Dissertations / Theses on the topic 'Sociology of inequalities'
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1
Karlsson, Sandra. "Alcohol Abuse Reproduced by Structural Inequalities : A Case Study in rural Mexico." Thesis, Växjö University, School of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1327.
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Author
Sandra Karlsson
E-mail: s.e.karlsson@gmail.com, skaiv02@student.vxu.se
Institutional affiliation
Växjö University
School of Social Sciences
Academic adviser: Associate professor Per Dannefjord
Level: Bachelor’s thesis in sociology
Title
Alcohol Abuse Reproduced by Structural Inequalities: A Case Study in rural Mexico
Description
The purpose of this case study is to reveal the social structure determining the state of alcoholism in a particular society. The Case Study area is a marginalized rural and indigenous village, highly interconnected with the modern world through non-indigenous presence and because of its geographic location, situated close to a highway.
The research is a result of a perceived local acceptance and naturalness of a highly destructive alcohol intake, which penetrates the whole society.
The theoretical focus is drawn from the theories Durable Inequality developed by Charles Tilly and Stigmatization of Outsiders developed by Norbert Elias.
The study is empirical and presented in a narrative structure introducing the reader to both the particularities of the Case Study area as well as the focal problem. The method used is Participant Observation.
The crucial finding of the study is that an adaptive structure has evolved around the alcohol abuse, normalizing its existence and hazardous side effects, hindering any form of active resistance, and therefore reproducing or even strengthening the abuse.
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Lin, Jielu. "From static to signal: New frontiers in trajectory modeling of health inequalities." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1401892405.
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Gisselmann, Marit. "The first injustice : Socio-economic inequalities in birth outcome." Doctoral thesis, Stockholm University, Department of Sociology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6803.
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Adverse birth outcomes like preterm birth and infant mortality are unevenly distributed across socio-economic groups. Risks are usually lowest in groups with high socio-economic status and increase with decreasing status.
The general aim of this thesis was to contribute to the understanding of the relation between socio-economic status and birth outcomes, focussing on maternal education and class, studying a range of birth outcomes. More specific aims were to investigate the relation between maternal education and infant health, to study the combined influence of maternal childhood and adult social class on inequalities in infant health and to explore the contribution of maternal working conditions to class inequalities in birth outcomes. The studies are population based, focussing on singletons births 1973-1990. During the period under study, educational differences in birth outcomes increased, especially between those with the lowest and highest education. The low birth weight paradox emerged, suggesting that the distribution of determinants for low birthweight infants differs for these groups.
Further, an independent association was found between maternal childhood social class and low birthweight and neonatal mortality, but not for postneonatal mortality. Since this was found for the two outcomes closest to birth, this indicates that the association is mediated through the maternal body.
Finally, there is a contribution of maternal working conditions to class inequalities in birth outcome. Lower job control, higher job hazards and higher physical demands were all to some degree related to increased risk of the following adverse birth outcomes: infant mortality, low birthweight, very low birthweight, foetal growth, preterm birth, very and extremely preterm birth. Working conditions demonstrated disparate associations with the birth outcomes, indicating a high complexity in these relationships.
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Garcia, Nicholas B. "Spatial Inequalities in Disabled Livelihoods: An Empirical Study of U.S. Counties." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546570616166055.
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Tompsett, James. "Inequalities in Sport Access and Participation among American High Schools." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499786737923446.
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Couturier, Lopez Léo. "Cycling Inequalities in Copenhagen: Strategies and Policies." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42407.
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The bike, once relegated to a neglected, dangerous, and less efficient means of transport compared to cars, has seen its role and is images being reinforced all around the world. However, despite its intrinsic characteristic of being easily accessible, the cycling practice is not value-free. It embodies and reproduces inequalities that cross our societies. The transportation justice research framework investigates conditions to access this sustainable means of transportation insofar of our needs. As such, my research questions the capacity of the municipality of Copenhagen to address mobility justice challenges in cycling practices.First, I investigated this question by analyzing two main types of documents: A national travel survey, disaggregated at the scale of the greater Copenhagen, and strategic documents made by the municipality to evaluate their progress in developing the cycling practice. Then, I ran a set of expert semi-structured interviews to explore what I observed in the documents.The results showed that behind the outstanding numbers, the cycling strategies and visions focus essentially on the commuters and exclude other groups. It limits the cycling practices to the productivity sphere, ensuring an efficient mode of transport to work or education. Despite a gender gap non-existent in biking, the study showed strong differences in cycling patterns. More surprisingly the highest income groups are the ones that cycle the most, but they also drive their car the most as they live predominantly in the suburbs. The cycling practice is also plateauing, may be decreasing.I conclude with a call for diversifying the types of cycle mobility that would take better take into consideration the different needs. In order to maintain a high level of cycling in the Capital, the strategies and policies of cycling should be overseen at the metropolitan scale with a clear structure or institution defining goals and visions.
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Xu, Ting. "Sources of Organizational Inequalities: Wage Differentials Across State-Owned Enterprises during China's Transition." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400857086.
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Deemer, Danielle R. "Spatial Inequalities in the Fiscal Distribution of the U.S. Welfare State." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437342124.
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Rizk, Stephanie Carissa. "Service Sector Growth and Income Inequalities: A Longitudinal Analysis from an International Sample." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-05092003-124333/.
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The rise of the service sector has been offered as a possible reason for rising income inequalities in highly developed countries. Here, data from 1980, 1990 and 1995 are analyzed to investigate the effects of growth in the service sector on income inequalities for 77 nations around the world. Statistical models examine the effects that the state, through redistribution efforts, has on income inequality. Results of random effects models show that 1)service sector growth has a positive relationship with income inequality, 2) that level of development has a strong positive relationship with income inequality, and 3) that redistribution efforts have had little impact on income inequality over time. Some support is given to the idea that there is an interaction effect between service sector growth and relative placement within the overall world system. This raises the question of whether service sector growth affects the income inequality of a nation differently based on where they are ranked in the hierarchy of world development.
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Williams, Lisa Marie. "Interactional Inequalities at Work: The Influences of Compositional Dynamics and the Organizational Context." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274096009.
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Andersson, Matthew A. "Expecting good things and feeling good : a sociological approach to health inequalities." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1287.
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This dissertation illuminates health inequalities by focusing on two motivational goods. One is expecting good things to happen: being optimistic, in other words. Another is feeling good, in terms of emotional well-being. While previous research has demonstrated the value of these psychological resources to understanding social inequality, basic questions remain about how and why these resources bring about health inequalities.
In Chapter Two, I use data from the 2005 Survey of Midlife Development in the United States (MIDUS) to examine interactions between optimism and autonomy at work as they relate to psychological distress and positive emotion. I utilize my results to shed light on how autonomy matters to mental health: findings are consistent with autonomy as a lack of oppression or as a "strong" social situation, rather than autonomy as an opportunity to thrive.
In Chapter Three, I test hypotheses about optimism in the context of relationship- and work-based crises, using data from the 2004 General Social Survey. I find that dispositional optimism is associated with increases in self-esteem and health; its effect on these outcomes intensifies around the time of relationship crises and is stronger for women than for men.
In Chapter Four, I draw and build upon a capital activation perspective to argue that emotional well-being activates education. Using a representative panel sample of middle-aged adults (MIDUS: 1995-2005), I indeed find that emotional well-being activates education, leading to especially favorable gains in health, sense of control and voluntary association involvement - or, more strikingly, to no effect of education at low levels of well-being. Moreover, an auxiliary fixed-effects analysis of activation (based on the MIDUS 1995 Identical Twins sample) replicates these findings. In total, I find that capital activation is a powerful source of social stratification that rivals the importance of capital itself.
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Canales, Andrea. "Degree completion in the UK : individual, institutional and contextual factors that explain students' chances of educational success in British universities." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:6fe23d7f-7583-4373-af8e-a83ca9ecc3cf.
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Degree completion is as important as participation in higher education. To date, most of the research on this subject has investigated the association between socio-economic background and academic preparation to explain lower rates or non-completion. This thesis explores the role that individual, institutional and contextual factors have on degree completion chances. The first empirical chapter uses an individual-level longitudinal dataset to study the role that attainment on entry and socio-economic background have on students’ chances of completion. The chapter finds that attainment on entry significantly affects students’ chances of degree completion. It also reveals, however, that attainment on entry does not completely explain the socio-economic differences in degree completion chances in the system. The second empirical chapter examines the role that institutions have on students’ chances of degree completion. Like the first chapter, this one draws on the individual-level longitudinal dataset. Although the analyses discover institutional effects, they show them to have a small effect on the system. The third empirical chapter examines the role that teaching has on the probability that students complete their degrees in higher education. The findings show that teaching has a small but significant effect on students’ chances of degree completion. Teaching effects take place only at the most selective institutions of the system. The final empirical chapter examines the role that unemployment has on students’ decisions to complete a university degree. Using data from the Labour Force Survey, the research finds that higher unemployment rates have a positive effect on students’ chances of degree completion. This thesis contributes to the field by showing that stratification of higher education also translates to degree completion. The results confirm that selectivity and institutional effects are strongly associated. In addition, they show that where the institutional framework is concerned, there is a gradient for class effect in educational outcomes.
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KLECKNER, LAURA. "INTERNET ACCESS LOCATION AND ONLINE USAGE ACTIVITIES: CAN ACCESS LOCATION HELP EXPLAIN RACE/CLASS USAGE DIFFERENCES IN THE ONLINE COMMUNITY?" University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085758796.
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Toivanen, Susanna. "Work-Related Inequalities in Health : Studies of income, work environment, and sense of coherence." Doctoral thesis, Stockholm : Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7107.
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Almquist, Ylva. "A class of origin : The school class as a social context and health disparities in a life-course perspective." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55628.
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The aim of the present thesis is to examine various aspects of the school-class structure and their links to health in a life-course perspective. The empirical studies are based on two longitudinal data materials of cohorts born in the 1950s, followed up until middle age. In the first study, the overall status distribution in the school class was shown to be associated with both minor psychiatric disorder in childhood and self-rated health in adulthood. Thus, ill-health was more common among individuals who attended school classes less equal in terms of status. The second study demonstrated that it was more common among those who had fewer mutual friendships in the school class to report poorer health as adults. Socioeconomic career emerged as the primary explanation for men while, for women, these findings were largely unaccounted for by any of the included child and adult circumstances. Findings from the third study suggested the child’s status position in the school class, i.e. peer status, to be related to a wide range of health outcomes in adulthood. In particular, lower peer status was linked to an excess risk of mental and behavioural disorders, cardiovascular diseases and diabetes. Childhood social class did not confound these associations to any large extent. The fourth study examined two types of social isolation in the school class: marginalisation (low peer status) and friendlessness. Hospitalisation due to any disease was more common among marginalised children compared to among non-isolates, whereas no corresponding association was found for the friendless. For both types of isolates, the number of hospitalisations was greater than among non-isolated individuals. Of the studied childhood factors, scholastic ability emerged as an important mechanism. In sum, this thesis points to the relevance of the school class for health development across the life course and to the complexity of pathways through which influences of the school class may operate.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Submitted. Paper 2: Accepted.
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Marklin, Scarlett D. "Examining the Influence of Race, Class and Gender Inequalities on Perceptions of the American Dream Since the 2008 Economic Recession." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1390.
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America has a national ethos embodied in the moniker “land of the free” and defined by a set of ideals in which being free means all men and women have an equal opportunity for prosperity, the pursuit of happiness and success. In essence, simply having access to upward social mobility achieved through one’s own perseverance and hard work, the quintessential American Dream. The first use of the phrase American Dream was by James Truslow Adams to characterize the ideal that every man should live a richer and fuller life than his ancestors based on opportunity according to ability or achievement (1931). The current study examines whether perceptions of being able to achieve the American Dream have changed in light of the economic recession of 2008 using data from the General Social Survey (n=4217). Findings show that perceptions of the American Dream have changed based on an individual’s race and class over time. Those in society who are lower class, female, who do not believe in hard work, having below average income/financial situations stand to have lower odds in the belief in their ability to attain the American Dream. Whites have lower odds of believing in the American Dream when compared to Blacks. Furthermore, respondents in 2006 and 2010 had greater odds of belief in the American Dream compared to those in 2008.
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McCloud, Laura Summer. "Financed Mobility: Parents' Consumer Credit Histories and Young Adult Outcomes." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282065440.
