Bibliografías temáticas / Sex equity

Literatura académica sobre el tema "Sex equity"

Autor: Grafiati
Publicado: 25 de julio de 2024

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Artículos de revistas sobre el tema "Sex equity"

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N, Dr Jagadeesh. "Third Sex and Gender Equity". JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 05, n.º 4 (15 de diciembre de 2015): 141–42. http://dx.doi.org/10.58739/jcbs/v05i4.7.

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Dobbins, Gregory H. "Equity vs equality: Sex differences in leadership". Sex Roles 15, n.º 9-10 (noviembre de 1986): 513–25. http://dx.doi.org/10.1007/bf00288228.

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Woodruff, T. K. "Sex, equity, and science". Proceedings of the National Academy of Sciences 111, n.º 14 (8 de abril de 2014): 5063–64. http://dx.doi.org/10.1073/pnas.1404203111.

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Koshan, Jennifer. "Intersections and Roads Untravelled: Sex and Family Status in Fraser v Canada". Constitutional Forum / Forum constitutionnel 30, n.º 2 (12 de mayo de 2021): 29–42. http://dx.doi.org/10.21991/cf29420.

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It has been a long road to the judicial recognition of women’s inequality under the Cana‑ dian Charter of Rights and Freedoms.1 The Supreme Court of Canada ruling in Fraser v Can‑ ada is significant for being the first decision where a majority of the Court found adverse effects discrimination based on sex under section 15,2 and it was only two years prior that a claim of sex discrimination in favour of women was finally successful at the Court,3 almost 30 years after their first section 15 decision in Andrews v Law Society of British Columbia. 4 1 Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11 [Charter], s 15. 2 Fraser v Canada (Attorney General), 2020 SCC 28 [Fraser]. 3 Quebec (Attorney General) v Alliance du personnel professionnel et technique de la santé et des services sociaux, 2018 SCC 17 [Alliance] (majority found sex discrimination under s 15 and rejected the government’s justification argument under s 1 in the pay equity context). See also Centrale des syndicats du Québec v Quebec (Attorney General), 2018 SCC 18 [Centrale] (majority found violation of s 15 but accepted the government’s s 1 argument, also in the pay equity context). For comments on these decisions see Fay Faraday, “One Step Forward, Two Steps Back? Substantive Equality, Systemic Discrimination and Pay Equity at the Supreme Court of Canada” (2020) 94 SCLR (2d) 301; Jonnette Watson Hamilton & Jennifer Koshan, “Equality Rights and Pay Equity: Déjà Vu in the Supreme Court of Canada” (2019) 15 JL & Equality 1. See also British Columbia Teachers’ Federation v British Columbia Public School Employers’ Association, 2014 SCC 70 (a one-paragraph decision restoring an arbitrator’s award allowing a s 15 employment benefits claim by women); Newfoundland (Treasury Board) v NAPE, 2004 SCC 66 (finding a violation of s 15 but accepting the government’s s 1 argument, again in the pay equity context).4 [1989] 1 SCR 143, 56 DLR (4th) 1.
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Klein, Susan S. y Karen Bogart. "Achieving Sex Equity in Education". Equity & Excellence in Education 23, n.º 1-2 (enero de 1987): 114–22. http://dx.doi.org/10.1080/1066568870230115.

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Kratovil, Jane y Susan M. Bailey. "Sex equity and disabled students". Theory Into Practice 25, n.º 4 (septiembre de 1986): 250–56. http://dx.doi.org/10.1080/00405848609543234.

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MARTIN, RUTH E. y ANN K. MULLIS. "Sex equity in early childhood environments". Journal of Consumer Studies and Home Economics 14, n.º 4 (diciembre de 1990): 347–55. http://dx.doi.org/10.1111/j.1470-6431.1990.tb00060.x.

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Gayle, Barbara Mae. "Sex equity in workplace conflict management". Journal of Applied Communication Research 19, n.º 3 (agosto de 1991): 152–69. http://dx.doi.org/10.1080/00909889109365300.

