberg when attempting to understand students' perceptions of campus climate. More systematic and intersectional research needs be conducted on campus to determine the how varying student populations interpret everyday life on their college campus.
19
Spirina, Mariia. "Queer sensibility as an aesthetic of inclusion: How non-demographic designers are challenging fashion norms." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1622212794535272.
Full text
20
Olsen, Preston Trent. "Inclusive guise of 'gay' asylum : a sociolegal analysis of sexual minority asylum recognition in the UK." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22983.
Full textAbstract:
The United Kingdom’s acceptance of lesbian, gay, bisexual, and transgender (LGBT) refugees has been heralded as a progressive shift in asylum law. Indeed, the scope for the protection of sexual minorities under the Refugee Convention has expanded. The interpretation of the Convention definition of refugee in Article 1A(2) has been continuously adapted, especially the “particular social group” (PSG) category as well as the recognised scope of “well-founded fear of being persecuted.” This thesis interrogates how “gay” refugees have been accepted under the Convention. The analysis considers the ways judicial decision-making has constructed the PSG and persecution of sexual minority asylum seekers. The sample consists of 22 appeals from 1999-2011 which were identified as major legal developments, beginning with the first significant recognition of “homosexual” refugees. Several additional tribunal determinations and key international cases are also considered. A socio-legal approach is taken to study the tensions between fluid sociological images of gender and sexuality and the fixed notions of identity found in the law (whether arising from individual cases, formal practice, or state imperatives). Through an examination of the legal discourse in the texts examined, the research deconstructs the jurisprudential debates in order to assess their impact on sexual minorities seeking asylum. This contextual, rather than doctrinal, approach reveals how the jurisprudence often obscures sociologically problematic assumptions made by adjudicators. This analysis offers an original contribution, concluding that UK protection is grounded on the assumption that sexual and gender identity are “immutable.” Far from opening the UK to persecuted sexual minorities, the prevalence of this assumption significantly narrows the apparently “inclusive” construct of the refugee. Building on the findings, the thesis proposes that adjudication should focus on the persecutory intent to suppress non-conforming acts and identities (or norm deviance) in order to identify sexual minority refugees rather than the categories of LGBT. Additionally, framing determination in the terms of relational autonomy develops a better understanding of the conditions necessary to realise a non-conforming sexual and gendered life free of persecution. The concept of norm deviance decentres the assumption of a knowable truth of identity, and relational autonomy asserts that the deprivation of self-determination and rights to relate may constitute a well-founded fear of persecution.
21
La, Croix Rachel M. "Toward a More Inclusive Structure of Sport: Is Participation in Coeducational Physical Activities Related to Perceptions of Gender and Athletic Ability?" W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626082.
Full text
22
Brennan, Kathryn E., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning." THESIS_CAESS_EDU_Brennan_K.xml, 2004. http://handle.uws.edu.au:8081/1959.7/539.
Full textAbstract:
This portfolio presents a research continuum spanning the period of the author’s Ed.D. candidature (1998–2004) addressing the questions, What capabilities contribute to effective school leadership; Why do so few women become school principals and what strategies can be employed that will redress the current gender imbalance among school leaders? Findings are drawn from four research projects : Women as educational leaders; Leading change in NSW government secondary schools; The role of middle management in secondary schools and leadership capability – principals in NSW government schools. These findings suggest that structured opportunities for professional learning within different educational contexts need to be readily available, supported and accessible. The relative lack of disparity between the leadership practice of ‘effective’ female and male principals demonstrated in this research portfolio suggests a gender inclusive framework to be a viable way forwardDoctor of Education (Ed. D.)
23
Brennan, Kathryn Elizabeth. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060518.113701/index.html.
Full textAbstract:
Thesis (Ed.D.) -- University of Western Sydney, 2004."A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education from University of Western Sydney, April 2004." Includes bibliographical references and aoppendices.
24
Allansson, Linda. "A quest to unravel the secrets of gender inclusive game design : A qualitative study on the design process of female protagonists." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-72616.
Full text
25
Whitney, Erin H. "Multimodal composition as inclusive pedagogy| An inquiry into the interplay of race, gender, disability and multimodality at an urban middle school." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158583.
Full textAbstract:
At a time when state standards and assessments drive educational policy and literacy is defined as print-based, students who don’t meet external benchmarks for developing skills along what is considered to be a “normal trajectory” are often seen as “at-risk” or diagnosed with learning disabilities. While there may be real variations in the ways that individuals learn, schools have a responsibility to offer a variety of pedagogical approaches in order to meet the needs of all children within an inclusive setting. This practitioner research dissertation seeks to better understand the ways that students identified as having learning disabilities create and communicate using a variety of modes including narrative writing, dance, and digital composition. Using qualitative data collected over the course of a school year while teaching full-time at an urban school with a folk arts focus, the author looks closely at the multimodal writing practices of four Black middle school girls identified as having learning disabilities. Drawing upon a theoretical framework rooted in Disability Studies/ Critical Race Theory (DisCrit) and New Literacy Studies, this study investigates the ways that students use multimodal composition to construct identities as able learners, thereby challenging deficit orientations at the intersection of race, gender and ability. By examining the artifacts that these students created over the course of an academic year as well as their reflections, and by extending a definition of literacy to include multimodal representations of knowledge, the relationships between curriculum and identity are explored. Findings reveal a complex interplay between multimodal composition and collaboration, and suggest that curriculum embedded with multiple modes for representing knowledge can create pathways to culturally relevant and inclusive pedagogy, and contribute to the construction of powerful writing identities.
