Journal articles: '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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Morton, Suzanne, Rosemarie Schade, and Keith J. Lowther. "Gender Balancing History: Towards an Inclusive Curriculum." Labour / Le Travail 40 (1997): 348. http://dx.doi.org/10.2307/25144212.

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Madan, Neha Verma. "Gender Inclusive Urban Planning in Pune City." International Journal of Engineering Research 7, special2 (2018): 168. http://dx.doi.org/10.5958/2319-6890.2018.00049.1.

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Gray, Tonia, Denise Mitten, Tom Potter, and Jay Kennedy. "Reflective Insights Toward Gender-Inclusive Outdoor Leadership." Journal of Outdoor Recreation, Education, and Leadership 12, no. 1 (2020): 102–20. http://dx.doi.org/10.18666/jorel-2020-v12-i1-9958.

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Clark A. Pomerleau. "Gender-Inclusive Feminist Praxis in Contested Spaces." WSQ: Women's Studies Quarterly 36, no. 3-4 (2008): 293–94. http://dx.doi.org/10.1353/wsq.0.0121.

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Delay, Randolph Haluza, and Janet E. Dyment. "A Toolkit for Gender-Inclusive Wilderness Leadership." Journal of Physical Education, Recreation & Dance 74, no. 7 (September 2003): 28–32. http://dx.doi.org/10.1080/07303084.2003.10609234.

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Ray, Sarah M., Ovidio Galvan, and Jill Zarestky. "Gender-Inclusive Educational Programs for Workforce Development." Adult Learning 29, no. 3 (March 5, 2018): 94–103. http://dx.doi.org/10.1177/1045159518759733.

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Vocational and workforce education provide economic opportunity but often exclude or limit the participation of women. Here, we lay the foundation for developing workforce programming from a feminist perspective and building inclusion efforts within academic institutions for vocational education students and practitioners. Based on a systematic review of the literature, we present findings pertaining to three aspects of feminist pedagogy—career choice, care, and multiculturalism—as the basis for identifying the best practices for a feminist pedagogy of vocational education. We conclude with a discussion of the impact of the findings on the personal/social and political/structural qualities of education programs and provide an extensive and concrete checklist for vocational and workforce program administrators and educators to use when evaluating and modifying their programs for inclusive practices.

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Gustafsson, Peter. "Gender inclusive physics education—a distance case." European Journal of Physics 26, no. 5 (July 12, 2005): 843–49. http://dx.doi.org/10.1088/0143-0807/26/5/017.

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Amos, Samantha N., Amanda O. Latz, and Thalia M. Mulvihill. "Implementing Gender-Inclusive Housing: A Narrative Inquiry." College Student Affairs Journal 39, no. 1 (2021): 43–58. http://dx.doi.org/10.1353/csj.2021.0003.

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Petrusic, Nevena, and Dragica Vujadinovic. "From gender blind to gender inclusive higher education in Serbia: Gender mainstreaming action plans." Sociologija 60, no. 1 (2018): 313–29. http://dx.doi.org/10.2298/soc1801313p.

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Subject of this analysis is the higher education in Serbia, in which the dialectic of patriarchy and emancipation exists in a specific manner. The mentioned dialectic has represented a general locus of gender relations in contemporary time, but, however, has had different manifestations in different societies and various spheres of societal life in each society and globally. The background presupposition is that this dialectic has also been on agenda generally in contemporary higher education, but, again, with significant differences depending on historical-political-cultural specificities of particular educational modalities. Focus will be on the higher education in Serbia, which still has been significantly determined within all its dimensions with a patriarchal matrix. In spite of vivid emancipatory shifts in Serbian higher education, there has obviously still existed horizontal and vertical gender segregation, gender imbalance in governmental structures, gender blind curricula and textbooks for knowledge production. Strategic aims and paths of gender mainstreaming in Serbian higher education are considered in this article. Starting from the statement that this process presuppose all-encompassing structural changes, these authors offer the model of gender action plan (GEP), which could serve as the basis for creating policies of the higher education gender mainstreaming in Serbia. This model is based on action plans which have been developed in projects of European Commission (EC) and European Institute for Gender Equality (EIGE), and which imply - structural changes from ?above?, which then could initiate changes from ?below? for the purpose of gender mainstreaming and essential advancement of the quality of higher education.