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Becker, Joanne Rossi. "Sex Equity Intervention Programs Which Work". School Science and Mathematics 87, n.º 3 (marzo de 1987): 223–32. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11697.x.

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Klein, Susan Shurberg. "This issue: Sex equity and education". Theory Into Practice 25, n.º 4 (septiembre de 1986): 218. http://dx.doi.org/10.1080/00405848609543229.

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Tesis sobre el tema "Sex equity"

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Bevan, Kimberly J. "Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms". Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/547.

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The purpose of this study was to examine the teaching practices and perceptions of teachers, and how those perceptions and practices contributed to or perpetuated gender equity and inequity in elementary classrooms. Data for this study were collected in three elementary classrooms (third, fourth, and fifth grade) in an urban public school in southern Los Angeles. All three teacher participants were female and were self-identified feminists. The data collected for this study showed coeducational settings to be biased in favor of boys in classroom interactions, students calling-out, teachers calling on students, gender geography, negative student behavior, teacher discipline, early finishers, teacher feedback, the reinforcement of gender roles and stereotypes, classroom climate, lack of feminist pedagogy, classroom practice, gendered language, textbooks, and the use of color in the classroom. The gender-equitable practices the teachers in this study were implementing in their classrooms such as calling on male and female students equally, seating children in coed groups, and making sure that classrooms were gender-balanced was gender-equitable teaching practice, but it only scratched the surface of gender equity. The bias in favor of boys observed in these classrooms was at odds with the teachers' beliefs that they were creating a gender-equitable environment by providing only surface interventions which led to the finding surface equity. Although these teachers were implementing some gender-equitable teaching practices, they were not implementing any revolutionary pedagogy, like feminist pedagogy, which could negate inequity and provide for more than just surface equity. It is recommended that changes be made to policy in teacher education requirements and programs. Ongoing professional development must also be provided to classroom practitioners and educational leaders in order to move beyond surface equity. There must be continued research on gender and the creation of equity to create gender-equitable learning environments that move beyond surface equity to create social change.
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Simmons, Joseph Paull. "Gender issues and equity within Canadian high school sport". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ56203.pdf.

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Thorson, Anna. "Equity and equality : case detection of tuberculosis among women and men in Vietnam /". Stockholm, 2003. http://diss.kib.ki.se/2003/91-628-5689-8/.

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Lam, Gigi. "How does gender equity affect fertility in Hong Kong? /". View abstract or full-text, 2007. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202007%20LAM.

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Dancu, Toni Nicole. "Designing Exhibits For Gender Equity". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/339.

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Gender equity has been a national and global aim for over half a century (Ceci & Williams, 2007; National Center for Education Statistics, 2003; National Science Board, 2008). While gains have been made, one area where inequity remains is spatial reasoning ability, where a large gender gap in favor of males has persisted over the years (Else-Quest, Linn, & Shibley Hyde, 2010; National Science Board, 2008; Ruble, Martin, & Berenbaum, 2006). This gender gap in spatial reasoning has had substantial societal impact on the career interests of females in areas of Science, Technology, Engineering, and Math (STEM), contributing to the larger societal need to engage non-dominant groups in these fields to reduce outsourcing (Ceci & Williams, 2007; Jaschik, 2007; Wai, Lubinski, & Benbow, 2009; White, 1992). Both spatial reasoning ability and STEM career interest have been related to science museum visits (Hamilton, Nussbaum, Kupermintz, Kerkhoven, & Snow, 1995; Salmi, 2001, 2002). However, researchers have also found a gender gap in favor of males in regard to science museum attendance and experiences once at the museum (Borun, 1999; Crowley, 2000). There are many suggestions for increasing female engagement at science museums and creating equitable experiences, but few have been systematically studied (Kekelis, Heber, & Countryman, 2005; Koke, 2005; Maher, 2005; Taylor, 2005). This research investigated gender equitable exhibit development by enhancing a geometry exhibit with several female-friendly design features and analyzing video data to determine the effects on girls' engagement and social interactions with their caregivers. The findings suggest that incorporating several female-friendly design features leads to significantly higher engagement for girls (evidenced by greater attraction and time spent). This study also looked for any unanticipated negative effects for boys after incorporating the female-friendly design features. It is encouraging that this study was unable to detect any unintended negative effects for boys; however, such non-significant results are inconclusive and should not dissuade future research and design teams from continuing to check for unanticipated ill effects of female-friendly design features for boys. While the positive effects for girls were significant, it is important to note that they were not significantly more positive for girls than for boys; further research is needed to determine whether the female-friendly design features create a more equitable experience for girls, or a more positive experience for everyone. This study did not identify any significant differences in parent-child verbal social interactions between the two versions of the exhibit; however, the pattern of results suggests that gender discrepant parent explanations, as found by Crowley, 2001 in a children's museum, may be less of a concern for girls in science centers, providing an interesting area for future study. This research presents evidence to support incorporating female-friendly design features in future science exhibit development projects, and indicates areas where future studies are still needed to gain a deeper understanding of their effects.
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Olivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.