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Korzh, Alla. "Educational inequalities and Ukrainian orphans' future pathways| Social reproduction or transformation through the hidden curriculum?" Thesis, Teachers College, Columbia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590370.
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This qualitative multi-site case study, situated in the context of Ukraine's post-Soviet political economy, examined how orphanage educators' expectations and beliefs about orphans' academic abilities and potential, curriculum, peer relationships, and education policy shaped orphans' post-secondary education decisions and trajectories. Examination of the educational experiences of orphans and children deprived of parental care shed light on socio-economic inequalities confronting these marginalized youth in and beyond state care. This dissertation is informed by critical theories of social and cultural reproduction that examine the relationship between schooling and socio-economic inequalities. I draw mainly on the concepts of the hidden curriculum and forms of capital (cultural, social, and economic).
Research conducted in Ukraine, primarily through quantitative surveys, tends to pathologize orphans and neglects to investigate how their secondary education experiences impact their trajectories post-institutionalization. This study, framed in qualitative methodology, was informed by observations of daily in- and out-of-classroom activities in two orphanages; in-depth, semi-structured interviews and focus groups with Grade 10 and 11 orphanage students, orphanage educators and administrators, and orphanage alumni; and document analysis. I focused on 81 orphanage youth and 41 educators as key participants embedded in the orphanage system.
My findings demonstrated that, despite some institutional changes, the ideologies, regimes, and cultures of Ukrainian orphanages still reflect the Soviet legacy of sequestered institutions providing substandard quality education. My examination of orphanage education revealed that many teachers, informed by genetic deficit ideology, communicated low expectations for student success and implemented an unchallenging curriculum characterized by watered-down teaching and learning materials, oversimplified assignments, canceled classes, and inflated grades. This study uncovered nuanced use of a hidden curriculum that ensured social reproduction and what I term a "transformative hidden curriculum" that fostered student success through art therapy, soft pedagogy, and hard caring.
Furthermore, this study shed light on factors that influenced orphans' complex post-secondary education decision-making processes, including peer pressure to attend vocational school; teacher-directed versus teacher-encouraged decisions; and informed, independent decisions largely thwarted by structural constraints. Lack of cultural and social capital significantly limited orphans' options and disenfranchised them in the labor market, thus perpetuating social reproduction in Ukrainian society.
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Yang, Zi. "Exploring inequalities in English language education in China : a comparative case study of English-major students from a sociological perspective." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283192.
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Education plays a vital role in shaping social structures and influencing social mobility in a society, and thus educational equality is a concern for many societies. Considering the compulsory status of English from basic to higher education in China and its symbolic meaning in Chinese society, this study regards it as a window to explore educational inequality and its association with social structures. This study investigates the roles played by family, geographic divide, and institution, and the way in which the three interplay in structuring the educational pathways of individuals and shaping educational inequality. This study describes a qualitative case study of 36 students of different social milieus in an elite university. Data from the case interviews is complemented by classroom observation of three secondary schools within the educational system hierarchy, classroom observation of the elite university, teacher interviews from the four educational institutions, and collected documents. I draw on Bourdieu's conceptual tools of different types of capital, field, and habitus in order to understand the complexity of educational inequality in China. The data present striking differences in the educational trajectories between social groups. The success of higher-SES students is partly ascribed to the richer volume and types of their families' cultural capital, and the inclination for their families to transfer abundant economic capital to their children's embodied cultural capital. The interview data suggest that disadvantaged students rely heavily on formal education and are inscribed with institutional habitus due to the scarcity of educational resources obtained from family. More importantly, for advantaged students, their family, secondary schools (previous field) and the elite university (current field) work together in a consistent way, resulting in a positive momentum that contributes to a sense of belonging and fitting-in to the elite university. On the contrary, for marginalised students, contradictions and disconnections are found between secondary schools and the current elite field in terms of institutional habitus and practices, which to a large extent can be ascribed to the stratified school system and geographic divides. This situation leads to a negative momentum for them, which causes feelings of alienation and a sense of disorientation when encountering the elite field. This academic disorientation is evident in their transitional period. Their habitus is identified by a transformative tendency with easier access to dominant cultural capital and habitus. However, the transformation is circumscribed by their huge efforts made in overcoming the initial difficulties and their families' lack of capital. Some special cases in my study suggest a more equal admission policy and the critical role that institutions play in compensating for a family's lack of capital. This thesis concludes with suggestions for more inclusive practices for institutions and policy makers in China to achieve a more equal educational context.
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Wallentin, Jenny. "Den strävsamma resan på längtans väg : En narrativ studie om unga vuxna som uppbär aktivitetsersättning på grund av nedsatt arbetsförmåga." Thesis, Högskolan Väst, Avdelningen för socialt arbete och socialpedagogik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11700.
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I FN:s konvention om rättigheter för personer med funktionsnedsättningar är bärande principer om tillgänglighet i den fysiska, kommunikativa och informativa miljön i samhället grundläggande. Som en person med funktionsnedsättningar ska du ha samma möjlighet att vara delaktig i samhällets alla olika arenor. En av dessa arenor är arbetsmarknaden, där den politiska intentionen är en arbetsmarknad öppen för alla, oavsett funktionsförmåga. Ett led i att främja inträdande på arbetsmarknaden för unga vuxna med funktionsnedsättningar införde socialförsäkringsförmånen Aktivitetsersättning för nedsatt arbetsförmåga. Kunskapsläget visar att unga vuxna med aktivitetsersättning är en utsatt samhällsgrupp med en lägre disponibel inkomst än övriga befolkningen, risk för ohälsa och utestängande från arbetsmarknaden och därmed riskerar en livslång fattigdom. Studien syftar till att synliggöra och frambringa de unga vuxnas egna röster kring sina upplevelser av att leva med aktivitetsersättning som huvudsaklig försörjning. Studien bygger på en narrativ ansats med socialkonstruktionistiska idétraditioner, där materiel har samlats in via åtta intervjuer med unga vuxna som uppbär aktivitetsersättning. Centrala begrepp som behandlas utifrån studiens syfte är delaktighet, agency och socialt erkännande. Resultatet visar att de unga vuxna upplever olika grad av delaktighet i samhället beroende på tillgängligheten till olika samhällsarenor såsom ekonomiska förutsättningar, sysselsättning och kommunikativ och informativ tillgänglighet. Den begränsade disponibla ekonomin leder till svårigheter i att leva på lika villkor och delaktighet i samhället.The UN Convention on the Rights of Persons with Disabilities, CRPD, is the principle of accessibility in the physical, communicative and informative environment of society for people with disabilities. As a person with disabilities you should have the same opportunity to participate in all the different arenas of society. One of these arenas marks the labor market, where the Swedish political intention is a labor market open to all, regardless of their ability to function. One step in promoting entry into the labor market for young adults with disabilities is the Swedish Social Insurance Benefit Disability benefits due to reduced work capability. Evidence shows that young adults with disability benefits are an exposed social group with lower disposable income than the rest of the population, the risk of ill health and exclusion from the labor market, thus endangering life-long poverty. The aim of the study is to illustrate and bring about the young adults' own voices about their experiences of living with disability benefits as main source of income. The method used is a narrative method with social constructionist ideals. Central concepts according to the purpose of the study are participation, agency and social recognition. The results show that young adults experience different levels of participation in society, depending on the availability of social arenas such as economic conditions, employment and communicative and informative accessibility. The limited disposable economy leads to difficulties in living on equal terms and participate as equals in society.
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Swiatek, Scott A. "The Nepali Caste System and Culturally Competent Mental Health Treatment: Exploring Stratification, Stress, and Integration." University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1619654745373203.
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França, Danilo Sales do Nascimento. "Segregação racial em São Paulo: residências, redes pessoais e trajetórias urbanas de negros e brancos no século XXI." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-07022018-130452/.
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Esta tese propõe uma interpretação sobre a relevância da segregação residencial como dimensão estruturante das relações raciais no Brasil, a partir da análise de dados da Região Metropolitana de São Paulo. Comparações com situações de segregação racial típicas de cidades norte-americanas, aliadas a narrativas de dissimulação das manifestações do racismo no Brasil, têm alimentado discursos que desprezam a importância da segregação para as relações raciais, argumentando que em nossas cidades ocorre segregação apenas por classe social. Esta pesquisa posiciona-se contrariamente a tais discursos e apresenta evidências da segregação residencial por raça nos diferentes estratos sociais. Por um lado, através de abordagens quantitativas mais tradicionais que partem dos diferenciais de localização das residências de grupos sociais, constatamos pequenos níveis de segregação racial em camadas sociais mais baixas que se tornam significativos nas camadas médias e altas. Os brancos de classes médias e superiores residem nas áreas mais privilegiadas da metrópole, estando muito isolados e distantes de todos os outros grupos, até mesmo de negros de classe média e alta. Trata-se, portanto, de segregação residencial por raça e classe. Por outro lado, a partir de uma crítica das formas como a própria noção de segregação residencial tem sido mobilizada pela sociologia, propomos uma abordagem mais aprofundada que revele em que medida a separação das moradias se associa a diferenciais de integração social e acesso à cidade. Para tanto, empreendemos uma estratégia empírica baseada no mapeamento de trajetos e locais frequentados pelos indivíduos no espaço da cidade e na espacialização de suas redes pessoais de relações. As informações foram coletadas através de pesquisa qualitativa na qual entrevistamos 28 indivíduos de classe média negros e brancos, mulheres e homens em três diferentes áreas da cidade de São Paulo: São Miguel Paulista, Tatuapé e Itaim Bibi. Demostramos a importância do local de residência na medida em que a maior parte dos relacionamentos pessoais e dos locais frequentados localizam-se no entorno do distrito no qual residem os entrevistados. Ou seja, na medida em que negros e brancos estão residencialmente segregados, são segregadas também suas redes pessoais e locais frequentados. Além disso, nossos resultados apontam que brancos, independentemente do local de residência, possuem redes pessoais compostas preponderantemente por outros brancos e frequentam mais as áreas nobres da metrópole. Nossos achados realçam o papel do espaço urbano em processos de fechamento social que reforçam barreiras à integração de negros nas classes médias. Ademais, argumentamos que as classes médias se organizam como grupos de status cujas fronteiras são fortemente baseadas, não apenas em características raciais, mas também no espaço urbano (habitado e frequentado).This thesis proposes an interpretation on the relevance of residential segregation as a structuring dimension of race relations in Brazil, based on the data from the Metropolitan Region of São Paulo. Comparisons with cases of racial segregation typical of North American cities, coupled with narratives that disguise manifestations of racism in Brazil, have fueled discourses that despise the importance of segregation for race relations, arguing that in our cities segregation occurs only by social class. This research opposes such discourses and presents evidence of residential segregation by race in the different social strata. On the one hand, through more traditional quantitative approaches based on the differentials of location of residences, we find small levels of racial segregation in lower social strata that become significant in the middle and upper classes. The white middle and upper classes reside in the most privileged areas of the metropolis, being very isolated and distant from all other groups, even from middle and upper-class blacks. This is, therefore, residential segregation by race and class. On the other hand, from a critique of the ways in which the very notion of residential segregation has been mobilized by sociology, we propose a more in-depth approach that reveals the extent to which the separation of housing is associated with differentials of social integration and access to the city. Therefore, we undertook an empirical strategy based on mapping of paths and places frequented by individuals in the city space and on the spatial distribution of their personal networks of relationships. The information was collected through qualitative research in which we interviewed 28 middle class individuals blacks and whites, women and men in three different areas of the city of São Paulo: São Miguel Paulista, Tatuapé and Itaim Bibi. We demonstrate the importance of place of residence to the extent that most of the personal relationships and the places attended are located around the district in which the respondents reside. That is, to the extent that blacks and whites are residentially segregated, their personal networks and urban paths are also segregated. In addition, our results indicate that whites, regardless of their place of residence, have personal networks that are predominantly composed of other whites and frequent more the elite areas of the metropolis. Our findings highlight the role of urban space in social closure processes that reinforce barriers to the integration of blacks in the middle classes. Furthermore, we argue that the middle classes are organized as status groups whose boundaries are strongly based not only on racial characteristics, but also in urban space (inhabited and frequented).
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Benito, Pérez Ricard. "Lògiques d’accés escolar i processos de segregació social. Implicacions en el terreny de les desigualtats educatives." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457359.