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Hong, Gihoon, Soyoung Kim, Geunhwan Park, and Seung-Gyu Sim. "Female Education Externality and Inclusive Growth." Sustainability 11, no. 12 (June 17, 2019): 3344. http://dx.doi.org/10.3390/su11123344.

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Education is generally believed to be beneficial in fostering, independent of gender, higher labor productivity. Female education may, however, cause other socio-economic gains which are not captured by higher wage or better compensation package for the educated female worker in the labor market (positive externality). This paper investigates the casual effect of enhancing female education and reducing gender education inequality on various measures of sustainable development. After addressing the endogeneity issue associated with gender education inequality employing a novel instrumental variable (IV), we find mitigating gender education inequality to be associated with lower infant mortality and poverty rates and improvements in health and environmental conditions. Our IV estimation result reports that a one-standard-deviation increase in the female-to-male ratio of average years of schooling is associated with a lower poverty rate by about 0.98 percentage points. The results indicate that expanding women’s educational opportunities is an effective way to promote inclusive growth.

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Hills, Jan. "Inclusion: how an understanding of neuroscience enhances your gender initiatives." Development and Learning in Organizations: An International Journal 33, no. 4 (July 1, 2019): 20–23. http://dx.doi.org/10.1108/dlo-07-2018-0082.

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Purpose The author recently conducted a research with companies about their gender diversity and inclusion initiatives to understand how successfully “lighthouse” organizations were moving the dial on creating inclusive cultures and whether an understanding of neuroscience helped to explain the importance of cultural change. Design/methodology/approach For the research, the author used a modeling methodology which had been designed to identify the difference that makes a difference and the things which really work. Findings Helping leaders understand the science behind why inclusion is important in business, the definition of inclusion, how the impact of exclusion on productivity, creativity, and engagement reduces resistance to change, and explains why the HR’s advice is beneficial to the success of the business. Originality/value The research found that few organizations are using an understanding of the negative impact of exclusion to make a business case for creating an inclusive culture.

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Chaney, Kimberly E., and Diana T. Sanchez. "Gender-Inclusive Bathrooms Signal Fairness Across Identity Dimensions." Social Psychological and Personality Science 9, no. 2 (November 7, 2017): 245–53. http://dx.doi.org/10.1177/1948550617737601.

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While gender-inclusive bathrooms serve a practical function of providing a safe public restroom for transgender individuals, they may also signal identity safety for women and racial minorities who may experience identity threat in organizations. Across three studies, we demonstrated that women (Study 1) and racial minorities (Blacks, Latinos; Studies 2 and 3) report greater procedural fairness and a more positive gender (Study 1) or racial (Studies 2 and 3) climate in organizations with gender-inclusive bathrooms compared to traditional bathrooms. Further, these effects were due to companies with gender-inclusive bathrooms being perceived as lower in gender essentialism (Studies 1–3), signaling more egalitarian social environments (Study 3) and promoting identity safety across stigmatized identity dimensions.

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Efimova, G. Z., L. M. Volosnikova, and O. V. Ogorodnova. "The Gender Dimension of the Inclusion: The Case of the Western Siberian Universities." Психологическая наука и образование 23, no. 2 (2018): 77–88. http://dx.doi.org/10.17759/pse.2018230209.