26
Wounsch, Klas. "¿Ya están contentes? : Una investigación de las actitudes entre alumnos de escuela secundaria y universidad hacia el lenguaje inclusivo." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-31655.
Full textAbstract:
In this thesis attitudes towards the so called inclusive language (lenguaje inclusivo) are investigated. The main idea of using the inclusive language is to avoid sexism and promote the visibility of the woman. However, there is an ongoing debate concerning the use of the inclusive language and there are few signs of reaching a consensus. For that reason, it is relevant to investigate the attitudes towards the use of the inclusive language. The informants are students of secondary schools and universities in some Spanish speaking countries. The aim is to investigate whether the attitudes are positive or negative and the hypothesis, founded on earlier studies, is that the female informants would show a more positive attitude than the male ones. Generally speaking the hypothesis is not confirmed. The results show more complex relationships that have to be investigated in the future.
27
Almeida, Margarida Ferreira de. "Reintegração de pessoas com deficiência no mercado de trabalho : o caso das mulheres com deficiência adquirida." Master's thesis, Instituto Superior de Economia e Gestão, 2020. http://hdl.handle.net/10400.5/20823.
Full textAbstract:
Mestrado em Gestão de Recursos HumanosApesar dos esforços realizados nos últimos tempos para promover a inclusão das pessoas com deficiência no mercado de trabalho, a problemática da sua integração permanece num contexto caracterizado pela carência de políticas inclusivas nas organizações. O presente trabalho de investigação teve como objetivo perceber quais as barreiras que as mulheres com deficiência adquirida enfrentam aquando do processo de reintegração no mercado de trabalho e de que forma é que a Gestão de Recursos Humanos pode atuar para minimizar as dificuldades resultantes do cruzamento das condições inerentes ao género e à deficiência. Através dos resultados obtidos com a presente investigação concluiu-se que as pessoas com deficiência em Portugal ainda enfrentam dificuldades na reintegração profissional, sendo difícil permanecer na mesma empresa após a aquisição da deficiência. Tal situação decorre da falta de políticas e práticas inclusivas adotadas por parte das organizações, podendo resultar da falta de conhecimento sobre as competências e capacidades das pessoas com deficiência e de como lidar com a diferença, mas também pelo desconhecimento dos benefícios a que têm direito. Além disso, no que se refere à interseção do género e da deficiência foi possível compreender que, na perceção das entrevistadas, a condição de deficiência adquirida é aquela que mais se salienta nas dificuldades de reintegração no mercado de trabalho e das situações de discriminação.
Despite recent efforts to promote the inclusion of people with disabilities in the labour market, the problem of their integration remains in a context characterised by a lack of inclusive policies in organisations. The objective of this research work was to understand what barriers women with disabilities face in the process of reintegration into the labour market and how Human Resource Management can act to minimise the difficulties resulting from the crossing of gender and disability conditions. Through the results of this research it was concluded that people with disabilities in Portugal still face difficulties in re-integrating into the labour market and it is difficult to remain in the same company after the acquisition of the disability. This situation results from the lack of inclusive policies and practices adopted by organisations, which may result from a lack of knowledge about the skills and abilities of people with disabilities and how to deal with the difference, but also from a lack of knowledge about the benefits to which they are entitled. Furthermore, with regard to the intersection of gender and disability, it was possible to understand that, in the perception of those interviewed, the condition of acquired disability is the one which stands out most in the difficulties of reintegration into the labour market and in situations of discrimination.
info:eu-repo/semantics/publishedVersion
28
Lundberg, Valeria. "Actitudes de un grupo de adolescentes mexicanos hacia el lenguaje inclusivo : Alternativas al masculino genérico." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34224.
Full textAbstract:
Language and culture are deeply intertwined. Language reflects and influences the attitudes, perceptions and behaviors of its users. Therefore, the use of non-sexist language can contribute to achieving gender equality in society. This study focuses on the perceptions of a group of Mexican teenagers towards inclusive language. In particular, their acceptance degree towards various gender morphemes are studied and compared to the generic use of the masculine gender. The results of the survey show a clear preference for the alternatives that are easy to pronounce, so called, normative gender morphemes, including the generic use of the masculine compared to new, non-normative gender morphemes that are inclusive but difficult to pronounce. Women prefer the splitting strategy (“desdoblamiento”) to a larger degree than men do. Men have a more conservative posture and prefer the generic use of the masculine and reject non-normative gender morphemes. The differences among informants of different socioeconomic levels are smaller. Still, it seems that informants of a higher socioeconomic level have a more conservative attitude towards inclusive language than informants of a lower socioeconomic level.
29
Menezes, Maria Aparecida Alves. "Letramento e educação inclusiva : construindo práticas de leitura e escrita no ensino fundamental II." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/6413.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis research report aims to present the application of a didactic sequence with the genre cooking recipe in a class of 6th grade Elementary School a center of specialized education of Salvador - BA. It aims to investigate the gender contribution to the expansion of skills and communication skills and literacy of students, in their different functions and purposes. We use the methodology of action research, qualitative and interpretative nature and interventional approach. This research is guided by the theoretical assumptions of Galvão Filho (2009), Sassaki (1997; 2005a; 2005b) regarding inclusive education. For the concepts of literacy, reading, writing and genre were utilized Soares studies (2004; 2010), Kleiman (1995; 2001), Marcuschi (2002; 2005; 2008) and National Curriculum Standards of Portuguese Language Teaching Elementary School (1998), among others. The results reveal that the language teaching using the genre is configured as the body in access to linguistic knowledge necessary for effective socio-cultural activities and expansion of the literacy process of the students.