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Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.
AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.
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Evensen, Elisabeth Banghart. "Equity v. equality: the role of gender and disclosure of allocation on individual reward allocation decisions". Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54325.

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Research on reward allocations has consistently found differences in the manner in which men and women allocate rewards between themselves and others (Kahn, O'Leary, Krulewitz, & Lamm, 1980; Major & Adams, 1984; Major & Deaux, 1982). Overall, the research seems to suggest that when asked to divide a reward between themselves and a partner, men tend to use the equity norm to allocate rewards; whereas, women tend to use the equality norm to allocate rewards. However, a number of studies have been conducted which seem to demonstrate that a variety of situational g factors mediate the gender of allocator effects such as input level of the allocator and his/her co-workers, gender of the co-worker, expectancy of future interaction with the co-worker, and type of reward allocation. The purpose of the present research was two-fold: (1) to examine individual differences influencing an allocator's choice of an allocation strategy, such as how anticipation of future interaction with the recipients of an allocation decision would influence an allocator's reward allocation; and (2) whether a person‘s self-esteem level might impact on how an individual might allocate a reward. In general, the results of the current research suggest that previously observed differences between men's and women's allocations may not reflect true underlying differences between the gender; in terms of their preferences for allocation strategies. Allocation strategies appeared to vary as a function of the gender and input levels of the recipients of the reward and whether the type of allocation decision was a joint or independent situation. Both men and women tended to allocate rewards either equitably or using a compromise between equity and equality. Self-esteem was also found to influence the amount of the reward men and women allocated to the high performer and to themselves. Unfortunately, disclosure of allocation was not found to have a major effect upon how subjects allocated rewards. Several alternative explanations for these results are discussed.
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Armeni, Virginia. "Student perceptions of gender equity in high school coeducational and single-sex physical education classes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/MQ54976.pdf.

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Fleischman, Robert Paul. "Perceptions of Title IX and gender equity the influence of life histories, sports experiences, and campus initiatives /". Diss., Online access via UMI:, 2006.

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Correa, Elaine. "Get out of my space! :"illusionary practices of equity"". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36758.

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This thesis explores the experiences of Canadian academic women in terms of location, space and voice. Within this qualitative study, the spaces of and for women within the university are examined by way of women's subjective experiences of 'value' and 'being valued'. Differences in experiences between women based on age, colour, tenure and academic rank are described through the voices of thirty academic women. The study argues that the "illusionary practices of equity" operating within the university milieu, exacerbate the tensions inherent in contradictory subject locations that women occupy within academe. The struggles of representation and identity within these contested spaces raise the challenges of whose voice will have space within the privileged locations of higher learning.
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Libros sobre el tema "Sex equity"

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Jayne, Edith. Sex equity. London: Thames Polytechnic, School of Primary Education, 1988.