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The paper focuses on the attitude of university staff towards students with disabilities and on the readiness for inclusive higher education in members of the academic staff. It is stressed that one of the main tasks of the resource and training centers network is to help overcome such powerful barriers as social stereotypes and incompetence in inclusive education and to assist university teachers in establishing contacts and interaction with students with disabilities. The paper presents a study that involved 2181 university teachers from 10 universities of the Tyumen region. The study had two objectives: first, to explore the attitude of the academic staff of the universities to students with disabilities and the former’s readiness for inclusive education; secondly, to reveal gender differences in relation to inclusion. The main outcomes of the study are as follows. Women working in higher education are more positive towards inclusive education and its prospects, more tolerant and sympathetic to persons with disabilities. They are more focused on active inclusive behavior, on acquiring new knowledge and skills, and on rendering extensive support to students with disabilities. They value their own skills and competencies in inclusive teaching and collaboration highly enough. The paper concludes that women working at the universities of the Tyumen regions are an important resource for achieving the goals of resource training centers in the field of inclusive higher education.

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Dobusch, Laura. "How exclusive are inclusive organisations?" Equality, Diversity and Inclusion: An International Journal 33, no. 3 (March 11, 2014): 220–34. http://dx.doi.org/10.1108/edi-08-2012-0066.

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Purpose – The purpose of this paper is to anchor the buzzword “inclusive organisation” in a theory-based perspective by identifying meanings of inclusion and exclusion in various scientific discourses. Design/methodology/approach – The paper provides an overview about inclusion/exclusion and its different usage in four “western” scientific discourses. By analysing the role of organisations in each discourse, relevant aspects for specifying the concept of “inclusive organisations” are identified. Findings – The concept of “inclusive organisations” needs to be grounded in a wider industry context for determining adequate action strategies towards inclusiveness. More attention should be paid to the excluding effects of including measures and resulting changes in power relations. Research limitations/implications – The conceptual approach of the paper needs to be anchored in further empirical research on the measurability of inclusion/exclusion within organisations and on the implementation of organisational practices towards more inclusiveness. Originality/value – The value of the paper is its interdisciplinary approach to concepts of organisational inclusion and exclusion that are usually analysed separately. This fresh perspective paves the way for an original contribution to further develop the idea of “inclusive organisations”.

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Bilimoria, Diana, Jill Gould, A. K. Harzing, Carol T. Kulik, and Kathleen L. McGinn. "Innovative Approaches to Creating Gender Inclusive Academic Environments." Academy of Management Proceedings 2020, no. 1 (August 2020): 12433. http://dx.doi.org/10.5465/ambpp.2020.12433symposium.

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Morarka, Vandita, and Pragya Lodha. "Inclusive Education For Third Gender Persons In India." Indian Journal of Mental Health(IJMH) 4, no. 1 (June 3, 2017): 83. http://dx.doi.org/10.30877/ijmh.4.1.2017.83-88.

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Whitehouse, Hilary L. W., and Sandra G. Taylor. "A Gender Inclusive Curriculum Model for Environmental Studies." Australian Journal of Environmental Education 12 (1996): 77–83. http://dx.doi.org/10.1017/s0814062600001609.

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AbstractThis paper presents a gender inclusive curriculum model for environmental studies at the senior secondary level. The curriculum model is based on three sources of information about gender and environmental studies: ecofeminist theory concerning Western constructions of the humanity–nature relation, socialist feminist critique of academic and professional practice in the environmental disciplines, and an analysis of syllabus documents produced for senior secondary environmental studies courses in South Australia and Victoria. The model induces recommendations concerning the representation of the concept ‘environment’ in the syllabus, the portrayal of women in the syllabus, and the pedagogic and assessment strategies promoted in the syllabus.

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Spencer, Aida Besançon. "The Translation Issues in the Gender Inclusive Controversy." Journal of Religious & Theological Information 6, no. 1 (January 19, 2003): 11–23. http://dx.doi.org/10.1300/j112v06n01_03.

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Martin, Suzanne Patricia. "Making practice inclusive in gender-based violence work." International Journal of Human Rights in Healthcare 9, no. 3 (September 19, 2016): 174–84. http://dx.doi.org/10.1108/ijhrh-09-2015-0029.