O presente relatório de pesquisa visa apresentar a aplicação de uma sequência didática com o gênero textual receita culinária em uma turma do 6º ano do ensino fundamental de um centro de atendimento educacional especializado de Salvador BA. Objetiva investigar a contribuição do gênero na ampliação das competências e habilidades comunicativas e de letramento dos alunos, em suas diferentes funções e finalidades. Utilizamos a metodologia da pesquisa-ação, de abordagem qualitativa e natureza interpretativa e interventiva. Esta pesquisa orienta-se pelos pressupostos teóricos de Paul Bercherie (2001); Pan (2008), acerca da concepção de deficiência intelectual. Em relação à Educação Inclusiva foram utilizados os estudos de autores como Galvão Filho (2009), Glat (1998), Sassaki (1997; 2004; 2005a; 2005b), dentre outros. As concepções de Kleiman (1995), Rojo (2006) e Soares (2004; 2010) sustentaram a noção de letramento como prática social. Para a concepção de leitura e produção textual foram abordadas as contribuições de teóricos como Koch e Elias (2012), Kleiman (2001), Leffa (1996), Solé (1998) e Parâmetros Curriculares Nacionais de Língua Portuguesa do Ensino Fundamental II (1998). Para a noção de gênero textual, a pesquisa se fundamentou nos conceitos de Bakhtin (1997), Marcuschi (2002; 2005; 2008) e Dolz, Noverraz, e Schneuwly (2004). Os resultados permitiram revelar que o ensino da língua utilizando gêneros textuais se configura enquanto instância de acesso a saberes linguísticos necessários para a efetiva atuação sociocultural e ampliação do processo de letramento dos alunos.
30
TANG, HAONING, and WANLU YU. "LGBTQ inclusive workplaceclimate in China : A case study on the inclusion of LGBTQ groups in the workplace based on the organization’s LGBTQ support policy, policy implementation and employees’ understanding." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52824.
Full textAbstract:
Working climate is an important subject in management research. The purpose of this research is to study the characteristics of an LGBT-friendly working climate. This research is based on Queer theory and Taste-based Discrimination theory, and follows the qualitative analysis method of interpretivism. The results of the descriptive survey and interviews show that employees’ understanding of LGBTQ policies and identities is very important for building an inclusive working climate. Organizations can use these findings to better protect employees’ welfare and establish an equal workplace environment.
31
Kallur, Martin. "Queer Love in Social Media Marketing : A Case Study of Same-Sex Couple Representations in Watch Brand Daniel Wellington’s Social Media Channels." Thesis, Linköpings universitet, Tema Genus, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-152000.
Full textAbstract:
On Valentine’s day 2018, Swedish watchmaker Daniel Wellington posted a photo of a gay male couple followed by a caption celebrating the love between the two subjects. The photo was posted to the brand’s Instagram account reaching an audience of four million followers. The brand’s followers responded with great amounts of engagement ranging from excitement and support for featuring a same-sex couple, to almost equal amounts homophobic disapproval. This thesis, a case study of Daniel Wellington’s social media and social media staff, examines the effects of including same-sex couples in social media marketing. Previous research on LGBTQ+ representation in advertising has identified the polarizing reactions same-sex couples in marketing usually evoke. Using existing literature on the subject as a theoretical framework, this thesis analyzes the effects of including two photos of same-sex couples, one male-male couple and one female-female couple, in Daniel Wellington’s Instagram account. A statistical analysis of the reactions to these photos on Instagram will be followed by interviews with the brand’s social media staff in order to explore the corporate response to the reactions to the social media representations of same-sex couples. This thesis will suggest, partially in line with previous research, that the social media content featuring same-sex couples created a lot of engagement among its followers, with comparatively high levels of polarization. The data identified a significant difference between how the gay male couple and the same-sex female couple were evaluated. Additionally, the interviews with the social media staff suggest that, despite the high levels of negative reactions, including same-sex couples in their social media channels did not have a deterring effect on their commitment to include more types of diversity in the brand’s social media feeds. The interviews with the social media staff indicate that the experience of including same-sex couples in the brand’s social media marketing efforts had the effect of raising awareness of issues of homophobia among the staff members.
32
Munoz, Alonso Pedro. "Unpacking critical masculinities and intersectionality to inform Sexual and Gender-Based Violence programmes : Envisioning an enhanced men-inclusive approach (the men's lens) through humanitarian actors in the current Syrian refugee crisis in Lebanon." Thesis, Linköpings universitet, Tema Genus, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148940.
Full textAbstract:
Sexual and Gender-Based Violence constitutes one of the major protection concerns in displacement settings, being the current Syrian crisis in Lebanon no exception. This has led international and Lebanese humanitarian actors to design and implement prevention and response programmes country-wide to ensure the protection of persons of concern. Yet, gender-related programmes seem to maintain a traditional approach which focuses disproportionately on women and girls. As for SGBV programmes, while women and girls do constitute the bulk of SGBV survivors, such traditional approach overlooks the need of other groups concerned by any gender and SGBV-related interventions. This holds especially true to men and boys, whose engagement in SGBV programming is still conceived in silos, usually included in prevention programmes in their role as perpetrators. Working with men and boys survivors is not widespread and there is no consistent attempt to involve men across all stages in programmes. With no aim to compromise the much needed interventions with women and girls, this Master’s thesis aims at exploring an enhanced men-inclusive approach to SGBV programmes through the exploration of a tool called the men’s lens. By analyzing how Syrian refugee men’s own masculinities and manhood and their linkages to their social positioning influence the emergence of SGBV, this Master’s thesis explores the feasibility of such approach through interviews and a set of recommendations to humanitarian actors in Lebanon. As such, the thesis contributes to bringing together academia and the humanitarian realm, contextualising the men’s lens to the reality on the ground. This includes the adoption of a practical focus on the intertwinement between SGBV, masculinities and intersectionality among Syrian refugees in Lebanon, with the ultimate goal of contributing to improving current SGBV programmes in the Syria crisis.