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Aquesta tesi s’aproxima, des d’una perspectiva sociològica, a les implicacions de les dinàmiques de segregació escolar en el terreny de les desigualtats educatives. La tesi es presenta en format de compendi de publicacions (cinc articles i un capítol de llibre). Algunes de les publicacions fan referència a les causes de la segregació escolar, d’altres als seus efectes sobre els resultats acadèmics i una a les polítiques d’accés escolar. La tesi centra la seva atenció en els processos de segregació escolar referents a les característiques socioeconòmiques dels alumnes, especialment en relació al seu capital instructiu familiar.
En primer lloc, s’analitza una de les principals causes de la segregació escolar: les (desiguals) lògiques de tria de les famílies. Mitjançant un doble enfocament, quantitatiu i qualitatiu, s’exploren les desigualtats “objectives” existents en els processos de tria escolar en funció del capital instructiu i la procedència de les famílies. Així mateix, s’analitzen els discursos i les pràctiques de les famílies, tot explorant el paper que juguen els projectes educatius de centre i la composició social de les escoles com a factors de tria escolar. Aquesta anàlisi es duu a terme a la ciutat de Barcelona.
En segon lloc, s’analitzen alguns dels efectes de la segregació escolar sobre els resultats educatius. Aquí es planteja una proposta analítica que pretén explorar els efectes agregats de l’”efecte composició” (això és, el pes de la composició social de les escoles sobre els resultats dels alumnes). Mitjançant la simulació de dos escenaris hipotètics, un segregat, l’altre desegregat, s’analitza el potencial impacte d’una reducció de la segregació escolar sobre l’equitat i l’”excel·lència” educatives. Aquesta simulació s’aplica als casos de Catalunya, Espanya i un conjunt de països de l’OCDE, mitjançant dades PISA.
En tercer i últim lloc, s’analitzen les polítiques de zonificació escolar i els seus efectes sobre la segregació escolar. Mitjançant dades de diferents municipis catalans, s’explora l’impacte de diferents models de zonificació escolar sobre la distribució de l’alumnat entre els centres educatius. En conjunt, la tesi ofereix una mirada multidimensional al fenomen de la segregació escolar, tot posant en evidència les desigualtats existents en l’accés escolar, els impactes negatius de la segregació escolar sobre l’equitat educativa i, alhora, els marges d’actuació disponibles per tal d’avançar cap a un dels principis fonamentals del sistema educatiu: la igualtat d’oportunitats educatives.This doctoral dissertation approaches, from a sociological perspective, to the implications of the dynamics of school segregation in terms of educational inequalities. It is based on a compilation of publications (five articles and a book chapter). Some of the papers refer to the causes of school segregation, others to its effects and one of them to policies of school access. The analysis focuses on processes of school segregation according to students’ socioeconomic characteristics, specially to their family’s educational capital. In a first stage, (unequal) logics of school choice among families are addressed, as being one of the main causes of school segregation. Through qualitative and quantitative approaches, this dissertation deals with the existing “objective” inequalities during school choice processes according to families’ educational background and countries of origin. Moreover, practises and discourses of these families are also analysed, paying special attention to the prevalence of school educational projects and school social composition as important factors in choice practices. This study was developed in Barcelona. In a second stage, some of the effects of school segregation on academic results are introduced in the analysis through an analytical proposal based on aggregate effects of “composition effect” (it is the weight of school social composition on students results). By means of the simulation of two hypothetical scenarios (a segregated one, on the one hand; and a desegregated, on the other), it is analysed the conditional impact of the decrease of school segregation on school equity and excellence. This simulation is applied to Catalonia, Spain and other OECD countries, where PISA data are available. Finally, research focuses on school zoning and its effects on school segregation. Using data from several Catalan cities, it has been possible to identify the impact of different models of school zoning on the distribution of students among schools. Altogether, this PhD dissertation offers a multidimensional approach to the school segregation phenomenon, raising the visibility of existing inequalities during school access and pointing negative effects of school segregation on educational equity. Moreover, it identifies the possible scope for moving forward one of the basic principles of school system: equal educational opportunities.
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Castro, Vanessa Gomes de. "Trajetórias escolares em contexto social desfavorável." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/6898.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Investiga-se como transcorrem trajetórias escolares em contexto social desfavorável e como o sucesso e o fracasso escolar são socialmente produzidos neste transcorrer. Para tanto, na parte teórica, realiza-se uma revisão da literatura científica internacional e nacional, no campo da Sociologia da Educação, abrangendo algumas das produções mais proeminentes entre a segunda metade do século XX e início do século XXI, sobre os determinantes das trajetórias escolares, longe de esgotar o escopo. Na parte empírica, realiza-se estudo longitudinal de trajetórias escolares ao longo do ensino fundamental e estudos de caso. No estudo longitudinal, utilizam-se diários de classe e atas de resultado final e aproveitamento como fonte de dados. Acompanham-se, assim, o fluxo, ou seja, a quantidade de alunos aprovados, reprovados e evadidos, a cada ano letivo, de 03 coortes, isto é, 03 conjuntos de alunos que se encontravam juntos no 1º ano do ensino fundamental, os quais deveriam percorrer toda esta etapa de ensino de 2000 a 2006, de 2003 a 2010 e de 2006 a 2014, totalizando 225 trajetórias escolares. Além disso, foram estudados 09 casos, (03 casos por coorte), por meio de entrevistas semiestruturadas, buscando-se investigar os fatores que a literatura científica aponta como determinantes do sucesso e fracasso educacional. As hipóteses são de que o transcorrer das trajetórias escolares em contexto social desfavorável é complexo, uma vez que diferentes fatores, relacionados ao indivíduo, a sua família e à estrutura escolar, implicam este transcorrer, atuando em conjunto e interação na produção social do sucesso escolar (trajetórias promissoras) e do fracasso escolar (reprodução das desigualdades educacionais e sociais). Conclui-se que fatores individuais como sexo e cor, fatores familiares como a posição social da família e a posse de capital econômico, cultural e social, além de fatores relacionados à socialização extrafamiliar, de fato, manifestam-se de diferentes maneiras no transcorrer das trajetórias escolares, tornando-as complexas, implicando seu sucesso ou fracasso, inclusive de maneiras sutis. No que tange aos fatores relacionados à estrutura de oportunidades educacionais e sociais, constata-se que a prática escolar de reprovação amplia fortemente as desigualdades entre as trajetórias escolares.
The main objective is to investigate how school trajectories unfold in adverse social context and how school success and failure are socially produced during this time span. For this purpose, a national and international scientific literature review was carried out in the theoretical part considering the field of Sociology of Education, encompassing some of the most relevant works between the second half of the 20th century and the beginning of the 21st century, approaching the determinants of school trajectories, far from exhausting the research scope. Case studies and longitudinal studies of school trajectories are performed throughout elementary school in the empirical analysis. Class diaries and school records containing final results and educational achievement were used as data source in the longitudinal study. The flow of 03 cohorts of students was monitored, i.e., 03 sets of students who were in the same class in the first year of elementary school and were expected to follow all the stages of learning from 2000 to 2006, from 2003 to 2010 and from 2006 to 2014, totaling 225 school trajectories. In addition, 09 cases (03 cases per cohort) were analyzed through semi-structured interviews, aiming to investigate the factors that the scientific literature points out as determinants of educational success and failure. The hypotheses are that the unfolding of school trajectories in unfavorable social contexts is complex since different factors related to the individual, family and school structure play a role in this course, interacting together in the social production of school success (promising trajectories) and school failure (reproduction of educational and social inequalities). It was concluded that individual factors such as sex and color, family factors such as the social position of the family and the economic, cultural and social capital possession, as well as factors related to extrafamiliar socialization manifest indeed in different ways in the trajectories making them complex, implying their success or failure, even in a very subtle way. Regarding the factors related to the structure of educational and social opportunities it is observed that the school practice of grade retention increases inequalities in school trajectories.
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Reedy-Strother, Tammy Leigh. "CLERGY WOMEN OF THE UNITED METHODIST CHURCH: EXPERIENCES AND PERCEPTIONS OF DISPARITIES AMONG WOMEN OF THE KENTUCKY ANNUAL CONFERENCE." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/188.
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Women in the United Methodist Church (UMC) were officially granted full clerical rights over 50 years ago, and the church’s official stance is that women and men are to enjoy fully equal rights throughout all aspects of life and society, religious and otherwise. Despite these policies, however, women’s and men’s opportunities and experiences in professional ministry in the church remain far from equal. Women continue to be underrepresented in the leadership of the UMC, especially in more prestigious appointments and positions, and face challenges to their work, leadership, and authority throughout their ministries. In fact, national statistics from the UMC show that as of 2010, only 24.6% of the clerical leaders are women. In the Kentucky Annual Conference (KAC), the focus of the present study, women are even more sparsely represented, constituting only 13.56% of the leadership as of 2010 appointments, with few serving at larger churches and only one currently serving as a district superintendent; only four have ever served in that role in the Conference’s history.
Using qualitative, semi-structured interviews, I collected data from 36 of the 118 clergy women of the 2010 Conference, including women serving in all types of positions in the Conference as well as all current and former district superintendents and many of the earliest pioneers in the KAC.
The goal of this study is to understand from the perspectives of these clergy women their paths into and through ministry, the support and resistance that play such key roles in their lives and work, how their families affect and are affected by their work, and the symbols and symbolic actions that they use to claim and demonstrate the authority they have been given and to navigate some of the obstacles in their paths. In order to provide a theoretical framework for this study, I used primarily social constructionism and standpoint theory and related methods.
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Araújo, Miryam Moreira Mastrella de. "O mundo imaginado, mas nem tanto, de Carmo Bernardes." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tede/6158.
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As a cultural event, literature is also a form of knowledge of social life; if it doesn't provide us with answers, it may, however, enlarge the field of social research, making it possible for some issues to emerge as they're seen in a particular group at a given moment. This study intends to discuss the emergency of certain social issues as they appear in two works by the writer from Minas Gerais-Goiás, Carmo Bernardes: Perpetinha: um drama nos babaçuais (1991) and Santa Rita (1995). We intend to verify how some aspects of reality are transfigured in both works, such as relations between men and women, and others. From the way literature shapes these issues, we want to examine how they are treated by social theory (sociology, anthropology and historiography). The sertão, in the two novels, appears as a place of counter-hegemonic speech, because it is not restricted to a display of signs, that is, mere descriptions of customs, landscapes and human types who would be at risk of disappearing due to the area's insertion process to the capitalist logic, i.e., because of the materiality loss the sertão has undergone over the last decades. These descriptions serve as background, as scene for the development of other themes, such as inequalities, injustices, prejudice and oppression of workers.
Como manifestação cultural, a literatura é também forma de conhecimento da vida social; se ela não nos dá respostas, pode, entretanto, ampliar o campo das investigações sociais, deixando emergir como são percebidas algumas questões num determinado grupo, num determinado momento. Este estudo pretende discutir a emergência de certas questões sociais em duas obras do escritor mineiro-goiano Carmo Bernardes: Perpetinha: um drama nos babaçuais (1991) e Santa Rita (1995). Buscamos verificar como estão transfigurados alguns aspectos da realidade nas duas obras, como, por exemplo, as relações entre homens e mulheres, e outras mais. A partir da forma como a literatura plasma estes temas, procuramos examinar como os mesmos são tratados pelas ciências humanas (sociologia, antropologia e historiografia). O sertão, nos dois romances, aparece como local de fala contra-hegemônica, pois não se restringe a uma vitrine de signos, isto é, um mero levantamento de costumes, paisagens e tipos humanos que correriam o risco de desaparecer em decorrência do processo de inserção da região à lógica capitalista, ou seja, em virtude da perda de materialidade que o sertão vem sofrendo ao longo das últimas décadas. Estas descrições servem como pano de fundo, como cenário para o desenvolvimento de outros temas, como as desigualdades, as injustiças, os preconceitos e a opressão dos trabalhadores.
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Mengilli, Isildak Funda. "State, Property Owners And Barter System In Conservation Field." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612833/index.pdf.