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Washington (State). Higher Education Coordinating Board., ed. Gender equity report. [Olympia, Wash.]: Washington State Higher Education Coordinating Board, 2000.

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Washington (State). Higher Education Coordinating Board., ed. Gender equity report. [Olympia, Wash.]: The Board, 2002.

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S, Klein Susan, ed. Sex equity and sexuality in education. Albany: State University of New York Press, 1992.

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Library of Congress. Major Issues System, ed. Economic equity act. [Washington, D.C.]: Congressional Research Service, Library of Congress, Major Issues System, 1987.

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O'Brien, Carelli Anne, ed. Sex equity in education: Readings and strategies. Springfield, Ill., USA: C.C. Thomas, 1988.

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S, Klein Susan, ed. Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press, 1989.

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S, Klein Susan, ed. Handbook for achieving sex equity through education. Baltimore: Johns Hopkins University Press, 1985.

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King, Jacqueline E. Gender equity in higher education: 2006. Washington, DC: American Council on Education, 2006.

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Saha, Chandana. Gender equity and equality: Study of girl child in Rajasthan. Jaipur: Rawat Publications, 2003.

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Capítulos de libros sobre el tema "Sex equity"

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Hays-Thomas, Rosemary. "Gender/Sex and Work". En Managing Workplace Diversity, Equity, and Inclusion, 210–54. 2a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780367808884-12.

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Rahm, Laura. "Bioethics, Sex Selection, and Gender Equity". En International Handbook of Population Policies, 719–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-02040-7_33.

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Agathangelou, Anna M., Kalliopi Christoforou y Sofia Georgiou. "Sex and Nervousness in Cyprus and the EU". En Global Equity in Administration, 103–32. New York, NY: Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.4324/9781003055945-6.

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Prochner, Isabel. "Design for Female and Intersectional Sexual Equity". En Designing for Sex and Gender Equity, 67–79. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-5.

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Prochner, Isabel. "Sex, Gender, and Intersectionality in Toy Design". En Designing for Sex and Gender Equity, 35–51. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-3.

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Prochner, Isabel. "Modest Sportswear for Women of Faith". En Designing for Sex and Gender Equity, 80–94. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-6.

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Prochner, Isabel. "Sex, Gender, and Intersectional Equity in Virtual Assistants". En Designing for Sex and Gender Equity, 95–108. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-7.

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Prochner, Isabel. "Introduction". En Designing for Sex and Gender Equity, 1–20. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-1.

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Prochner, Isabel. "Design for Men's Mental Health". En Designing for Sex and Gender Equity, 52–66. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-4.

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Prochner, Isabel. "Design for Beautiful Bodies". En Designing for Sex and Gender Equity, 109–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003306320-8.

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Actas de conferencias sobre el tema "Sex equity"

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Petrović, Jelena. "From equality to equity: Gender perspective of sport in Serbia". En Antropološki i teoantropološki pogled na fizičke aktivnosti (10). University of Priština – Faculty of Sport and Physical Education in Leposavić, 2024. http://dx.doi.org/10.5937/atavpa24002p.

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Gender equality means giving equal opportunities to all people, when it comes to some human activity. According to the Law of Sport's Republic of Serbia, both sexes have equal rights to participate in sport. But, if all have equal chances, why do we have fare more man than woman? One explanation are available opportunities: in equality case, all have the same treatment (the same position), while in equity case all have justful treatment (resources for success are compatible with needs of one specific person or group). Equality insists of equal possibilities and conditions on the start line, while equity comes as result, in the end, when all have ensured justful and equal possibilities not at the beginning, but for reaching the goal and success. So, the aim of this study is to investigate relationship between gender equality and gender equity in sport in Serbia. The sample consisted of 1013 athletes: 62.88 % man and 37.12 % woman. The questionnaire consisted of sociodemographic data and gender classification of sports. The results show that there are big differences in representation of woman in some sports, and that 58.33 % of sports are perceived as gender neutral - 62.5 %. There were egal presence of man in neutral and masculine sports, while they were absent from feminine typed sports. So, it might be concluded that the process of sex typing in both sexes is moved toward neutral sports, which supports thesis about equality, but not equity, since the process of sex typing of sports is still more present in men.
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Phiri, Dines, Mwamba Mutale y Mwaba Kapompole. "Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?" En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3061.