33
Frady, Scott. "An evaluation of and guidelines for the use of masculine generic and gender inclusive language in English Bible translation using James chapters one and two as a test case." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Full text
34
Ferguson, Claire E. "Things That Make You Go “Hmmm”: Effects of Gender Measurement Format on Positive/Negative Mood." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1611244464185325.
Full text
35
Carlsson, John, and Ronja Fredriksson. "Ungdomars upplevelse av tillgänglighet till idrott i idrottssvaga områden : En kvalitativ studie om ungdomars idrottsdeltagande." Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-174388.
Full textAbstract:
Swedish sports clubs are becoming more concerned with how to attract young people to participate in organized sports. Young people with low socio-economic status and individuals with ethnic background are especially in mind as it has become clear that these individuals are excluded in the various activities of sports clubs. The aim of this study was to examine the possible obstacles for young adolescents to participate in organized sports. By identifying the visible and invisible obstacles through a gender- and socio-cultural perspective the four research questions were examined. The questions concerned within this qualitative study was how accessibility was described by the respondents; how the obstacles to participate in organized sport were experienced by the respondents; how the difference in sport participation was explained by the respondents from a cultural and socio-economic perspective and; how the differences in sport participation were explained by the respondents from a gender perspective. Through six focus groups encompassing 16 individuals between the age of 14–20 years old a Bourdieu approach was applied in order to interpret the content of the responses. The results showed that the youth experienced obstacles to participate in sport in two different ways. One was described as the physical means of being able to get access to sport which was transportation facilities, sports fees and costs for equipment. The other form of obstacle was described as underlying factors such as norms and expectations regarding participation in organized sports and a lack of perceived sense of belonging. Cultural background and gender were discussed as the two most contributing factors as to why some of the youth are not participating in organized sports. Swedish sports clubs should focus on how to include the youth needs into their day-to-day work rather than ensuring their participation in their current offered activities.
36
Angulo, Nalvarte Daniela Alexandra, and Nolasco Kathia Melissa Martinez. "Análisis de la representación de personajes con identidad de género no binario en la subtitulación al inglés y español de la serie Todxs Nós." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656980.
Full textAbstract:
En la actualidad, existe un avance significativo en la difusión de producciones audiovisuales con temática LGTBQ+. Este hecho ha brindado la oportunidad de promover la inclusión de este colectivo dentro de una comunidad que se rige bajo el sistema heteronormativo. En 2020, la plataforma de streaming HBO GO estrenó Todxs Nós, serie brasileña contemporánea enfocada en la identidad de género no binaria. Esta identidad es compleja de abordar en relación con la traducción porque existe un vacío académico sobre su representación en los medios audiovisuales y los obstáculos presentes en el proceso de traducción. Diferentes autores como Valdeón (2010), Ranzato (2012-2015), Turek (2013), han centrado sus investigaciones en la traducción de la representación de los sujetos homosexuales en producciones como cine y televisión. No obstante, son escasos los estudios que analizan la representación enfocada en las identidades queer, especialmente las identidades de género no binario. La presente investigación, propone analizar la representación de la identidad de género no binaria en la versión original de esta serie en contraste con sus versiones subtituladas al español e inglés. Se propone analizar las formas de expresión, tales como el uso del lenguaje inclusivo, los disfemismos y las jergas para ayudar a identificar la representación no binaria en esta serie. Asimismo, el enfoque que se emplea es el cualitativo mediante la estrategia de estudio de caso para explorar detalladamente la serie mencionada. Además, se utilizan como instrumentos las técnicas de análisis de contenido y análisis textual contrastivo para cumplir con los objetivos específicos propuestos.At the present, there is significant progress in the dissemination of LGTBQ+ audiovisual productions. This fact has provided an opportunity to promote the inclusion of this collective within a community governed by the heteronormative system. In 2020, the streaming platform HBO GO premiered Todxs Nós, a contemporary Brazilian series focused on non-binary gender identity. This identity is complex to address in relation to translation because there is an academic void about its representation in audiovisual media and the obstacles present in the translation process. Different authors such as Valdeón (2010), Ranzato (2012-2015), Turek (2013), have focused their research on the translation of the representation of homosexual subjects in productions such as cinema and television. However, studies that analyze the representation focused on queer identities, especially non-binary gender identities, are scarce. The present research proposes to analyze the representation of non-binary gender identity in the original version of this series in contrast with its Spanish and English subtitled versions. It is proposed to analyze the forms of expression, such as the use of inclusive language, dysphemisms and jargons to help identify the non-binary representation in this series. Also, the approach employed is qualitative through the case study strategy to explore in detail the aforementioned series. In addition, content analysis and contrastive textual analysis techniques are used as instruments to meet the specific objectives proposed.
Trabajo de investigación
37
Khanal, Damodar. "The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html.