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A conservation approach developed without considering the conflicts and inequalities of political, economic and social fields can not achieve that purpose of conservation of historical and cultural values as well as engendering conflicts within relations of property relations-conservation field, social justice-conservation field and tensions between relations of property owners in areas planned to be conserved &ndashand- state. Justified as a preference of transferring from private to public ownership of the areas those should be conserved and as a tool for solution of problems arising from restrictions on property rights of property owners, the &lsquo
barter&rsquo
system, on the one hand is becoming dysfunctional because of the contradictions between legal regulations and implementation practices, is used as a tool for production rents in reaction to the vulnerability to economic and political speculative pressures
on the other hand as being a sensitive system to inequalities in society, it deepens the disadvantageous state of property owners and produces tensions between conservation field-property owners-and-state
accordingly the justified purpose can not be realized. These findings constituting the focus of the study, verifies the necessity to reproduce the policies at &lsquo
barter&rsquo
system, justified as a conservation tool and a tool to solve the inequality problems produced while performing the conservation aim, and policies of conservation field as well.
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Guéraut, Élie. "Ascension et fragilisation d'une petite bourgeoisie culturelle : une enquête ethnographique dans une ville moyenne en déclin." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB156.
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« Petite bourgeoisie nouvelle » (Bourdieu, 1979), « nouvelles couches moyennes » (Bidou, 1984), « gentrifieurs » (Collet, 2015), « bobos » (Brooks, 2000), « bourgeoisie progressive » (Tissot, 2011), etc., depuis maintenant plus de quarante ans, les qualificatifs savants et ordinaires qui visent à désigner les fractions intellectuelles des classes moyennes et supérieures ne manquent pas. Cette abondance est bien sûr liée à l'hétérogénéité sociale de ces populations qui, saisies à travers des époques et des contextes socio-spatiaux divers, n'ont guère en commun qu'une tendance à l'accumulation et à la valorisation du capital culturel. Toutefois, ces recherches focalisent leur attention sur le seul cas des grandes agglomérations, laissant dans l'ombre celui des villes petites et moyennes (les unités urbaines de moins de 100 000 habitants), qui assurent pourtant des fonctions territoriales fortes et concentrent près d'un tiers de la population française (Insee, RP 2013). Cette thèse repose sur des matériaux ethnographiques et statistiques collectés dans le cadre d'une enquête localisée au long cours (2010-2018). Elle interroge la crise de la reproduction du « pôle culturel » d'une ville moyenne en décroissance (Nevers) et place ainsi la focale sur ces espaces en marge des grandes agglomérations et des dynamiques de gentrification qui s'y observent. Constitué de salariés directs et indirects de la « main gauche de l’État » décentralisée et déconcentrée, d'artistes, de militants associatifs et politiques, le pôle culturel neversois connaît une ascension importante dans les années 1980 et 1990, portée par les politiques culturelles dites de « démocratisation », le développement de la Fonction Publique Territoriale, ainsi que la professionnalisation du monde associatif (chapitres 1 et 2). Cette ascension ne concerne cependant que la génération née dans les années 1960, dont les membres, devenus élus socialistes, artistes-plasticiens reconnus, directeurs d'associations, d'institutions culturelles et des services des collectivités, forment dès les années 2000 une petite bourgeoisie culturelle locale. Elle s'oppose en cela aux générations nées dans les années 1970 et 1980, qui, malgré l'expérience d'études supérieures dans une grande agglomération et leur engagement dans des activités associatives et artistiques, ne rencontrent pas le succès des « reconversions militantes » de leurs aînés (chapitres 3 et 4). Cette fragilisation du groupe, sous les effets conjugués des politiques de réduction des dépenses publiques et des dynamiques dites de « métropolisation », est redoublée par la défaite des socialistes aux élections municipales de 2014, après quarante-trois années au pouvoir, au profit d'une nouvelle majorité composée d'élus « sans étiquette », UMP et UDI. Le déclin du pôle culturel neversois se fait alors en raison de plusieurs facteurs : crise de la représentation politique, précarité et incertitude au travail pour les jeunes générations, menace du travail d'appropriation de l'espace public et de certains lieux de sociabilité (cafés, locaux associatifs, équipements culturels, etc.). Autour de cette trajectoire descendante collective, on observe dans les conduites de sociabilité de ce groupe d’interconnaissance une forte tendance à l'agrégation affinitaire et au rejet de l'altérité sociale. La croissance démographique des classes populaires précarisées dans le centre-ville est par exemple commentée avec inquiétude et regret, donnant lieu à des manifestations particulièrement aiguës de mépris social, qui se donnent à voir sans tentative d'euphémisation ou de dissimulation (chapitre 6)"New bourgeoisie" (Bourdieu, 1979), "new middle layers" (Bidou, 1984), "gentrifiers" (Collet, 2015), "bobos" (Brooks, 2000), "progressive bourgeoisie" (Tissot, 2011), etc., for more than forty years now, the learned and ordinary qualifiers which designate the intellectual fractions of the middle and upper classes are not lacking. This abundance is of course linked to the social heterogeneity of these populations, which, captured through different socio-spatial periods and contexts, have little in common but a tendency to accumulate and valorize cultural capital. However, this research focuses their attention on the single case of large urban areas, leaving behind that of small and medium-sized cities (urban units of less than 100,000 inhabitants), which nevertheless provide strong territorial functions and concentrate close to one third of the French population (INSEE, RP 2013). This thesis is based on ethnographic and statistical material collected as part of a long-term localized survey (2010-2018). It questions the reproduction crisis of the "cultural pole" of a declining middle city (Nevers) and thus places the focus on these spaces on the fringes of the large agglomerations and gentrification dynamics that are observed there. Consisting of direct and indirect employees of the decentralized and deconcentrated "left hand of the state", artists, activists and political activists, the cultural center of Nevers knew a significant rise in the 1980s and 1990s, driven by cultural policies. so-called "democratization", the development of the Territorial Public Service, as well as the professionalization of the associative world (chapters 1 and 2). This rise, however, only concerns the generation born in the 1960s, whose members, who became elected socialists, recognized visual artists, directors of associations, cultural institutions and community services, formed in the 2000s a small bourgeoisie cultural heritage. It is opposed to the generations born in the 1970s and 1980s, who, despite the experience of higher education in a large city and their involvement in associative and artistic activities, do not meet the success of "militant reconversions" of their elders (chapters 3 and 4). This weakening of the group, under the combined effects of policies to reduce public spending and dynamics called "metropolisation", is redoubled by the defeat of the Socialists in the municipal elections of 2014, after forty-three years in power, in favor of a new majority composed of elected "without label", UMP and UDI. The decline of the cultural center of Nevers is then due to several factors: crisis of political representation, precariousness and uncertainty at work for the younger generations, threat of the work of appropriation of the public space and certain places of sociability (cafes associations, cultural facilities, etc.). Around this collective downward trajectory, there is a strong tendency towards affinity aggregation and the rejection of social otherness in the sociability behaviors of this group of nter- knowledge. For example, the population growth of the marginalized working class in the city center is commentated with concern and regret, giving rise to particularly acute manifestations of social contempt, which can be seen without any attempt at euphemism or concealment (chapter 6)
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Perronnet, Clémence. "La culture scientifique des enfants en milieux populaires : étude de cas sur la construction sociale du goût, des pratiques et des représentations des sciences." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSEN076/document.
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Ce travail de thèse étudie la façon dont se construisent les pratiques et les représentations des sciences des enfants en milieux populaires. L’enjeu est de renouveler l’approche des inégalités persistantes dans l’accès aux filières et carrières scientifiques, dans lesquelles les femmes, les classes populaires et les minorités sont largement sous-représentées. Pour interroger à nouveaux frais les rapports de pouvoir qui sous-tendent l’accès aux sciences, cette recherche les considère non seulement comme un ensemble de connaissances et comme un champ professionnel, mais aussi en tant que culture. L’analyse repose sur une enquête empirique longitudinale par entretiens avec une cinquantaine d’enfants suivis du CM1 à la 5e ainsi qu’avec des parents, enseignant·es et médiateur·rices scientifiques. Elle s’appuie aussi sur l’étude détaillée d’un projet éducatif visant à favoriser l’égalité en sciences (quatre années d’observation en classe) qui a impliqué une partie de notre échantillon, et interroge les effets de ce type de dispositif. La thèse établit que la construction de rapports différenciés aux sciences selon le sexe et l’origine sociale procède des pratiques culturelles scientifiques enfantines. D’une part, plusieurs instances de socialisation culturelle(famille, germains, pairs, école) se combinent pour favoriser ou entraver le développement des loisirs scientifiques des enfants. D’autre part, la culture scientifique que consomment et pratiquent les enfants des classes populaires les amène à construire des représentations des sciences comme étrangères et dénuées de possibilités identificatoires, ce qui décourage filles comme garçons de formuler des aspirations scientifiquesThis thesis examines the way working class children’s practices and representations of science areconstructed. It aims to renew the approach of persistent inequalities in access to science pathwaysand careers, in which women and people from the working class and/or ethno-racial minoritiesremain largely underrepresented. In order to question power relationships underlying access toscience in a new way, this research considers science not only as a body of knowledge and aprofessional eld, but also as a culture. Evidence for this study comes from longitudinal interviewsconducted with about 50 children (two interviews, in the 4th and 6th grade) and with parents,teachers, and science mediators. The analysis also relies on the detailed ethnographic study (4years of observation in classrooms) of an educational project aimed at promoting equality inscience which involved part of our sample, thus questioning the effects of this type of program.The thesis establishes that the social construct of gendered, classed and racialised patterns ofattitudes to science is the result of science-related cultural practices developed during childhood.On the one hand, several instances of cultural socialization (family, siblings, peers, school)combine to favor or hinder the development of children’s science hobbies. On the other hand, thescientific culture that children from the working class consume and practice leads them to constructrepresentations of science as other, and devoid of identificatory possibilities. This discourages girlsand boys from formulating science aspirations
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Emerique, Raquel Balmant. "Do salvacionismo à segregação: a experiência dos Centros Integrados de Educação Pública no Rio de Janeiro." Universidade do Estado do Rio de Janeiro, 1997. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2961.
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Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de JaneiroEste trabalho versa sobre a relação entre a implantação de um projeto de educação pública e a sua receptividade social. Resgata as concepções que deram origem ao programa de implantação das escolas de tempo integral no estado do Rio de Janeiro e como hoje elas são vistas por seus usuários. Discute os resultados inesperados que teve o projeto educacional salvador (não só da educação como também das populações empobrecidas do estado do Rio de Janeiro). Pretendendo ser inclusivo, dando ao pobre acesso a benefícios que não tinha, produziu mais segregação, repetindo a seletividade que a escola pública brasileira apresenta.
This work talks about the relationship between the implementation of a public education's project and its social receptivity. It rescues the conceptions which gave rise to the Full time schools implantation program in Rio de Janeiro State and how they have been seen by its users. It talks about the unexpected results of the "savior" educational project (not only concerning the education but also to the impoverished populations from RIo de Janeiro State). Intending to be inclusive, giving to a poor person access to benefits he had not before, it ended up producing more segregation, repeating the selectivity that Brazilian public school already presented.
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Palmer, Louise Claire. "Cesarean Section Disparities: Assessing The Likelihood of Undergoing Surgery in Childbirth." restricted, 2006. http://etd.gsu.edu/theses/available/etd-04192006-203215/.
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Thesis (M.A.)--Georgia State University, 2006.Title from title screen. Lesley Reid, committee chair; Wendy Simonds, Dawn Baunach, committee members. Electronic text (80 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 66-74).
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Orival, Tony. "Des enseignants du secondaire aux prises avec transformations corporelles et langagières transcontextuelles et socialement situées." Thesis, Le Mans, 2020. http://www.theses.fr/2020LEMA3002.
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Que se passe-t-il lorsque l’enseignant du secondaire se situe à distance de classe de ses élèves ? Quid de cette rencontre où le premier n’est pas familier des seconds ? Et à quel point les expériences socialisatrices de l’enseignant pèsent-elles sur sa pratique ? Ou encore : le contexte d’exercice et ses contraintes spécifiques sont-ils susceptibles de provoquer chez lui un ensemble de transformations ? Voilà quelques-unes des questions auxquelles nous nous intéressons dans ce travail. Plus exactement, la thèse suivante est posée : les enseignants transforment et ajustent partiellement leurs dispositions – corporelles et langagières – selon le contexte d’action et les caractéristiques socio-culturelles des élèves auxquels ils s’adressent. Celle-ci s’appuie sur un travail exploratoire. Mais aussi sur une campagne d’entretiens avec des enseignants du secondaire.Les informations recueillies dans ce cadre constituent le coeur du matériau exploité. Plus précisément, ce travail propose d’une part de comprendre et d’expliquer les formes de socialisations et de transformations – corporelles et langagières – des enseignants qui se réalisent ou non en fonction des contextes de travail où ils évoluent. Et d’autre part d’explorer les difficultés des enseignants à se transformer et à s’adapter à leurs élèvesWhat happens when the high school teacher is at a distance from his students ? Quid of this meeting is not familiar ? How much are the teacher's social experiences about his practice ? These are some of the questions that interest us in this work. Teachers transform and partially adjust their dispositions. This is based on exploratory work. But also on a campaign of interviews with secondary school teachers. The information collected in this context is the heart of the material used in this thesis. The first part on "the theoretical route". The second describe, explain and train the forms of socialization and transformation - corporal and language -teachers who are realized or do not work in the contexts of work where they evolve. Two types of transformations are distinguished. Cross-sectional transformations to the respondents. And the social transformations in situ and oriented - of the sociality of context of work. The difficulties of teachers in transforming to their students are also mentioned
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Mwangi, E. Wairimu. "Correlates of HIV/AIDS Vulnerability: A Multilevel Study of the Impact of Agricultural-Consumption Regimes on Women's Vulnerability in Kenya." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230755397.