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The 5th Sustainable Development Goal focuses on gender equality, which is to ensure no disfranchisement from participating in socio-economic activities based on their sex. In Zambia, the majority of learners in Technical Education, Vocational and Entrepreneurship Training registered institutions in highly technical progammes are mostly male. A number of women are denied the chance to achieve their potential in mostly male programmes due to societal stereotypes, lack of requisite school qualifications or self-intimidation. Some scholarship incentives have tried to encourage more women participation in mostly male training programmes but the uptake is not very high. However, there are socio-economic returns that accrue workplaces and women for participating in male dominated sectors. This paper seeks to assess the gender differences in the participation of students in mostly male programmes in Technical Training. The main concern was that highly technical programmes have lower female enrolment and participation. A descriptive survey design was employed in this study and data analsyed using descriptive (tables and charts), and inferential (Mann-Whitney U-test) statistics. The findings showed that 26.3 % of the total student population was female, while only 15.1% of females were enrolled in mostly male programmes. This study could contribute to the body of knowledge on gender studies in technical training, and guide policy on interventions of increasing gender equity, and open and distance learning.
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King, Sabrina. "The EquityEd Framework: Cultivating an Equity Mind-Set and Culturally Sustaining Teaching Strategies Through Self-Assessment". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582691.

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Bernusky, Haley, Phil Tibbo, Fakir Yunus, Patricia Conrod, Matthew Keough, Kara Thompson, Marvin Krank y Sherry Stewart. "Does Anxiety Mediate the Relationship Between Cannabis Use and Psychotic-Like Experiences in Emerging Adults? Investigating a Conditional Process Model in a Multi-Site University Sample". En 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.15.

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Background/Aim: Cannabis is commonly used by Canadian emerging adults (ages 18-25 years), many of whom attend post-secondary institutions. Frequent cannabis use has been linked with psychotic-like experiences (PLEs); however, the exact nature of this complex relationship remains to be fully understood. Anxiety is a prevalent mental health concern in emerging adults and university students, and anxiety has been independently linked with both cannabis use and PLEs. Males and females use cannabis and experience mental health differently: females tend to be more anxious while males tend to use more cannabis and are at higher risk for psychotic-like experiences. In this first of two studies for my Masters, I evaluated whether anxiety mediated the relationship between cannabis use frequency and PLEs in emerging adult undergraduates. I then tested the impact of moderation by biological sex by assessing if the mediation model held statistical significance across sexes. Hypotheses: H1) Consuming cannabis more frequently will be associated with more anxiety which, in turn, will be associated with greater PLEs in emerging adults, H2) the anxiety mediation pathway will be statistically stronger for females; and H3) males will have a stronger direct association between cannabis use and PLEs. Method: A sample of 1,507 first- and second-year emerging adult university students (mean [SD] age = 19.2 [1.52] years; 67% female) were recruited. Cross-sectional, self-report survey data were collected throughout fall 2021 from five Canadian universities as part of the UniVenture substance misuse prevention trial. Validated measures capturing demographics, cannabis use frequency, anxiety, and PLEs were administered. Results: The mediation model with cannabis use frequency as the predictor, PLEs as the outcome, and anxiety as the mediator was tested, followed by testing a moderated mediation (conditional process) model with biological sex moderating the paths from cannabis use frequency to anxiety and from cannabis use frequency to PLEs using the PROCESS macro for SPSS. Bootstrapped 95% confidence intervals showed evidence of a significant indirect effect of cannabis use on PLEs through anxiety for emerging adults (a-path p < .001; b-path p < .001; 95% CI [.016, .048]), supporting H1. No direct effect was found (c’-path p = .946) suggesting that the relationship between frequent cannabis use and PLEs may be fully mediated by anxiety. In the second model, significant moderated mediation was found (95% CI [.005, .060]). More frequent cannabis use was associated with increased anxiety among females only. Conditional indirect effects showed significant mediation through anxiety for females (95% CI [.020, .056]), but not males (95% CI [-.015, .028]), consistent with H2. No significant sex moderation was found for conditional direct effects of cannabis on PLEs for either males (p = .667) or females (p = .907), contrary to H3. Conclusion: Assuming replication in prospective research, results highlight anxiety as an important intervention target in frequent female cannabis users to potentially prevent the development or worsening of PLEs. Understanding differential trajectories from frequent cannabis use to PLEs is important for informing individualized prevention and programming and encouraging health equity.
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Kleine Buening, Thomas, Meirav Segal, Debabrota Basu, Anne-Marie George y Christos Dimitrakakis. "On Meritocracy in Optimal Set Selection". En EAAMO '22: Equity and Access in Algorithms, Mechanisms, and Optimization. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3551624.3555305.