Full textAbstract:
This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively disadvantaged communities. It looks, in particular, at the example in Nepal of children from the Dalit communities, a group known to be disadvantaged and often marginalized within the formal education system. In particular, the study attempts to investigate the barriers that prevent the educational access, participation and progress of these students at the secondary level. This theme was investigated using an ethnographic approach, which examined people's life experiences and culture in natural settings (within schools and in their communities) using data collected through a series of interviews, and observations. It also involved an analysis of the relevant literature and policy documents. What was found is that the reasons for children from the Dalit community being disadvantaged are many and complex. Broadly, they can be summarized as being, first of all, about the difficulties of implementing national policies, particularly in terms of making resources available and providing effective monitoring, even though these policies are very positive about the inclusion of these children. Secondly, it is about the expectations and attitudes amongst the various Dalit communities as to what they want for their children and young people, which are to do with tradition and culture, life styles and economic circumstances. Thirdly, these two sets of factors together put pressure on the schools, which have to find a way of dealing with the challenge of diversity and various expectations. In this way, this research provides some new understanding of the issues that bear on the education of Dalit children. The knowledge gained through this research has practical implications for stakeholders: policy makers, teachers, and Dalit community members and social workers. It is argued that this would help to foster the improvement of policy initiatives and their effective implementation. It could also help to bring changes in the existing attitudes of teachers and Dalit communities that may have a positive impact on Dalit children's integration into education. Most importantly, it has brought a new way of looking at these issues that can be used to inform public debate. The study illustrates the use of a methodology that might usefully be adopted by researchers carrying out research around similar themes in other developing countries. It might also be the case that the barriers that have been identified in Nepal would represent useful starting points for such research.
38
Onyegbula, Roselyn Ifeyinwa. "Women’s Experiences in Peace Building Processes: A Phenomenological Study of Undeterred Female Leaders in Northern Nigeria." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/110.
Full textAbstract:
Women living in northern Nigeria face a herculean challenge of overcoming direct and indirect violence. These include domestic violence, political instability, social inequality, and the threat of Boko Haram. Boko Haram is an extremist militant group that has been known to kidnap, rape, and torture women and young girls as means of terrorizing the Nigerian community. Northern Nigerian women have also faced challenges within their own community as they are barred from participating in public activities, are under-represented in government, forced into early marriages, and are often victims of domestic violence. This study examines the lived experiences of women peacebuilders living in northern Nigeria as they negotiate regional conflicts and manage the peacebuilding process. Seven northern Nigerian females between the ages of 30 to 60 were recruited to participate in this study. All came from diverse backgrounds but shared a commonality of peace building and conflict management within their respective communities. The goal of this study was to better understand the meaning of these experiences and to uncover how these women handle these daily challenges. Feminist standpoint and structural violence theories provide the theoretical framework to dissect the essence of their experiences. The study adopted Clark Moustaka’s approach towards conducting transcendental phenomenological research methods and procedure. The results of the study will inform project design and policy formulation and serve as a source for future research and interventions by development agencies and other stakeholders interested in peace within the region.
39
Anderson, Maria Alana. "Implicit Inclusion Is Not Enough: Effectiveness of Gender Neutral Housing Policies on Inclusion of Transgender Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306159926.
Full text
40
Shriver-Rice, Meryl. "Inclusion in New Danish Cinema: Gender, Sexuality, and Transnational Belonging." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/598.
Full textAbstract:
By examining the recent work by Danish writer-directors of both Dogme and New Danish Cinema from 1998 onward, this study pinpoints examples of film analysis that articulate the shared ethical themes of New Danish Cinema. These themes include Danish citizenship and identity, the reduction of family risk, negotiating prejudice and inclusion through desire, humility and empathy, and transnational belonging during a time of rising globalization. A number of the realistic fiction films of New Danish Cinema reflect Denmark’s preceding anti-Hollywood film movement dubbed Dogme 95. This movement first provided the political push for ethically valuable film making in a “realistic” aesthetic. Egalitarian in substance, and also in production, Denmark has a similar number of recently successful female writer-directors as male writer-directors. Known as a largely homogenized country with a recent rise in immigrants, Denmark has demonstrated that it is possible for film to be used as a vehicle to reinforce cultural ethics and political values while also navigating through the ongoing and mounting forces of digital communication and globalization.
41
Mndolwa, Florence D. "Determinants of gender disparities in financial inclusion: insights from Tanzania." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27332.
Full textAbstract:
This study uses a nationally representative sample of individuals from Finscope survey 2013 to empirically investigate the determinants of gender disparities in financial inclusion in Tanzania. Using logit regression, the study tests whether an individual's gender affects financial inclusion. Subsequently the study evaluates the relationship between individual's characteristics and the uptake of financial services and products by gender. The results provide evidence to suggest that gender disparities in financial inclusion are only prevalent in the uptake to formal savings and formal credit but not access to formal financial accounts and mobile money accounts. Being a woman decreases the likelihood of saving while increasing the likelihood of borrowing at a formal financial institution by 17% and 2% respectively. Gender disparities in financial inclusion in Tanzania are caused by women being poorer, less educated, less employed, and more dependent than men. More women than men have no formal education hence decreasing their likelihood of accessing formal financial accounts by 58.4%. Employment is the strongest determinant increasing women's financial inclusion by 25% however fewer women are formally employed. While women have a higher propensity to save than men, they lack independence to make financial decisions, have lower financial and digital literacy and have lower mobile phone ownership to access mobile money accounts. The study recommends the Tanzania National Council for Financial Inclusion (TNCFI) to; incorporate gender targets in the financial sector and encourage gender mainstreaming in other sectors; and through engagement with other stakeholders, scale up informal financial services by integrating them with digital platforms to increase access to formal accounts. Finally, it is recommended that TNCFI boosts implementation of the National Financial Education Framework in efforts to increase women's financial capabilities and empower them to take up formal financial services.
42
Tortato, Cíntia de Souza Batista. "Articulações entre gênero, empoderamento e docência: estudo sobre um curso de formação de professores da Universidade Tecnológica Federal do Paraná." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1037.