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Purpose The purpose of this paper is to present a case for reflective practice with an intersectional focus in supporting practitioners working with gender-based violence (GBV). It is argued that GBV increases women’s experiences of social exclusion requiring support systems that are inclusive and alert to intersecting forms of oppression. Some challenges to inclusive practice are identified and some supportive practices are suggested. Design/methodology/approach Reflective practice examples are drawn from UK-based advocacy and therapeutic work involving women experiencing GBV. Findings Three critical challenges to inclusivity are identified: poor knowledge of intersectionality, misuse of power and over-reliance on the scope of empathy. Research limitations/implications These themes are drawn from case examples gained from work-based practice with services in London and the southeast of England. The findings have limited scope but could be used to stimulate further research. Practical implications If health and social care services are to achieve a more inclusive response to women who experience GBV then reflective practice needs to shift the focus to a broader inquiry into women’s experiences. Whilst reflective practice cannot overturn the power invested in the health and social care sector it can help individual practitioners to respond to the inequalities they observe. Social implications It is argued that providing a regular reflective space is an effective mechanism for fostering inclusive practice responses to women experiencing GBV. Originality/value Intersectionality, power and empathy are identified as central themes for improving practitioner responses to GBV. How these themes apply to interactions between practitioners and abused women is demonstrated through examples from reflective practice sessions.

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Admiraal, Wilfried, Jantina Huizenga, Irma Heemskerk, Els Kuiper, Monique Volman, and Geert ten Dam. "Gender-inclusive game-based learning in secondary education." International Journal of Inclusive Education 18, no. 11 (April 4, 2014): 1208–18. http://dx.doi.org/10.1080/13603116.2014.885592.

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Jacobs, George M. "Ripple Effects: The Case of Gender-Inclusive Language." Asian Englishes 1, no. 2 (December 1998): 17–33. http://dx.doi.org/10.1080/13488678.1999.10801006.

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Roychoudhury, Anita, Debora J. Tippins, and Sharon E. Nichols. "Gender-inclusive science teaching: A feminist-constructivist approach." Journal of Research in Science Teaching 32, no. 9 (November 1995): 897–924. http://dx.doi.org/10.1002/tea.3660320904.

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Mather, Vicki. "Gender inclusive Curricula: A focus on two responses." Research in Science Education 24, no. 1 (December 1994): 226–35. http://dx.doi.org/10.1007/bf02356348.

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Rovito, Michael J., Brandon Leonard, Ramon Llamas, James E. Leone, Walker Talton, Ana Fadich, and Peter Baker. "A Call for Gender-Inclusive Global Health Strategies." American Journal of Men's Health 11, no. 6 (September 8, 2017): 1804–8. http://dx.doi.org/10.1177/1557988317723424.

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The WHO’s “Global Strategy for Women’s, Children’s, and Adolescents’ Health 2016-2030” (GS-WCAH 2016-2030) is a comprehensive plan developed to improve the lives of women, children, and adolescents. Due to the success in the creation, ratification, and advocacy of the GS-WCAH 2016-2030, the clear health outcome disparities between males and females, and the general absence of male health from existing policies and sponsored programs, it is time now to develop a global strategy specifically drafted to improve the lives of men and boys. The following commentary provides three points for why a male-oriented program, like the GS-WCAH 2016-2030, should be created: (a) health outcomes disparities, (b) economic impact of poor male health, and (c) fathers’ role in promoting the health of women, children, and adolescents. Implications for how male health can be incorporated into future projects and priorities are provided, as well as advocacy for overall gender-inclusivity in regard to global public health efforts.

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Lintott, Sheila, and Lissa Skitolsky. "Inclusive Pedagogy: Beyond Simple Content." Hypatia 31, no. 2 (2016): 447–59. http://dx.doi.org/10.1111/hypa.12247.