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Costa, Taline de Lima e. "Desigualdades educativas no acesso ao ensino superior: um estudo de caso sobre a democratização entre os campi da Unifesp." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-11122015-162241/.
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A presente dissertação tem como objeto de estudo a democratização do ensino superior federal decorrente de programas governamentais que visaram à ampliação da oferta de vagas (expansão) e, por conseguinte, a diversificação do perfil do estudante de graduação (redução das desigualdades educativas). Para tanto, tomou-se como base o caso da Universidade Federal de São Paulo, por meio de: a) informações institucionais (história, infraestrutura); b) dados sociodemográficos dos estudantes coletados por meio de questionário aplicado com os ingressantes; c) bem como de entrevistas realizadas com discentes de dois dos cinco campi de expansão desta universidade. Como principais resultados obtidos constatou-se que uma democratização uniforme ou segregativa (identificada por meio dos dados de 2011) que mantem as desigualdades entre os grupos sociais está dando lugar a uma democratização equalizadora (identificada pelos dados de 2014) que reduz as desigualdades somente após a implantação da lei de cotas, mesmo que ainda parcialmente instalada, na Unifesp. Apesar de promissor, os dados das entrevistas e observações desvelam um panorama de conflitos entre os estudantes de grupos que historicamente foram segregados do ensino superior e a instituição universitária que fora erigida tendo em vista outro público estudantilThis work has as study object the democratization of higher education due to federal government programs that aimed to expand the number of places (expansion) and, therefore, diversification of undergraduate student profile (reducing educational inequalities). For this, it was taken as the base case of the Federal University of São Paulo, through: a) institutional information (history, infrastructure); b) demographic data of students collected through a questionnaire applied to the entrants; c) as well as interviews with students of two of the five campuses of this university expansion. The main results obtained it was found that a uniform or segregative democratization (identified through the 2011 data) - which maintains inequalities between social groups - is giving way to an equalizing democratization (identified by the 2014 data) - which reduces inequalities - only after the implementation of the quota law, even if still partially installed in Unifesp. Although promising, the data from interviews and observations unveil an overview of conflicts between student groups who have been historically segregated higher education and the university - which had been erected with a view another student audience
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Letoux, Charlène. "Trajectoires d’adolescents en obésité dans le Nord et Pas-De-Calais comme reflets du processus des inégalités et de la stigmatisation." Thesis, Lille, 2021. http://www.theses.fr/2021LILUA005.
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Notre étude rend compte de la manière dont les inégalités et la stigmatisation peuvent être visibles, se façonnent et se mêlent tout au long de la trajectoire d’adolescents en obésité inscrits dans un programme d’éducation thérapeutique du patient (ETP). Nous participons à donner un nouvel éclairage à la question de la mise en œuvre et réception des normes médicales véhiculées lors de programmes d’ETP en adoptant une analyse en termes de « trajectoires » de maladie pour analyser différents points de vue : professionnels, adolescents et parents. L’étude des interactions sociales mêlées aux rapports sociaux, notamment de classes et de sexes, est mise à l’honneur et nous permet de mettre l’accent sur la dimension proprement sociale des comportements. Nous interrogeons les écarts entre les rôles attendus ou prescrits et les rôles effectivement endossés, les stratégies de négociation ou de résistance entre les acteurs afin de faire émerger les attentes normatives qui pèsent sur les malades jusqu’à parfois laisser apparaître une violence symbolique. Dans l’objectif de retracer le parcours des normes, nous adoptons aussi une approche sociohistorique en proposant une extension de la notion de « trajectoire de maladie » par celle de « trajectoire collective » (Carricaburu, 1999). Nous intégrons à cette recherche l’étude de la mise en forme de l’obésité effectuée historiquement par la médecine et les politiques de santé publique constituant les conditions de gestion, communes aux différents acteurs et influençant les interactions sur la scène médicale. En s’inspirant du courant des Fat studies, ce travail a permis de saisir la corpulence comme une nouvelle variable permettant d’analyser sous un angle sociologique novateur, à la fois les discours, les pratiques et l’organisation sociale. Ce travail s’appuie sur une enquête qualitative mixte et multi-située : une analyse de corpus de discours médicaux et de santé publique, 38 entretiens semi-directifs avec des professionnels spécialisés dans l’éducation thérapeutique de l’adolescent en obésité (endocrinologue, nutritionniste, infirmière, éducateur médico-sportif, psychologue, etc.), 21 entretiens biographiques auprès d’adolescents et parents ainsi qu’une centaine d’observations au sein de programmes d’ETP (centres spécialisés, centres hospitaliers et réseaux de santé)Our study reports on how inequality and stigmatization may be visible, constructed and intertwined throughout the trajectory of obese adolescents enrolled in a therapeutic patient education program (TPE). We are helping to provide a new perspective on the issue of implementation and reception of medical norms transmitted during TPE programs by adopting an analysis in terms of disease "trajectories" to analyze different points of view: professionals, adolescents and parents. The study of social interactions involved in social relations, especially class and gender, is honored and allows us to focus on the social dimension of behaviors. We question the differences between the expected or prescribed roles and the roles actually adopted, the strategies of negotiation or resistance between the actors in order to bring out the normative expectations that affect the patients to the point of sometimes revealing a symbolic violence. We also adopt a sociohistorical approach with the aim of retracing the path of norms, by proposing an extension of the notion of "trajectory of illness" by that of "collective trajectory" (Carricaburu, 1999). We include in this research the study of obesity shaping historically conducted by medicine and public health policies that constitute the management conditions, common to the different actors and influencing interactions on the medical scene. Based on the Fat studies perspective, this work made it possible to understand corpulence as a new variable allowing an innovative sociological analysis of discourses, practices and social organization. This work is based on a mixed and multi-site qualitative survey: an analysis of corpus of medical and public health discourse, 38 semi-directive interviews with professionals specialized in the therapeutic education of adolescent obesity (endocrinologist, nutritionist, nurse, sports medicine educator, psychologist, etc.), 21 biographical interviews with adolescents and parents, as well as about 100 observations within FTE programs (specialized centers, hospital centers and health networks)
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Boulet, Elsa. "Espaces et temps de la "production d'enfants" : sociologie des grossesses ordinaires." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2034.
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Cette thèse propose de problématiser la grossesse comme un travail des femmes encadré par des institutions et façonné par les rapports sociaux de genre, de classe, et de race. L’analyse est basée sur une enquête par entretiens auprès de femmes enceintes et de leurs conjoints, et par observations dans deux maternités hospitalières (Île-de-France, 2014-2017). Cette thèse montre que la survenue des grossesses est encadrée par une norme conjugale, qui se décline selon des scripts conjugaux ; elle souligne également que le « bon moment » (la norme procréative) pour avoir un enfant varie selon les trajectoires et les positions sociales des femmes et de leurs conjoints. Elle interroge la manière dont l’encadrement étatique et médical des grossesses définit une temporalité spécifique de la gestation et met les femmes enceintes au travail de patiente. Le soin s’étend à l’espace et au temps domestiques dans la mesure où les femmes enceintes sont incitées à modifier leur vie quotidienne pour prévenir les risques. La division genrée du travail ménager et parental n’est modifiée que marginalement à l’occasion de la grossesse, tandis que la préparation de l’accueil d’un nouveau-né s’ajoute pour les femmes aux tâches habituelles. Dans l’espace du travail salarié, les grossesses apparaissent comme clandestines, à la fois illégitimes et ignorées. Elles jouent un rôle de révélateur vis-à-vis du salariat, en mettant en lumière l’extension du temps de travail, la pénibilité et les risques professionnelsThis dissertation seeks to problematize pregnancy as women’s work, regulated by institutions and shaped by gender, class and race. The analysis is based on interviews with pregnant women and their partners, and on observations conducted in two maternity wards (Île-de-France, 2014-2017). The dissertation shows that pregnancies are structured by a conjugal norm, which can be broken down according to conjugal scripts; it also highlights that the “right moment” (the procreative norm) to have a baby varies according to the trajectories and the social positions of women and their partners. It examines the role played by state and medical regulation in defining a specific temporality for gestation and in assigning pregnant women patient work. This work extends to the domestic space and temporality insofar as pregnant women are encouraged to modify their daily routines in order to minimize risks. The gendered division of domestic labor is only marginally altered during pregnancy, whereas the preparation for the arrival of the baby is taken on by women in addition to their ordinary tasks. In the context of salaried work, pregnancies appear only covertly, both illegitimate and ignored. Ordinary pregnancies reveal dimensions of wage-labor that are normally hidden, drawing attention to long and onerous work hours and occupational hazards
Esta tesis propone problematizar el embarazo como un trabajo de las mujeres enmarcado por las instituciones y moldeado por las relaciones sociales de género, clase y raza. El análisis se basa en una investigación mediante entrevistas a mujeres embarazadas y a sus cónyuges, y en observaciones realizadas en dos centros hospitalarios (Île-de-France, 2014-2017). La tesis muestra que la aparición de los embarazos se enmarca en una norma conyugal, la cual se declina en función de distintos guiones conyugales; asimismo, la tesis destaca que el “momento idóneo” (la norma procreativa) para tener un/a hijo/a varía según las trayectorias y las posiciones sociales de las mujeres y sus parejas. La tesis examina la forma en que la gestión estatal y médica de los embarazos define una temporalidad específica de la gestación y pone a las mujeres embarazadas en el trabajo de paciente. Los cuidados se extienden al espacio y al tiempo domésticos en la medida en que se incita a las mujeres embarazadas a modificar su vida cotidiana para prevenir riesgos. Mientras que el embarazo modifica sólo marginalmente la división sexual del trabajo doméstico, la preparación de la acogida del recién nacido se añade a las tareas habituales de las mujeres. En el marco del empleo asalariado, los embarazos surgen como clandestinos, a la par ilegítimos e ignorados. Estos juegan un papel revelador para el asalariado, destacando la extensión del tiempo de trabajo, la penosidad y los riesgos laborales
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Ancian, Julie. "Des grossesses catastrophiques. Une sociologie des logiques reproductives dans les mises en récit judiciaires et biographiques de néonaticide." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH123.