Full textAbstract:
CAPESEssa tese visou investigar as possibilidades de um curso de capacitação sobre gênero na escola, a relação entre políticas de igualdade de gênero e empoderamento das mulheres no campo da educação formal de nível básico no intuito de contribuir para incrementar as pesquisas sobre as políticas públicas voltadas às mulheres, voltadas à inserção do gênero na educação e voltadas a promoção de uma escola democrática e inclusiva. Com o objetivo de analisar os efeitos de um curso de formação sobre gênero na educação no empoderamento e na prática pedagógica das mulheres que atuam na educação básica, a fundamentação teórica abordou os estudos de gênero, o feminismo, o empoderamento feminino, a educação, a escola e as políticas públicas relacionadas. A metodologia utilizada constou de procedimentos relacionados a abordagem quantitativa, com a aplicação e análise de 101 questionários respondidos por professoras que participaram do curso de formação em gênero oferecido pela Universidade Tecnológica Federal do Paraná em 2010/2011, e abordagem qualitativa com a aplicação e análise de 14 entrevistas em profundidade. A pesquisa, por analisar os impactos de um curso específico, constituiu-se em um estudo de caso. Na revisão teórica foi possível perceber que existe uma produção dentro da área de estudos de gênero e educação que vem analisando, documentando e discutindo o fazer pedagógico relacionado a questões de gênero. Alguns trabalhos mostram as limitações, outros trabalhos discutem as possibilidades e outros ainda abordam realidades bem específicas. Os trabalhos que envolviam os cursos de formação de professores como o que está sendo analisado nessa pesquisa, o fizeram enfocando o processo em si e durante os cursos. No trabalho aqui proposto se apresenta uma perspectiva de tempo maior. O enfoque em professoras que atuam na cidade de Curitiba e arredores pretende levantar subsídios para o entendimento dessa realidade específica considerando que, em cada contexto as marcas sociais e culturais podem se manifestar de formas diferentes. Essa pesquisa mostrou que um curso de formação pode fazer com que professoras alarguem suas compreensões, pensem criticamente sobre suas práticas e insiram outras formas de abordagem em seu dia-a-dia com intenção de minimizar desigualdades e construir uma escola inclusiva. Contudo, como um processo humano, a conscientização não se dá sem retrocessos, rupturas, resistências, daí a necessidade de formação permanente e apoio institucional para garantir a manutenção de práticas inclusivas e democráticas. Espera-se que os resultados da pesquisa contribuam para o enriquecimento e incremento de ações futuras no campo da educação e gênero, não só no Estado do Paraná como em outras localidades.
This thesis is aimed to investigate the possibilities of a training course on gender in school, the relationship between policies on gender equality and women's empowerment in the field of formal elementary level in order to contribute to increase research on public policies to women, focused on the inclusion of gender in education and targeted to promoting a democratic and inclusive school. With the objective to analyze the effects of a training course on gender in education in the empowerment of women and in their pedagogical practice working in the basic education, the theoretical foundation approached gender studies, feminism, women's empowerment, education, school and public policies related. The methodology consisted of procedures related to quantitative approach to the application and analysis of 101 questionnaires completed by teachers who participated in the training course about gender in education offered by the Federal Technological University of Paraná in 2010/2011, and a qualitative approach to the application and analysis 14 in-depth interviews. The research, by analyzing the impacts of a specific course, consisted in a case study. In the literature review, it was revealed that there is a production within the area of gender studies and education which analyzing, documenting and discussing the pedagogical practice related to gender issues. Some works shows the limitations, other studies discuss the possibilities and still others address very specific realities. The work involving the training courses of teachers as analyzed in this study, focused on the process itself and during the courses. The proposed work here presents a amplified perspective of time. The focus on teachers who work in the city of Curitiba and Area plans to raise contributions to the understanding of this fact considering that in each context the social and cultural marks can manifest in different ways. This research showed that a training course can make teachers widen their understanding, think critically about their practices, insert other forms of approach in your day-to-day with the intention of minimizing inequalities, and build an inclusive school. However, as a human process, awareness is not without setbacks, rupture, resistance, hence the need for ongoing training and institutional support to ensure maintenance of inclusive and democratic practices. It is expected that the research results contribute to the enrichment and growth of future actions in the field of education and gender, not only in the State of Paraná as other locations.
43
Tengbjer, Jobarteh Isolde. "Women’s Participation in Peace Negotiations and the Inclusion of Gender Provisions." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376589.
Full textAbstract:
Are peace agreements more likely to include gender provisions if women participate in the peace negotiations? The international community, national governments and civil societies around the world have assumed that women’s inclusion in peace negotiations result in higher quality peace agreements, where women’s interests are better taken into consideration. To date, there is a lack of empirical underpinning of the assumption. This study uses a twofold research design, combining statistical and qualitative methods to examine the interrelation between women’s descriptive and substantive representation in peace negotiations in the post-Cold War era. First, the statistical analysis suggests that peace agreements are more likely to include at least one gender provision referring to women’s rights and security if women participate in the negotiation. At the same time, the agreements are not more likely to address a higher number of different areas for increased rights and security measures for women. Second, the qualitative analysis examining the mechanisms shows that there is no guarantee that women will push for gender provisions, but that their particular experiences and interests in conflict, and the expectations from others give them strong reasons to do so. Important factors for women to successfully push for gender provisions have to do both with their individual will and personal ability, and external factors relating to the presence of traditional gender norms and the power balance between men and women in the country of conflict.
44
Fareed, Fozan. "Financial inclusion, entrepreneurship and gender : an empirical assessment using microeconomic data." Thesis, Paris Est, 2020. http://www.theses.fr/2020PESC0008.