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Thi Ngan, Nguyen y Bui Huy Khoi. "PLS-SEM algorithm in Brand Equity Component". En IECC 2021: 2021 3rd International Electronics Communication Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3475971.3475979.

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Misra, Pradeep Kuma. "An Analysis of Policy Documents in India Regarding Technologies for Promoting Equity, Inclusion, and Quality in Higher Education". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3098.

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Policy documents in India, most notably National Education Policy 2020, emphasize that the higher education sector may aim for achieving three Sustainable Development Goals (SDGs), particularly tenth (reduced inequalities), fifth (gender equality), and fourth (quality education). But this is not an easy task in a country like India, having socio-cultural, economic, and geographical diversities. Fortunately, the higher education sector can use emerging technologies to promote equity, inclusion, and quality in higher education. And policy documents are vital to set the directions and facilitate the adoption and use of technologies in higher education. Accordingly, this research identifies and analyses the key policy documents from the government of India and its organizations discussing technologies for higher education. This research further identifies gaps in policy documents while recommending technologies for ensuring equity, inclusion, and quality in higher education. Based on the analysis, the study also provides a few suggestions for policymakers.
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Pandhair, O. y S. S. Sanders. "Health Equity and Order Set Use in Sepsis Patients". En American Thoracic Society 2024 International Conference, May 17-22, 2024 - San Diego, CA. American Thoracic Society, 2024. http://dx.doi.org/10.1164/ajrccm-conference.2024.209.1_meetingabstracts.a1525.

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Alaiyemola, Anne Omotayo, Olushola Akanmode, Oluwakemi Iwelumor y Modupe Ake. "Re-Appraising Women to Women Discrimination Towards Attaining Gender Equality". En 2023 International Conference on Science, Engineering and Business for Sustainable Development Goals (SEB-SDG). IEEE, 2023. http://dx.doi.org/10.1109/seb-sdg57117.2023.10124553.

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Engel, Joachim, Achim Schiller, Daniel Frischemeier y Rolf Biehler. "Statistics education and monitoring progress towards civil rights". En Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16102.

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Monitoring societal progress towards respect of civil, economic, social and cultural human rights is mainly about analyzing trends in mass phenomena that may contradict the purposes and visions of an open society which promises equity and fairness to all its members. To assess these trends requires statistical knowledge and understanding of multivariate phenomena. For educators, these topics address issues beyond teaching technical skills for analyzing data and concern matters of value clarification, understanding and embracing the principles of human equality and dignity - topics that address the mind and the heart. Moreover, students experience statistical analyses playing a role in understanding pressing social and political issues of our time. Exemplified by data from the EU Agency for Fundamental Rights and by a large multivariate data set on racial bias in European football we discuss potentials and implications of taking this topic to the classroom.
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Informes sobre el tema "Sex equity"

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Hall, Brian. Six Challenges in Designing Equity-Based Pay. Cambridge, MA: National Bureau of Economic Research, agosto de 2003. http://dx.doi.org/10.3386/w9887.