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Le terme d’infanticide recouvre des homicides divers, souvent appréhendés de manière indifférenciée. Parmi eux, le néonaticide désigne le meurtre d’un nouveau-né dans les vingt-quatre heures qui suivent sa naissance. Dans les pays connaissant une forte diffusion de la contraception et de l’accès à l’avortement, cette conduite – anciennement associée à un mode de régulation des naissances – est devenue marginale. Cette recherche propose une approche sociologique de la pratique du néonaticide fondée sur ses mises en récits par la justice et par les auteures elles-mêmes en France (2005-2015). L’enquête a permis de conduire des séries d’entretiens approfondis avec cinq femmes jugées pour ces faits et d’observer cinq procès en cour d’assises. Ces matériaux ont été complétés par des entretiens avec des avocat·e·s et magistrat·e·s, des dossiers judiciaires et un corpus d’articles de presse portant sur 75 affaires jugées sur la même période. Les récits judiciaires dévoilent la prégnance d’une approche essentialiste de la maternité et de la procréation qui pèse sur les efforts de mise en intelligibilité déployés par les professionnel·le·s. L’analyse des parcours de ces femmes, de leurs processus de socialisation, de leurs situations conjugales et familiales et de leurs ressources, permet d’identifier les obstacles rencontrés pour mettre en œuvre une contraception efficace ou accéder à l’IVG. En appréhendant le néonaticide comme l’ultime moyen d’éviter une naissance jugée catastrophique, cette étude s’éloigne de la lecture individualisante imposée par le traitement judiciaire et documente l’agentivité reproductive des femmesThe term infanticide covers diverse realities too long understood in an undifferentiated way. Among them, neonaticide refers to the murder of a newborn within twenty-four hours of birth. In countries with a high access to contraception and abortion, this behavior – formerly associated with birth control – has become marginal. This research proposes a sociological approach to the practice of neonaticide based on its narratives by the courtrooms and by the authors themselves in France (2005-2015). The investigation led to a series of in-depth interviews with five women prosecuted for these acts and to observe five trials in criminal courts. These materials were supplemented by interviews with lawyers and magistrates, court files and a corpus of press articles covering 75 cases judged over the same period. Courtrooms narratives reveal the essentialist approach to motherhood and procreation, which weighs on the intelligibility efforts made by professionals. The analysis of women's life stories, their socialization processes, their intimate partner and family situations and their resources, makes it possible to identify the obstacles encountered in implementing effective contraception or accessing abortion. By apprehending neonaticide as the ultimate means to avoid a birth deemed catastrophic, this study moves away from the individualizing interpretation imposed by the judicial treatment and documents the reproductive agency of women
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Östergren, Olof. "Understanding the Educational Gradient in Mortality." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146655.
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There is a positive association between education and longevity. Individuals with a university degree tend to live longer than high school graduates who, in turn, live longer than those with compulsory education. These differences are neither larger nor smaller in Sweden than in other European countries, despite its ambitious welfare-state policies. Furthermore, educational differences in longevity are growing, especially among women. In this thesis I look at the structural, individual and behavioral processes which generate and maintain the educational gradient in mortality. This is done by compiling theoretical insights and empirical research from a range of scientific disciplines. In doing so, this thesis aims to contribute to a more comprehensive understanding of the educational gradient in mortality. Several factors contribute to the association between education and health. Social and biological processes initiated in early life influence both educational achievement and adult health. Education helps individuals become more effective as agents by fostering generic skills such as information-gathering and decision-making. This aspect of education, learned effectiveness, promotes control and health regardless of available resources and prevailing conditions. Education thus has a direct influence on health. Education also indirectly influences health by giving access to better occupational positions and higher incomes, as well as by promoting social capital and healthy habits. The empirical section of the thesis consists of four separate quantitative studies using register data. Three of the studies use Swedish national register data while one uses register data from 18 European populations. The results indicate that widening income inequalities in mortality have contributed to a widening of educational inequalities in mortality, since education is a determinant of income. Both alcohol and smoking contribute to educational inequalities in longevity, but smoking has played an especially pronounced role in the widening of inequalities among women. Smoking represents a significant part of the explanation as to why women with low education have experienced smaller gains in life expectancy than the rest of the population. The results also indicate that the general trend towards more well-educated populations has contributed to the widening educational inequalities in mortality in Europe and that education is a stronger predictor of mortality among low income-earners than among the rest of the population.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
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Jacobs, Michelle Renee. "FRAMING PSEUDO-INDIAN MASCOTS: THE CASE OF CLEVELAND." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1195261761.
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Thesis (M.A.)--Kent State University, 2007.Title from PDF t.p. (viewed June 26, 2008). Advisor: Elaine J. Hall. Keywords: Indian mascots; Racial inequalities; Framing; Content analysis. Includes bibliographical references (p. 111-124).
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Ramel, Viviane. "Les technologies numériques en santé face aux inégalités sociales et territoriales : une sociologie de l’action publique comparée." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0053.
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Les liens entre santé numérique et inégalités sociales et territoriales sont rarement étudiés. Sur ces deux marqueurs des systèmes de santé et sur le couplage numérique-inégalités, les politiques des systèmes de santé occidentaux ont encore moins fait l’objet d’étude, malgré les injonctions internationales à adopter des stratégies de « santé (et d’équité) dans toutes les politiques ». Cette thèse a étudié l’action des gouvernements et des autres acteurs impliqués sur ce couplage numérique-inégalités. Ancrée dans la recherche interventionnelle et en science politique, elle s’appuie sur une méthodologie principalement qualitative de sociologie de l’action publique. L’analyse comparée de l’action publique entre infra-territoires de quatre pays (France, Canada, Espagne et Angleterre), depuis 2015, repose sur l’étude documentaire (sources officielles et de parties prenantes) et sur des entretiens auprès d’acteurs clés des champs du numérique et des inégalités sociales de santé. La politique de numérisation de la santé s’est institutionnalisée à divers degrés, dans les quatre pays étudiés. En revanche, l’équité dans la santé numérique n’a pas été placée à l’agenda des priorités politiques, malgré le constat du potentiel de la santé numérique à accroître les inégalités d’accès, de compréhension et d’appropriation des TIC. Dans les quatre territoires, quand elle est (rarement) abordée, l’inclusion numérique l’est via une combinaison d’instruments et de groupes d’acteurs de divers forums qui coproduisent des interventions publiques sur le numérique, les inégalités et l’inclusion numérique. Chaque mode d’instrumentation de l’action publique varie selon les territoires et est affecté par les institutions locales existantes, les intérêts et les perceptions des acteurs à leur sujet. Cette thèse propose un cadre conceptuel pour l'action publique et la mise en œuvre des politiques en matière de santé numérique et d'équité dans quatre territoires. Elle a été conçue pour fournir des clés d’analyse de politiques dans d'autres contextes et pour suggérer des stratégies qui pourraient être mises en œuvre sur le terrainThe link between digital health and equity is seldom studied, even less are the policies which tackle both issues, and this despite governments being urged to implement health-and-equity-in-all-policies strategies. This thesis has studied whether and how governments and health systems’ stakeholders address this linkage. Specifically, this piece of population health interventional and political science research has been based upon a qualitative study design and comparative public policy analysis of territories from four countries (France, Canada, Spain & England) since 2015. Data were gathered from official and various stakeholders’ documents and through interviews with key stakeholders in e-health and health equity fields. Digital health policy has been institutionalized to varying degrees in the four so-called developed countries focussed on. However, equity in digital health issue has not been placed on the political agenda, although it is acknowledged that digital health use can increase social health inequalities (SHI), in terms of unfair access, use, understanding and adoption of technologies. In the four territories, when (rarely) dealt with, digital inclusion is tackled through a set of instruments, by actors involved in several fora which coproduce public interventions on digital health, SHI and digital inclusion. Each mode of instrumentation of public action is affected by previous local institutions, along with actors’ interests and preconceptions about the issues involved. Our study proposes a conceptual framework for public action and policy implementation as regards digital health and equity in four territories. This study has been designed to be useful for analyzing policies in other settings and for suggesting strategies that could be directly implemented in the field
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Melo, Ariana Cavalcante de. "Hoje em dia só engravida quem quiser? : mulheres, reprodução e desigualdades nos serviços públicos de saúde em Maceió-AL." Universidade Federal de Alagoas, 2011. http://repositorio.ufal.br/handle/riufal/988.
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This dissertation has as general objective discuss the meanings and practices related to reproduction, with special interest in the way women interpret and experience these discourses. Adopting the Sociology and Health Anthropology perspective, this research started from the understanding that reproduction is a social phenomenon whose meanings are constructed throughout history and from values and cultural beliefs that change continuously. The research data were obtained with ethnography support and started at a public health unit that integrates the basic care level in the city of Maceió-AL. The informants were women seeking reproductive health services and professionals working with this demand. As a result, a context permeated by inadequacies of public health assistance was registered, highlighting the SUS representation as a health plan focused on the poor, whose impasses reproduce inequalities. The relationship between professionals and users is marked by tensions and conflicts arising largely from dissatisfactions on the structure provided by the public health system. This context of limited rights further accentuates the difficulties women experience in their reproductive lives. Continuing, there was a register of traditional gender perspectives that set reproduction as a mainly female responsibility. In this field, it was also identified the gap between biomedical language and users beliefs and knowledge, creating distrust and criticism of women. In general, the data indicate the importance of actions that are committed to promoting the autonomy of women, giving space for the choices and the female diversity, building therefore a citizenship based on activities that question the deterministic and traditional views of gender.Fundação de Amparo a Pesquisa do Estado de Alagoas
Esta dissertação tem o objetivo geral de discutir as práticas e sentidos relacionados à reprodução, com especial interesse na maneira como as mulheres interpretam e vivenciam estes discursos. Adotando a perspectiva da Sociologia e da Antropologia da Saúde, parte-se do entendimento que a reprodução é um fenômeno social cujos significados são construídos ao longo da história e a partir de crenças e valores culturais que se modificam continuadamente. Para a obtenção dos dados, a pesquisa contou com o auxílio da etnografia e teve como ponto de partida uma unidade pública de saúde que integra o nível de atenção básica no município de Maceió-AL. As informantes foram mulheres que buscam serviços de saúde reprodutiva e profissionais que trabalham com esta demanda. Como resultado, registrou-se um contexto permeado por insuficiências da assistência pública à saúde, onde se destacou a representação do SUS como sendo um plano de saúde voltado para o pobre, cujos impasses reproduzem desigualdades. A relação entre profissionais e usuárias é demarcada por tensões e conflitos decorrentes, em grande medida, das insatisfações diante da estrutura disponibilizada pelo sistema público de saúde. Este contexto de direitos limitados acentua ainda mais as dificuldades que as mulheres vivenciam em suas vidas reprodutivas. Em continuidade, houve o registro de perspectivas tradicionais de gênero que configuram a reprodução como uma responsabilidade predominantemente voltada para o feminino. Neste campo, identificou-se também o distanciamento entre a linguagem biomédica e as crenças e saberes das usuárias, gerando desconfianças e críticas de mulheres. De maneira geral, os dados apontam para a importância de existirem ações que estejam comprometidas com promoção da autonomia de mulheres, conferindo espaços para as escolhas e para a diversidade do feminino, construindo assim uma cidadania pautada em atividades que questionem as visões deterministas e tradicionais de gênero.
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Silva, Edvaldo Pereira da. "Limites e possibilidades de contribuição aos processos de integração regional, de-senvolvimento local e combate às desigualdades pelo Instituto Federal de Educação, Ciência e Tecnologia." Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5978.
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O tema desta tese são os Institutos Federais, localizados na Região Norte do Brasil, como ato-res sociais executores da política pública de educação profissional. O objetivo foi contribuir para a compreensão do processo social de constituição dessas instituições, a partir da identifi-cação dos limites e possibilidades de sua contribuição para a integração regional, o desenvol-vimento local e o combate às desigualdades, em decorrência da pertinência de sua definição legal e dos efeitos práticos de sua ação social. Levando em consideração as condições estrutu-rais e de funcionamento dessas instituições, o estudo pretendeu investigar se elas podem real-mente corresponder às expectativas geradas em torno de sua criação, segundo a percepção de seus gestores. A partir da contextualização da educação profissional no país e da Rede Federal na Região Norte, contrasta os pressupostos de criação, objetivos e finalidades dessas institui-ções com as condições estruturais de seus processos de implantação e a realidade concreta em que estão inseridas. O problema investigado coloca em evidencia, junto aos gestores, o questi-onamento se essas instituições podem realmente atender às expectativas delineadas para sua função social, segundo os pressupostos da lei 11.892/08, e como podem fazê-lo. A fundamen-tação teórica buscou referências que, reconhecendo a diversidade dos contextos sociais e a complexidade das relações, dimensões e fatores inerentes à estruturação e à organização da vida em sociedade, permitam sustentar os argumentos e considerações acerca dos Institutos Federais e de suas ações. Assim, a complexidade e diversidade das questões envolvidas na si-tuação-problema e a própria dinâmica do contexto social puderam ser consideradas na ampli-tude de suas extensões, como variáveis que tanto podem ser influenciadas, quanto influenciar na dinâmica de funcionamento dessas instituições. Como procedimento metodológico foram selecionados três Institutos, como casos a serem estudados. Os dados foram coletados por meio da aplicação de questionário e realização de entrevista, sistematizados e considerados, segundo os procedimentos da análise de conteúdo. Nas considerações finais, é feito o reco-nhecimento das limitações deste estudo, consciente de que o assunto não foi esgotado, mas com a convicção de que os objetivos propostos foram alcançados, permitindo respostas consis-tentes à situação-problema. Chega-se à conclusão de que, entre as disposições legais e o dis-curso oficial, há um dilema posto para os Institutos Federais, em relação aos sentidos de sua função social: ou agem como escolas obedientes e atendem, em seus processos formativos, às demandas do processo produtivo, ou redimensionam suas ações e focalizam nas perspectivas do desenvolvimento humano. Nesse contexto, a possibilidade de realizar impactos sociais pe-los Institutos Federais é relativa, dependendo dos sentidos das ações de seus agentes sociais e da reciprocidade nos contextos interno e externo. O tema desta tese continua em aberto, pro-pício à realização de outros trabalhos, inclusive, com a participação de atores sociais ainda não considerados.