Full textAbstract:
L'inclusion financière dans le cadre du processus de développement a attiré une attention considérable de la part des décideurs du monde entier. Les chiffres restent assez frappants avec 1,7 milliard de personnes dans le monde n'ayant toujours pas accès aux services financiers de base. Cette thèse de doctorat vise à démêler empiriquement certaines des nombreuses interrelations entre l'inclusion financière, l'entrepreneuriat et le genre. Ma recherche se compose de quatre chapitres et repose sur l'utilisation de données longitudinales au niveau individuel. Le premier chapitre étudie l'effet de l'accès géographique à la microfinance sur l'entrepreneuriat et examine si cet accès permet aux individus de gravir les échelons économiques au Pakistan. Le deuxième chapitre examine si l'inclusion financière favorise l'autonomie des femmes en promouvant l'entrepreneuriat féminin. Ce chapitre construit également un indice complet d'inclusion financière pour mesurer l'état de l'inclusion financière au Mexique après avoir pris en compte l'accès ainsi que l'utilisation de différents produits financiers. Le troisième chapitre explore les principaux moteurs de l'exclusion financière au Pakistan après avoir pris en compte la nécessité du crédit et de l'exclusion financière volontaire. Enfin, le quatrième chapitre propose une nouvelle approche méthodologique pour mesurer la vulnérabilité financière des ménages en s'appuyant sur des algorithmes d'apprentissage automatique non supervisés dans le cas des États-Unis. Tous ces chapitres utilisent des données d'enquête représentatives au niveau national et s'appuient sur plusieurs méthodologies pour résoudre les problèmes d'endogénéité et de biais de sélection. Les résultats indiquent que l'inclusion financière,l'entrepreneuriat et le genre sont intimement liés les uns aux autres. La microfinance semble jouer un rôle efficace dans la promotion de l'entrepreneuriat et permettre aux individus de gravir les échelons économiques, tandis que l'inclusion financière semble également encourager l'autonomie des femmes en favorisant l'entrepreneuriat féminin. Les résultats empiriques révèlent également les principaux moteurs de l'exclusion financière involontaire: l'analphabétisme financier, la pauvreté et le genre. De plus, cette thèse considère de nouvelles approches méthodologiques pour analyser la vulnérabilité financière des ménages et l'exclusion financière involontaire comme une alternative à la ligne de recherche standard sur ces sujetsFinancial inclusion as part of the development process has gained considerable attention from policymakers worldwide. The numbers remain quite stark as 1.7 billion people worldwide remain without access to basic financial services. This PhD thesis aims to empirically disentangle some of the many interrelationships between financial inclusion, entrepreneurship and gender. It consists of four chapters and relies on the use of longitudinal data at the individual level. The first chapter studies the effect of geographical access to microfinance on entrepreneurship and examines if having this access enables individuals to move up the economic ladder in Pakistan. The second chapter examines if financial inclusion promotes women autonomy by generating women entrepreneurship. This chapter also constructs a comprehensive financial inclusion index to measure the state of financial inclusion in Mexico after taking into account access as well as the usage of different financial products. The third chapter explores the main drivers of financial exclusion in Pakistan after taking into consideration the need for credit and voluntary financial exclusion. Finally, the fourth chapter proposes a novel methodological approach of measuring household financial vulnerability by relying on unsupervised machine learning algorithms in the case of U.S. All these chapters use nationally representative survey data and rely on several methodologies to tackle endogeneity issues and concerns pertaining to selection bias. The results indicate that financial inclusion, entrepreneurship and gender are intimately related with each other. Microfinance seems to play an effective role in promoting entrepreneurship and enabling individuals to move up the economic ladder, whereas financial inclusion also seems to encourage women autonomy by fostering women entrepreneurship. The empirical results also uncover the main drivers of involuntary financial exclusion: financial illiteracy, poverty, and gender. Moreover, this thesis considers new methodological approaches to analyze household financial vulnerability and involuntary financial exclusion as an alternative to the standard line of research on these topics
45
Robinson, Michael James. "Transgender Inclusion in the Workplace." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1404370756.
Full text
46
Wazed, Soniya. "Gender and social exclusion/inclusion : a study of indigenous women in Bangladesh." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3314/.
Full textAbstract:
Since the nineteenth century, social exclusion and inclusion have been prominent concepts in policy debates across Europe. This thesis discusses the fact that poverty and social exclusion are often seen as closely related, overlapping or even indistinguishable in the existing literature. Thus there are no uncontested definitions of poverty, social exclusion and inclusion, and these concepts remain the subject of definitional disagreements among intellectuals. This research has tried to bring out these concepts in a gender perspective on Bangladesh as a developing country, examining indigenous women’s status at the domestic and wider societal levels and recent developments in this. The data were collected using qualitative methods. Data analysis was done through the qualitative approaches that are presented by thematic analysis. The findings of this research indicate that the processes of social exclusion and inclusion of indigenous people, especially women, need to be addressed in a policy paper, since creating appropriate policy tools would be the best way of spreading – rather than imposing – the basic values and standards necessary to give a sense of inclusion to all the people of Bangladesh. At the same time, this research has highlighted the fact that, though Chakma and Garo indigenous women live in communities with different social structures – patriarchal for Chakma women and matrilineal for Garo women – in practice these two groups share common life experiences.
47
Williams, Leslie Ogg. "Access and Inclusion: Women Students at VPI, 1914-1964." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/34293.