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Cuthbert, Karen, and Yvette Taylor. "Queer liveability: Inclusive church-scenes." Sexualities 22, no. 5-6 (November 12, 2018): 951–68. http://dx.doi.org/10.1177/1363460718772759.

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This article explores queer religious youths’ engagement with the Metropolitan Community Church (MCC) – a church founded as a space of worship for LGBT Christians. Interested in sources of well-being in queer people’s lives, we show how MCC provided young religious queer people with a sense of home, family, and a phenomenological experience of ‘fit’ and ‘ease’. We connect to literature on the subjectivization of religion and suggest that MCC is a significant actor in this process, with spatial and liturgical practices that encourage the development of one’s own spiritual journey. However, we also temper these claims by showing how ‘tradition’ was still valued by many participants, evidenced in their continued affiliation with other (often non-inclusive) churches. We argue that this complicates arguments regarding ‘inclusivity’ as these ‘non-inclusive’ churches could also provide spaces of succour and support. Finally, we also consider MCC’s relationship with queerness/LGBT: participants differed in whether or not they saw MCC as part of or apart from the ‘scene’, complicating questions raised about assimilation vs. separatism, with the relative weight of ‘LGBT’ and ‘Christian’.

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VIZCARRA-GARCIA, JAMAICA. "Teachers’ Perceptions of Gender Inclusive Language in the Classroom." International Journal of Linguistics, Literature and Translation 4, no. 3 (March 30, 2021): 110–16. http://dx.doi.org/10.32996/ijllt.2021.4.3.12.

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There is a meager investigation of teachers’ views about gender-inclusive language. Considering this gap in the body of knowledge, this qualitative study sought to investigate the collective perception of higher education teachers particularly those in the teacher education program on the adoption of gender inclusive language in the classroom. Nine teachers participated in a semi-structured interview, which was recorded, transcribed and analyzed. Two themes emerged particularly (1) Communicating Instruction through Unbiased Parlance and (2) Favoring the Adoption of Gender Inclusive Language. Overall, the teachers showed an adequate understanding of gender inclusive language and unanimous support to its adoption inside the classroom as strengthened by their belief that it will promote gender equality and sensitivity among their students. Moreover, it will establish a sense of inclusivity thereby increasing student participation. Lastly, the participants believed that gender inclusive language is an evident trend in education that they cannot overlook. Hence, it is one of their responsibilities to adopt and integrate it into instruction.

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Policek, Nicoletta. "From gender studies to gender IN studies: case studies on gender-inclusive curriculum in higher education." Gender and Education 24, no. 4 (July 2012): 464–65. http://dx.doi.org/10.1080/09540253.2012.687923.

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Beemyn, Brett Genny. "Making Campuses More Inclusive of Transgender Students." Journal of Gay & Lesbian Issues in Education 3, no. 1 (December 29, 2005): 77–87. http://dx.doi.org/10.1300/j367v03n01_08.

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McQuillan, Mollie T., and Jennifer Leininger. "Supporting gender-inclusive schools: educators’ beliefs about gender diversity training and implementation plans." Professional Development in Education 47, no. 1 (April 15, 2020): 156–76. http://dx.doi.org/10.1080/19415257.2020.1744685.

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Peate, Ian. "Working towards the trans-inclusive workforce." British Journal of Healthcare Assistants 14, no. 1 (January 2, 2020): 31–35. http://dx.doi.org/10.12968/bjha.2020.14.1.31.

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This article discusses the transgender workforce. There are a number of terms used when discussing trans and transgender; the article provides insight into some of the terminology used and a glossary is provided. There are more and more employees in the workplace with gender identities and expressions that can be different to what is often considered ‘gender’ and these are discussed, along with statutory duties. Discrimination is considered, as is what role the healthcare assistant and assistant practitioner (HCA and AP) can play in being an ally to transgendered people. Respect and understanding are key issues that have been highlighted throughout.