The theme of this thesis are Federal institutions located in the northern region of Brazil, as so-cial actors executors of public policy professional education. The objective was to contribute to the understanding of the social process of establishment of such institutions, from the iden-tification of the limits and possibilities of its contribution to regional integration, local devel-opment and the fight against inequality, due to the relevance of its legal definition and the practical effects of its social action. Taking into account the structural conditions and func-tioning of such institutions, the study sought to investigate whether they can actually meet the expectations generated around its creation, according to the perception of their managers. From the context of professional education in the country and the Federal Network in the North, contrasts the assumptions, goals and purposes of these institutions with the structural conditions of their deployment processes and the reality in which they are inserted. The prob-lem investigated puts in evidence among the managers, questioning whether these institutions can really meet the expectations outlined for its social function according to the assumptions of the 11.892/08 law and how they can do it. The theoretical foundation sought references that, recognizing the diversity of social contexts and the complexity of the relationships, di-mensions and factors involved in the structuring and organization of life in society, may sup-port the arguments and considerations of Federal Institutions and their actions. Thus, the complexity and diversity of the issues involved in the problem situation and the dynamics of the social context might be considered in the amplitude of their extensions, as variables that can be influenced, how much influence the dynamics of functioning of such institutions. As methodological procedure three institutes were selected as cases to be studied, the data were collected through questionnaires and conducting interview, systemized and considered in ac-cordance with the procedures of content analysis. In the final considerations is the recognition of the limitations of this study, aware that the subject was not exhausted, but with the convic-tion that the goals were achieved, enabling consistent answers to the problem situation. One arrives at the conclusion that, between the legal provisions and the official discourse there is a dilemma for the Federal Institutes in relation to the senses of its social function, or act as obe-dient and schools meet in their formative processes demands of the productive process, or resize your actions and focus on human development perspectives. In this context, the possi-bility of fulfilling the social function of the Federal Institutes is relative, depending on the di-rections of their social agents and reciprocity, in internal and external contexts. The theme of this thesis is still open, conducive to the realization of other works, including with the partici-pation of social actors have not yet considered.
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Ichou, Mathieu. "Les origines des inégalités scolaires : contribution à l’étude des trajectoires scolaires des enfants d’immigrés en France et en Angleterre." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0045.
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Rompant avec l’association réductrice entre les enfants d’immigrés et l’échec scolaire, l’objectif de cette recherche est de décrire et d’expliquer la diversité des trajectoires scolaires des enfants d’immigrés en France et en Angleterre. C’est en concevant la migration comme une discontinuité dans la socialisation des immigrés et en insistant sur les ressources transmises aux enfants dans la famille, l’entourage et à l’école que j’interroge mon matériau empirique constitué de plusieurs enquêtes statistiques de grande ampleur et de près d’une centaine d’entretiens biographiques dans les deux pays. Je décris la morphologie des hiérarchies scolaires en France et en Angleterre et examine la position des différents groupes d’enfants d’immigrés et de natifs en leur sein. Les analyses empiriques montrent l’intérêt d’étudier la diversité des groupes d’enfants d’immigrés, tant l’hétérogénéité scolaire de la « deuxième génération » est forte. L’étude statistique et qualitative des expériences et propriétés sociales pré-migratoire des parents, ainsi que de divers processus de socialisation dans la société d’immigration, permet de rendre compte de cette hétérogénéité scolaire. Au total, cette thèse confirme la légitimité d’analyses sociologiques reposant sur la position sociale et les ressources qui y sont liées pour expliquer les trajectoires scolaires des enfants d’immigrés, à la condition expresse que position et ressources soient redéfinies pour prendre en compte la double condition des parents : émigrés du pays d’origine et immigrés dans la société dans laquelle leurs enfants sont scolarisésBreaking with the simplistic link between children of immigrants and academic underachievement, I aim at describing and explaining the diverse academic trajectories of children of immigrants in France and England. As my main analytical framework, I conceive of migration as a discontinuity in the socialization of immigrants and emphasize the resources passed on to children within their families, communities and schools. My empirical sources consist of several large-scale quantitative surveys and nearly a hundred biographical interviews in both countries. I describe the shape of academic hierarchies in France and England, and examine the position of different groups of children of immigrants and natives within them. This empirical analysis shows the great magnitude of academic heterogeneity within the “second generation”. Statistical and qualitative analyses of the pre-migration experiences and social characteristics of immigrant parents, as well as the study of various socialization processes in the destination society, can help explain this academic heterogeneity. Overall, this research lends support to sociological analyses based on immigrants’ social position and related resources to explain the academic trajectories of their children, on the condition that these positions and resources be redefined to take into account the double status of parents as emigrants from their country of origin and immigrants in the society in which their children attend school
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Oliveira, Antonia Aleksandra Mendes. "Na terra da luz: O sol nasce para todos, mas a sombra à para poucos. Projetos de vida e campo de possibilidades de jovens das classes populares â Fortaleza â CE." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18340.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃEste trabalho à resultado de uma pesquisa sobre os percursos de vida e as perspectivas de futuro de estudantes do 3 ano do ensino mÃdio da Escola ParÃquia da Paz, instituiÃÃo pÃblica estadual, localizada no bairro Aldeota, em Fortaleza - CearÃ. Procura-se conhecer as intenÃÃes, anseios, e, por conseguinte, dificuldades e possibilidades que os sujeitos tÃm, considerando suas trajetÃrias pessoais e suas experiÃncias escolares. Procura-se conhecer como sÃo elaboradas as estratÃgias para realizaÃÃo de seus propÃsitos de vida em seus cotidianos, a partir da socializaÃÃo que vivenciaram em suas realidades concretas. Para pensar o campo de possibilidades desses jovens, enquanto cenÃrio possÃvel e moldÃvel em que se està inserido, discutem-se, à luz de diferentes autores, diversas categorias de suporte, tais como desigualdades sociais e escolares, acumulaÃÃo do privilÃgio cultural, marginalizaÃÃo e ocultaÃÃo de saberes e prÃticas sociais, currÃculo, inteligÃncia, dom individual e mÃrito pessoal. As ponderaÃÃes aqui traÃadas sÃo frutos de reflexÃes, estudos teÃricos e empÃricos, que revelam o desafio que à romper com as circunscritas oportunidades reservadas aos jovens e adultos das camadas populares. As chances de consumaÃÃo dos projetos ou propÃsitos de vida, escolares ou profissionais, para os menos abastados, sÃo escassas e contundentes. Considerando que o prÃprio sistema social e escolar filtra e classifica desigualmente, a pesquisa se propÃe a desnaturalizaÃÃo das definiÃÃes de sucesso e fracasso de vida, expressas pelas hierarquias de saberes e prÃticas arregimentadas socialmente, como escolha ou competÃncia individual.
This work is a result of a research about the lifeâs ways and the future perspectives of the students of the third year of high school at the ParÃquia da Paz School, public state institution, located in Aldeota neighborhood, in Fortaleza-CearÃ. I research the studentâs intentions, aspirations, and further, their difficulties and possibilities, considering their personal path and scholar experiences. I try to know how the strategies for achieving their life purposes in their daily lives are elaborated, from the socialization that they experienced in their concrete realities. To think about the field of possibilities of these youths, I discuss from the ideas of different authors, several support categories, such as social and scholar differences, cultural privileges accumulation, marginalization and concealment of knowledge and social practices, curriculum, intelligence, individual gift and personal merit. The considerations outlined here are made thought reflections, theoretical and empirical studies, which show the challenge of breaking with the circumscribe opportunities reserved to the youths and adults of popular classes. The chances of consummation of studentâs project or purposes of life, professional or educational to the poorest people are scarce and pointed. Considering that the own social and educational system filter and classify in a unequal way, the research propound the denaturalization of the definitions of success and failure in life, express by the hierarchies of knowledge and practice that are regimented socially as individual choice or competence.
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Pereira, Sandra Regina Soares. "As desigualdades sociais e o acesso ao ensino superior: o que pensam os beneficiários do ProUni." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/19924.
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Sandra Regina Soares Pereira.pdf: 1269959 bytes, checksum: 84767b03b602caae9114eeb0c205b3ff (MD5)Made available in DSpace on 2017-04-03T12:56:41Z (GMT). No. of bitstreams: 1 Sandra Regina Soares Pereira.pdf: 1269959 bytes, checksum: 84767b03b602caae9114eeb0c205b3ff (MD5) Previous issue date: 2017-03-20
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research aimed to know what students who participate in the experience of beneficiaries of an affirmative action program, Universidade para Todos (Program University for All – ProUni), think about this program of social inclusion to higher education. For a better understanding of the reality of those who use the ProUni scholarship, a brief history of higher education has been necessary since the time when Brazil was colonized until the present day, whose trajectory privileged the ruling class, and culminated with the increase of the private institutions to the detriment of the public ones. Investigating social inequalities as a consequence of permanent and unfair distribution of income that affects the country collaborated to justify the need for public policies that enable the economically disadvantaged class access to higher education. Through a semistructured interview, five students of the last semester of the nocturnal course of Pedagogy, of a private university of the west zone of São Paulo, gave testimonies that made possible to establish categories for Content Analysis. Contributed to the accomplishment of this research the consultation to several authors, such as Afrânio Mendes Catani; Alípio Márcio Dias Casali and Maria José Viana Marinho Mattos; Ana Mercês Bahia Bock; Antonio Carlos Caruso Ronca; Cristiane Pereira de Melo Oliveira; Dermeval Saviani; Júlio César Godoy Bertolin and Cristina Firenze; Ligia Carvalho Aboes Vercelli; Luiz Fernandes Dourado; Maria Laura Puglisi Barbosa Franco; Marta Arretche; Mitsuko Aparecida Makino Antunes; Otaíza de Oliveira Romanelli and Paulo Freire, among others. The research was developed from the following themes: origin and family situation of the students interviewed, the parents’ vision about the University’s daughter, social context of the students, their basic schooling, their leisure routines, personal changes they had during the course, difficulties and prejudices they faced during graduation, positive and negative points of ProUni, the representation of the Pprogram in their lives and career prospects upon completion of the course. The analysis of the above mentioned subjects led to the conclusion that the students belong to the economically disadvantaged class, coming from families that value studies, although, due to several difficulties they have low schooling. And those students consider ProUni a program that, in addition to allowing access and permanence to higher education, also promotes deep personal, professional and social changes to the economically disadvantaged class
Esta pesquisa teve como objetivo conhecer o que os alunos que participam da experiência de serem beneficiários de um programa de ação afirmativa, o Programa Universidade para Todos (ProUni), pensam sobre esse programa de inclusão social à educação superior. Para maior compreensão da realidade daqueles que utilizam a bolsa ProUni, fez-se necessário um breve histórico do ensino superior, desde a época do Brasil Colônia até os dias atuais, cuja trajetória privilegiou a classe dominante e culminou no aumento das instituições privadas em detrimento das públicas. Investigar as desigualdades sociais como consequência da permanente e injusta distribuição de renda que acomete o país colaborou para justificar a necessidade de políticas públicas que viabilizem o acesso ao ensino superior para a classe menos favorecida economicamente. Por meio de entrevista semiestruturada, cinco alunas do último semestre do curso de Pedagogia noturno de uma universidade privada da zona oeste de São Paulo prestaram depoimentos que possibilitaram estabelecer categorias para a Análise de Conteúdo. Contribuiu para a realização desta pesquisa a consulta a diversos autores, entre eles Afrânio Mendes Catani; Alípio Márcio Dias Casali e Maria José Viana M. Mattos; Ana Mercês Bahia Bock; Antonio Carlos Caruso Ronca; Cristiane Pereira de Melo Oliveira; Dermeval Saviani; Júlio César Godoy Bertolin e Cristina Firenze; Ligia Carvalho Aboes Vercelli; Luiz Fernandes Dourado; Maria Laura Puglisi Barbosa Franco; Marta Arretche; Mitsuko Aparecida Makino Antunes; Otaíza de Oliveira Romanelli e Paulo Freire. A investigação se desenvolveu a partir dos seguintes temas: origem e situação familiar das alunas entrevistadas, visão dos pais em relação à filha universitária, contexto social das alunas, sua escolarização básica, suas rotinas de lazer, mudanças pessoais que obtiveram no transcorrer do curso, dificuldades e preconceitos que enfrentaram durante a graduação, pontos positivos e negativos do ProUni, representação do programa em suas vidas e perspectivas profissionais ao concluírem o curso. A análise dos temas acima citados conduziu à conclusão de que as alunas pertencem à classe menos favorecida economicamente, sendo oriundas de famílias que valorizam os estudos, embora, por diversas dificuldades, tenham baixa escolarização; e que as alunas consideram o ProUni um programa que, além de permitir o acesso e a permanência no ensino superior, promove mudanças pessoais, profissionais e sociais profundas para a classe desfavorecida economicamente
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Fautras, Mathilde. "La terre entre racines, épargnes et spéculations : appropriations foncières et recompositions de l’espace rural de Regueb (Tunisie)." Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100137.