Full textAbstract:
This thesis analyzes coeducation as a process between 1914 and 1964 at Virginia Polytechnic Institute (VPI), as it was called during the period of study. The date for women's full-time admission came in 1921, but this thesis argues that, in the process of coeducation, the date for official access represents only one marker for VPI. Since women had taken courses during the summer before 1921 and did not encounter a welcoming environment after that date, this thesis contends that the relative importance of this "first" needs to be put in perspective. This thesis explores VPI as a case study to analyze how society's gender roles and women's place affected the decision to admit women and their treatment on campus after access. Examining social, political, and economic events in Virginia and the nation, this thesis places VPI within the context of events at the time. In particular, this thesis discusses how federal legislation, during the 1910s, prompted VPI to admit women, an area previously unexplored by historians of higher education. Throughout the period of study, this thesis argues that VPI - its students and administration - limited women's access and inclusion on campus in an effort to maintain its identity as a white, male, military institution.Master of Arts
48
Adams, Olivia. "She's Still Sounding: Working Towards Inclusion of Gender, Race, and Intersectionality in Piano Curriculum." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42176.
Full textAbstract:
This thesis addresses the gender-race intersectional inequality in Canadian conservatory piano syllabi revealing that women make up less than 14% of piano music in 20th and 21st Century piano repertoire in Canadian conservatories. By drawing on feminist musicology, critical race, and intersectionality studies, the thesis addresses elements of patriarchy and white supremacy found within specific conservatory repertoire examples. Using the SongData methodology, Adams presents 50 years of data points of gender-race representation in the Royal Conservatory of Music and Conservatory Canada piano syllabi, reporting that white women make up 13.1% of 20th and 21st-century music and Black, Indigenous, and Women of Colour make up less than 0.6%. Piano music by BIPOC women is then leveled and broken down according to conservatory standards and compared to repertoire within existing syllabi. Also included is an original graded syllabus of over 3,000 pieces by women and additional curricular resources for the piano studio.
49
Airton, Elizabeth. "What do we mean by 'gender' and how should it be addressed? Exploring the inclusion of gender in a teacher education curriculum." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66647.
Full textAbstract:
In education, 'gender' is consistently operationalized as a body of 'common sense' knowledge that can be freely invoked in an explanatory fashion. This study names such knowledge practices as artefacts of gender-normative privilege and links 'how' knowledge of gender conveyed by teacher education programs (TEP) to the hegemonic normalization of gender in schools. This transformative mixed methods study of 'gender content' in the curriculum of the TEP at McGill University incorporated both quantitative and qualitative analyses of data gathered from all available course outlines across the time sample (2001-2008). Findings included a general scarcity of gender content and genderist trends in course design practices. The meta-inference linking both strands was that there is gender content in the curriculum, but not with particular regard to education and what educators 'need to know' about gender. The concluding chapter examines the epistemological implications of gender as 'how' knowledge when conveyed by teacher education, recommending that both teacher educators and preservice teachers self-situate as gendered subjects in order to locate their gendered self-knowledge as contingent, not universal.Dans l'éducation, 'le genre' est systématiquement mobilisé comme un corps de connaissance 'de sens commun' qui peut être librement invoquée. Ce projet appelle de telles pratiques de connaissance comme les objets de privilège 'gender-normative' et lie la connaissance 'comment faire' par rapport au genre transmise par les programmes d'éducation d'enseignant (TEP) à la normalisation de genre dans les écoles. Cette étude transformationnelle de méthodes mélangées de 'contenu du genre' dans le programme d'études du TEP à l'Université McGill a incorporé analyses tant quantitatives que qualitatives de données cueillies de tous les plans de cours disponibles entre 2001 et 2008. Les conclusions ont inclus une rareté de contenu de genre et de tendances 'genderistes' dans les pratiques de design de cours. La meta-inférence reliant les deux fils était qu'il y a le contenu du genre dans le programme d'études, mais pas avec l'égard particulier à l'éducation et que les éducateurs 'doivent savoir' du genre. Le chapitre terminant examine les implications épistémologiques de la connaissance 'comment faire' par rapport au genre quand transmise par l'éducation d'enseignant, en recommandant que tant les éducateurs d'enseignant que les enseignants de préservice identifient leur connaissance de soi 'gendered' comme une connaissance contingente et non-universelle.
50
Fairley, Andrew. "Entrepreneurial communities of practice : community, inclusion, and gender in the UK high technology startup industry." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22513/.
Full textAbstract:
Since 2005 there has been a very significant increase in the numbers of accelerators, incubators, and coworking sites in the UK. These are organizational forms that support entrepreneurial practice through co-locating entrepreneurs within social networks geared towards the production of entrepreneurial new ventures. In particular, accelerators seek to enable high technology entrepreneurship and technological innovation, by providing a structured entrepreneurial pedagogic programme, equity investment, and access to a co-located workplace community of peers. However, despite this trend, to date little research has examined what is being learned within these sites. Drawing on a Communities of Practice perspective, this thesis explores entrepreneurship within these sites as a holistic phenomenon. Entrepreneurs learn not only the technical and administrative skills they need to run the business through everyday practices and interactions within these sites, but also tacit knowledge, such as norms and values, through participation in the community's practice. Furthermore, literature on women and high technology entrepreneurship has identified the ways in which women are both structurally and individually marginalized from practice. These include the masculine norms of the startup founder prototype, and the gendered differences in access to networks of funding and knowledge. However, it is not clear how their inclusion and exclusion is negotiated at the communal level. Within the context of an ethnographic study of an entrepreneurial coworking site and accelerator, this thesis provides a theoretical contribution to communities of practice theory through conceptualizing processes of inclusion and exclusion, which are determined by the modes of belonging available to an individual. Furthermore, through de-centreing the entrepreneur and analyzing entrepreneurship as a communal practice, this thesis empirically contributes to the literature on gender and high technology entrepreneurship by demonstrating how the gendered relational and care-taking work of high technology entrepreneurship was performed primarily by women within the community.