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Fujimoto, Yuka, and Mohammad Jasim Uddin. "Poor-inclusive workplace model: A Relational Perspective." Equality, Diversity and Inclusion: An International Journal 39, no. 8 (June 24, 2020): 881–900. http://dx.doi.org/10.1108/edi-11-2019-0267.

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PurposeThe theory building of inclusive workplace is still in its early stages, particularly concerning the inclusion of the poor in the developing countries. Through the exploration of social entrepreneurial inclusion, this study extends the inclusive workplace theory by featuring the inclusive dynamism of organizations for the poor in developing countries.Design/methodology/approachA case study approach was selected, as the goal of this study is to build on the theory in an under-researched area. This qualitative study is described as theory elaboration as it expands upon theoretical links that have received little attention among workforce diversity scholars.FindingsWe have established a conceptual framework of social entrepreneurial inclusion, which encompasses the following normative themes: organizational perspective for promoting social equality, empowering relationships, a sense of inclusion, organizational access to valuable resources and empowered inclusion.Research limitations/implicationsAlthough we have taken an exploratory qualitative approach and made efforts to report our data neutrally, we acknowledge that the ethical and theoretical positions taken in analyzing the data may have influenced the outcome of this research and, therefore, our findings can never be truly objective. We also acknowledge that this study was conducted in developing countries, thus the poor inclusive workplace model is not generalizable for the poor in developed countries due to different institutional and ecological settings.Practical implicationsWe have illustrated the importance of business leaders leveraging the opportunities in the space between interdependency of individuals and organizations through doing well by doing good. Poor-inclusive workplaces need business leaders who can demonstrate the effective interpersonal skills to develop constructive and personalized relationships with the workers, the family and community members to encourage the idea that the poor be included in the workplace.Social implicationsThe findings from this study also infer how corporations may collaborate with SEs and humanitarian agencies for inclusive growth so they can simultaneously unleash economic value and social value to develop more effective poor-inclusive business models in both sectors. Social entrepreneurs (SEs) and humanistic agencies tend to have situated knowledge of the poor in terms of locally embedded needs and knowledge of the community that corporations do not have.Originality/valueThis paper promotes the integrative workplace models of inclusion where inclusion of poor is empowered through involvement of multiple parties inside and outside workplaces. The empowered inclusion outcomes are strengthened through organizational access to valuable resources at the institutional level.

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Davis, Alexander K. "Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013." Gender & Society 32, no. 3 (April 4, 2018): 321–47. http://dx.doi.org/10.1177/0891243218763056.

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Ample sociological evidence demonstrates that binary gender ideologies are an intractable part of formal organizations and that transgender issues tend to be marginalized by a wide range of social institutions. Yet, in the last 15 years, more than 200 colleges and universities have attempted to ameliorate such realities by adopting gender-inclusive facilities in which students of any gender can share residential and restroom spaces. What cultural logics motivate these transformations? How can their emergence be reconciled with the difficulty of altering the gender order? Using an original sample of 2,036 campus newspaper articles, I find that support for inclusive facilities frames such spaces as a resource through which an institution can claim improved standing in the field of higher education. This process of engendering reputation allows traditional gender separation in residential arrangements to be overcome, but it also situates institutional responsiveness to transgender issues as a means of enhancing a college or university’s public prestige. This, in turn, produces novel status systems in the field of higher education—albeit ones that perpetuate familiar forms of institutional and cultural exclusion.

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Boyd, Callum S., Elaine L. Ritch, Christopher A. Dodd, and Julie McColl. "Inclusive identities: re-imaging the future of the retail brand?" International Journal of Retail & Distribution Management 48, no. 12 (August 19, 2020): 1315–35. http://dx.doi.org/10.1108/ijrdm-12-2019-0392.