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Cette thèse interroge la recomposition des espaces ruraux tunisiens sous l’angle des appropriations foncières, à partir du cas de la région de Regueb. À travers une enquête in situ alliant observations, questionnaires et entretiens, l’étude se focalise sur l’évolution des usages de la terre et des faisceaux de pouvoirs (accès, gestion, vente) des exploitants agricoles. Cette démarche permet de saisir comment cette évolution influence l’agencement de l’espace rural, et comment elle est modelée en retour par ce dernier. Nos données soulignent la diversité croissante des logiques d’exploitation (paysanne, entrepreneuriale, spéculative) et les inégalités socio-économiques entre exploitants. Cette différenciation résulte en partie des politiques publiques mises en place depuis l’introduction de l’économie capitaliste coloniale (fin 19e siècle). L’individualisation de la propriété et la marchandisation de la terre ont érodé la sécurité sociale présente dans l’ancien territoire tribal collectif, exposant les propriétaires à l’instabilité du marché et à une précarisation foncière. Les paysans sont tentés d’un côté de vendre leur terre dans une logique marchande, et de l’autre de la conserver dans une logique symbolique et de sécurisation du capital. La précarisation foncière tient aussi à la pression multiforme du marché foncier et aux inégalités d’accès aux principales ressources (financement agricole, eau, marché). En dépit des stratégies qu’ils déploient, les paysans demeurent soumis à de fortes contraintes. L’étude de cette situation apporte un nouvel éclairage sur les contestations sociales qui ont marqué la région depuis 2010 et ont conduit au départ du Président Ben Ali en 2011This Ph.D. dissertation examines the changes in the Tunisian rural areas from the perspective of land appropriation in the region of Regueb as a case study. Through an in situ investigation combining observations, questionnaires and interviews, the study focuses on the evolution of the land uses and the bundles of powers (access, management, sales) endowed by the farmers. This approach makes it possible to understand how this evolution both impacts the organisation of the rural space and how it is a consequence of it. Our data underlines the growing diversity of the farmers’ logic (peasant, entrepreneurial, speculative) and the social and economic inequalities between the farmers. This process is a result of the public policies that were enforced at the start of the colonial capitalist economy (end of the 19th century). The individualization of ownership and the land commodification have weakened the social security that used to exist at the time of the old common tribal territory, exposing the owners to the instability of the market and land precariousness. On the one hand, peasants are tempted to sell their land in an entrepreneurial way; on the other hand, they are willing to keep it for its symbolic value and as a securing capital. This precariousness is also fed by the multifaceted pressure of the land market and by the inequalities of access to the principal resources (money, water, market). In spite of the strategies they use, peasants face huge constraints. This study brings new light on the social contests that have been affecting the region since 2010 and contributed to the departure of President Ben Ali leave in 2011
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Melki, Sandrine. "Être femme à Beyrouth : perspectives spatiales dans quatre quartiers de la ville." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL154.
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Nous traitons une entrée spécifique des disparités et des évolutions sociales - celle reliées au genre - dans son effet sur la dynamique spatiale urbaine au Liban. Notre recherche se base sur une étude de cas de quatre quartiers diversifiés du Grand Beyrouth (Hamra, Sassine, Bourj Hammoud, Zalqa), tout en mettant l’accent sur le rôle des femmes en tant qu’usagères ou productrices dans leur expérience de l’espace et leur implication dans la matière urbaine. Les temps actuels ont permis certains changements radicaux relatifs aux rôles urbains et sociaux de genres, face à une réalité préalablement stagnante. Malgré ce changement de rôles, nous continuons à vivre dans un modèle de planification urbaine hérité du passé, convenant aux anciens rôles préconisés, mais aussi dans une structure sociale largement dominée par le patriarcat. L’approche d’un tel sujet est relativement nouvelle à l’échelle mondiale, mais surtout pour un pays arabe comme le LibanIn our research, we study a specific entry of disparities and social evolutions - one related to gender - in its effect on urban spatial dynamics in Lebanon. Our work is based on a case study of four different neighborhoods in Greater Beirut (Hamra, Sassine, Bourj Hammoud, Zalqa), while focusing on the role of women as users or producers in their experience of space and their implication in urban matter. Currently, radical changes in urban and social gender roles have affected space, in face of a previously stagnant reality. Despite these changes, inhabitants continue to live in an inherited model of urban planning, adapted to the old roles, but also in a social structure largely dominated by patriarchy. The approach of such subject is relatively new on a world scale, but especially for an Arab country like Lebanon
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Brederode, Marion van. "Savoirs scientifiques, malentendus et inégalités sociales à l'école : les formes disciplinaires des SVT en 6ème." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080108/document.
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Cette thèse s’intéresse aux processus de construction des inégalités scolaires dans la discipline d’enseignement des Sciences de la Vie et de la Terre (SVT), généralement moins soupçonnée que d’autres d’y participer. Elle s’appuie sur les travaux de didactique qui postulent que les savoirs scientifiques proposés en classe doivent être fondés en raison pour mettre au jour la façon dont les formes disciplinaires des SVT, rencontrées par les élèves en 6ème, peuvent participer à produire passivement et activement des apprentissages inégaux et ainsi, conduire les élèves à produire des consciences disciplinaires de pertinence inégale. Une analyse qualitative de textes officiels et de manuels de SVT depuis 1958 permet de mettre au jour les évolutions de la forme disciplinaire à enseigner. Cette dernière s’adresse aujourd’hui à un élève autonome qui doit construire, par lui-même, des savoirs permettant de comprendre des phénomènes biologiques. Ces évolutions rendent l’accès aux savoirs scientifiques difficile pour les élèves qui n’ont que l’école pour y parvenir. Cette approche socio-historique est complétée par une étude synchronique visant à comparer les formes disciplinaires enseignées dans des établissements socialement contrastés. Elles sont analysées quantitativement à partir de la trace qu’elles laissent dans les cahiers des élèves. Selon les contextes, les formes ne sollicitent pas les mêmes types de savoirs, d’opérations de pensée et d’écrits. Ces sollicitations différentielles semblent ainsi participer activement à l’inégale appréhension par les élèves des spécificités de la discipline SVTThis thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences
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Jardin, Antoine. "Voter dans les quartiers populaires : dynamiques électorales comparées des agglomérations de Paris, Madrid et Birmingham." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0041/document.
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Cette thèse porte sur l’évolution de la participation électorale des habitants des quartiers populaires depuis 1999. En France, après les émeutes de 2005, ces quartiers ont été marqués par une forte hausse de l’inscription et de la participation lors de l’élection présidentielle de 2007. Pourtant ils cumulent les caractéristiques susceptibles d’éloigner leurs habitants du vote. C’est ce paradoxe que la thèse cherche à expliquer. Pour y parvenir, elle croise plusieurs champs théoriques (sociologie urbaine, sociologie/géographie électorale, action publique) dans une perspective comparative, analysant ces évolutions électorales dans les périphéries marginalisées de Paris, Madrid et Birmingham. L’hypothèse centrale est celle d’une inclusion politique croissante des habitants des quartiers populaires français. La méthodologie est mixte, croisant analyse de données agrégées resituant le contexte, données de sondage, entretiens avec des habitants des quartiers marginalisés, observations de bureaux de vote en région parisienne et analyse des politiques d’incitation au vote. Les résultats montrent qu’il n’y a pas de fatalité à la non-participation des périphéries urbaines marginalisées. Enfin dans les trois pays les dispositifs d’incitation au vote influencent de façon très inégale l’évolution des comportements politiques. Les politiques publiques généralistes inspirées par la tradition républicaine se révèlent être plus mobilisatrices que les actions ciblées menées au Royaume Uni à destination de groupes sociaux ou de quartiers particuliersThis research studies the evolution of voting turnout in in Paris, Madrid and Birmingham’s deprived neighborhoods since 1999. In France, after the 2005 riots, both registration and turnout increased sharply during the 2007 presidential election in those places. Yet their inhabitants face numerous social and physical barriers, reducing the likelihood that they would vote. We try to explain this paradox using combined theoretical frameworks from urban sociology, electoral sociology, electoral geography and public policies in a comparative research design. The core hypothesis is that those social groups are increasingly involved in politics and in voting. This study uses several methodological tools involving aggregate data analysis, survey data analysis, polling station observation and field interviews. The results show that public policies designed to influence turnout are sharply divided. Universalistic approaches appear more likely to get voters to participate
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Dorla, Erica. "Approche diachronique des parcours scolaires des enfants accueillis en protection de l'enfance : une succession de difficultés à surmonter." Thesis, Paris 10, 2021. http://www.theses.fr/2021PA100156.
Full textAbstract:
Le caractère déficitaire des trajectoires scolaires des enfants accueillis en protection de l’enfance est aujourd’hui un fait bien établi. Ce phénomène est significatif, persistant et universel. L’objectif de cette recherche est d’explorer les facteurs explicatifs influençant la qualité des parcours scolaires des enfants accueillis en protection de l’enfance. Cette recherche comprend deux types d’analyse. Le premier est diachronique linéaire, à savoir l’évolution des parcours scolaires de la période antérieure au placement jusqu’à la sortie du dispositif. Le deuxième est contextuel, systémique et circulaire en ouvrant un dialogue dynamique interposé entre les différents acteurs concernés, tout au long de la construction de ce phénomène. Le but est d’éclairer les perspectives des acteurs dans un ensemble de représentations et de comportements permettant d’approcher au plus près la complexité du phénomène. Une méthodologie de combinaison d’approches, d’outils et de modes de recueil de données a été retenue : approche quantitative par questionnaires, analyse de textes juridiques et de dossiers administratifs, et approche qualitative par entretiens. L’étude montre la présence de difficultés scolaires avant l’entrée dans le dispositif. Une faible priorité accordée à la scolarité en protection de l’enfance sur le plan institutionnel est relevée. Des améliorations mesurées des situations scolaires sont notées durant le placement dans un contexte de facteurs d’influence multiples. Enfin, la perspective des mineurs et jeunes majeurs accueillis met en évidence la forte présence de projets professionnels mais dans un contexte de vulnérabilité à la veille de la sortie du dispositifThe fact that the educational trajectories of children in out-of-home care are deficient is now well established. This phenomenon is significant, persistent and universal. The aim of this research is to explore the explanatory factors which influence the quality of the educational pathways of children in care. This research includes two types of analysis. The first is diachronic and linear, i.e. the evolution of schooling from the period prior to placement until the child leaves care. The second is contextual, systemic and circular, opening up a dynamic dialogue between the different actors involved, throughout the construction of this phenomenon. The aim is to highlight the perspectives of the actors into a set of representations and behaviours that allow the complexity of the phenomenon to be approached more closely. A methodology combining approaches, tools and data-collection methods was chosen: a quantitative approach which uses questionnaires, analysis of legal texts and administrative files, and a qualitative approach which uses individual interviews. The study shows that academic difficulties are present before children enter the system. A low priority given to schooling in care at the institutional level was noted. Measured improvements in schooling situations are noted during the placement in a context of multiple influencing factors. Finally, the perspective of minors and young adults in care highlights that a large majority of them have professional plans but in a context of vulnerability on the eve of leaving the care system