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Purposeto examine consumers' perceptions of retail brand representations of gender-oriented and/or sexuality-oriented identities. The authors explore the value of developing more progressive, inclusive brand values to support more effective retail brand communications and imagery.Design/methodology/approachPhoto elicitation, utilising LGBTQIA+/sexuo-gendered imagery from retail brand marketing communications, facilitated discussion within focus groups representing various genders, age generations and sexualities.FindingsYounger generations indicate a preference for fluid gender and sexuality and endorse retail brands that represent this progressive understanding. Gender and age moderate preferences for representative imagery, with older males more resistant to sexuo-gendered messages and females of all ages more accepting.Research limitations/implicationsThe research is limited in generalisability, geography and demographics. The focussed approach did, however, enable collection of rich, insightful data to underpin evaluations of communicative brand values.Practical implicationsThe inclusion of diverse and fluid sexuo-gendered identities within the brand values of retailers would enable effective targeting of consumers across a range of more traditional cohorts.Social implicationsThe evolving ideology towards inclusiveness, identified within the generational cohorts, demonstrates social change through progressive acceptance of more fluid gendered and sexual identities.Originality/valueThe research adopts a novel approach to examining diverse, sexuo-gendered imagery within gendered and generational cohorts, offering qualitative examples of a progressive social ideology.

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True, Jacqui, and Yolanda Riveros-Morales. "Towards inclusive peace: Analysing gender-sensitive peace agreements 2000–2016." International Political Science Review 40, no. 1 (November 27, 2018): 23–40. http://dx.doi.org/10.1177/0192512118808608.

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The presence of gender provisions in peace agreements affects women’s participation in post-conflict societies as well as the chances that a post-conflict society will move towards gender equality. While there is an overall upward trend in the number of references to women’s rights and gender equality in peace agreements, gender-sensitive agreements are not a given. Why and how are peace agreements with gender provisions adopted? We use statistical analysis to explain why some peace agreements adopt gender provisions while others have no such provisions. Based on an analysis of 98 peace agreements across 55 countries between 2000 and 2016, we find that peace agreements are significantly more likely to have gender provisions when women participate in elite peace processes. Our study also shows that the likelihood of achieving a peace agreement with gender provisions increases when women’s representation in national parliaments increases and when women’s civil society participation is significant.

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Pauwels, Anne, and Joanne Winter. "Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 50–62. http://dx.doi.org/10.1075/aral.27.2.04pau.

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Abstract The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE]1. Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these ‘outer-circle’ Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.

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Sharma, Madhavi. "Attitude Of Samagra Shiksha Abhiyan Special Teachers Towards Inclusion Of The Children With Divyangjan In Nagpur." Armenian Journal of Special Education 1, no. 1 (February 21, 2020): 67–80. http://dx.doi.org/10.24234/se.2020.1.1.78.

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The rationale of the study is to analyze the “Samagra Shiksha Abhiyan Special Teachers attitude towards Inclusion of the Children with Divyangjan in Nagpur. The study is a descriptive research design used by survey method. The views of inclusive teachers in the areas of attitude towards concept of Inclusion, attitude towards strategies to improve Inclusion and attitude towards collaboration between inclusive teachers and regular teachers. The sample size of the study was 100 inclusive teachers' (male 50 and female 50), from Government schools working in Block Resource Centre under SSA, Nagpur. The results showed that there is no significance difference among the inclusive teachers towards Inclusion of the children with Divyangjan with respect to age, gender, educational qualifications and teaching experiences. Age, Hence the researcher has been rejected the hypotheses at 0.05 levels. As the study shows that attitude of inclusive teachers towards Inclusion of the children with Divyangjan was highly positive.

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Asongu, Simplice, Joseph Nnanna, and Paul Acha-Anyi. "Inclusive education for inclusive economic participation: the financial access channel." Gender in Management: An International Journal 35, no. 5 (May 6, 2020): 481–503. http://dx.doi.org/10.1108/gm-08-2019-0146.

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Purpose The purpose of this study is to assess how inclusive education affects inclusive economic participation through the financial access channel. Design/methodology/approach The focus is on 42 sub-Saharan African countries with data for the period 2004-2014. The empirical evidence is based on the generalised method of moments. Findings The following findings are established. First, inclusive secondary education moderates financial access to exert a positive net effect on female labour force participation. Second, inclusive “primary and secondary school education” and inclusive tertiary education modulate financial access for a negative net effect on female unemployment. Third, inclusive secondary education and inclusive tertiary education both moderate financial access for an overall positive net effect on female employment. To provide more gender macroeconomic management policy options, inclusive education thresholds for complementary policies are provided and discussed. Originality/value Policy implications are discussed in the light of challenges of economic development in the sub-region and sustainable development goals.

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Esquivias, Miguel Angel, Lilik Sugiharti, Ari Dwi Jayanti, Rudi Purwono, and Narayan Sethi. "Mobile Technologies, Financial Inclusion, and Inclusive Growth in East Indonesia." Journal of Telecommunications and the Digital Economy 8, no. 2 (June 30, 2020): 123–45. http://dx.doi.org/10.18080/jtde.v8n2.253.

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This paper examines the influence of mobile technologies on financial inclusion, and the matter of whether mobile technologies and financial inclusion have an impact on the income of individuals in East Indonesia, considering the data from the Survey on Financial Inclusion and Access (SOFIA) in 2017. A seemingly unrelated probit model and an ordinary least-squares model are used to compare both determinants of formal and informal financial services, as well as simple and smart mobile technologies. The study finds that mobile technologies and access to finance significantly increase the likelihood of higher incomes. Smart technologies and formal finance have higher effects on incomes compared to the effects of simple devices or semi-formal and informal finance. Significant gaps in financial access exist between individuals in accordance with gender, income, education, and location. Technologies account for a small difference in the broader access to financial services.

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Scott, Kai, Mary DeMarinis, Rosemary Ricciardelli, and Gregory S Anderson. "Informing Expansion of Gender Inclusive Data Collection in Post-secondary Education in British Columbia." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 281–98. http://dx.doi.org/10.28945/4453.

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Aim/Purpose: To inclusively consider the diversity within student gender-identification at post-secondary institutions, we investigate expanding gender self-identification options on admissions forms; often the first point of student contact with campuses. Background: Even if inspired and motivated by inclusion, many of the gender categories in use presently have challenges, including conflating gender identity with sex assigned at birth, providing too many response options giving rise to ethical issues, and using outdated or misunderstood terms. Methodology: We conducted a sequential mixed-methods exploratory research design that consisted of interviews (n=9) with administrators in post-secondary institutions, followed by a survey of said administrators (n=21), and finally a survey of students (n=45). Contribution: The data detail experiences and inform best practices for ensuring gender inclusivity, specifically concerning students who identify as transgender or non-binary, when filling out forms. Findings: Results indicate that moving beyond binary gender categories entails a balance between (1) institutional issues of data integrity for effective use of gender data, and (2) providing flexible and inclusive options for gender-identification that extend within and beyond the gender binary to ensure students are counted where historically they have been invisible. Recommendations for Practitioners: To balance inclusivity and data management institutions may consider a two-part question, first asking about gender (woman, man, non-binary), and then asking about gender-identification experiences (yes/no). Recommendation for Researchers: As a system, we must find a way to balance inclusion with data management, and transgender and non-binary students must be free of administrative burdens in order to exercise their voice and access post-secondary education. Impact on Society: Collecting expanded gender categories in the school system is only the beginning of a shift in how transgender and non-binary students feel welcomed and supported on campus. The shift is critical to the focus and wellbeing of these students. Future Research: Future researchers, we suggest, may wish to focus on gathering examples of implementation of expanded categories and illustrations of how these data are used to inform and shape changes to policy, practices, spaces, services, and programs. More in-depth exploration of the inclusion of Two Spirit identities in ways that allow their identity to remain intact rather than partially represented in response to the gender question.

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Journal articles on the topic 'Inclusive gender'

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