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Pritchett, Lant y Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), abril de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Mazin, Rafael y Andrea Lynch. Health + Equality + School Engagement: Scenarios USA reinvents sex education. Population Council, 2014. http://dx.doi.org/10.31899/pgy4.1000.

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Slaughter, Sabra C. Southeastern Virtual Institute for Health Equity and Wellness (SE VIEW). Fort Belvoir, VA: Defense Technical Information Center, julio de 2011. http://dx.doi.org/10.21236/ada625689.

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Liberman, Babe y Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, julio de 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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O'Shea, Sarah. Rethinking Student Belonging, Engagement, and Success: An Equity Perspective. Journal of the Australian and New Zealand Student Services Association, abril de 2024. http://dx.doi.org/10.30688/janzssa.2024-1-03.

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The last weeks have seen a flurry of activity across the Australian university sector with the release of the Universities Accord Final Report. While I write, there is vigorous debate occurring, deliberating both the Accord’s strengths and its inherent limitations, one of the latter being the apparent perpetuation of low expectations for students with disability (see McLennan, 2024). Whilst the relative merits of some of the report’s recommendations have been questioned, there is little doubt that both this document—and the associated review process—have succeeded in placing educational equity at the centre of any future imaginings of the Australian higher education system. This is welcome news for many of us who have worked alongside students from more diverse backgrounds and witnessed the many obstacles encountered in their higher education journeys. To address these and other enduring issues, the Accord recommends significant changes that include accessible preparatory programs for future students, a better integrated tertiary system, and—of course—increases in student funding support. But I would argue there are other, far more fundamental, issues that also need to be addressed if we are to achieve the Accord’s ultimate goal of a “better and fairer education system”. (Department of Education, 2024, p. 23)
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Alexander, Serena, Luana Chen y Maxwell Belote-Broussard. Exploring Equity Frameworks for a Cross-Jurisdictional Vehicle Miles Traveled Mitigation Program in Santa Clara County. Mineta Transportation Institute, mayo de 2024. http://dx.doi.org/10.31979/mti.2024.2346.

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The Santa Clara Valley Transportation Authority (VTA) partnered with a Mineta Transportation Institute (MTI) research team and San José State University (SJSU) students for assistance in developing the equity framework for the agency’s proposed Equitable Vehicle Miles Traveled (VMT) Mitigation Program. The goal of the program is to reduce the amount of driving generated from new developments in Santa Clara County through transportation solutions with equity and cross-jurisdictional collaboration in mind. During the Fall 2023 semester, graduate urban planning students from SJSU worked to develop policy recommendations for the program equity framework through a literature review, spatial analysis, community engagement observations, and stakeholder interviews. This report summarizes and builds upon student contributions to present a set of equity-focused recommendations for VTA to consider for program development, implementation, and evaluation. Notable strategies identified for developing the framework include defining VMT equity with local relevance, creating an accountability plan, and embedding equity into key decision-making points. Additionally, a transportation challenge frequently mentioned by stakeholders was a need for improved transit availability, frequency, reliability, and speed. Major recommendations discussed in the report include developing and adopting a localized definition of VMT equity, developing an informative and implementable accountability plan, embedding equity measures into project prioritization and evaluation processes, and prioritizing improvements to public transit. Lessons learned can help other jurisdictions develop and implement equitable VMT mitigation programs and effective community engagement processes. Additionally, the report provides an overview of the factors that go into program development, which can help readers better understand this process and identify areas where they can get involved.
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Hood, Sula, Brittany Campbell y Katie Baker. Culturally Informed Community Engagement: Implications for Inclusive Science and Health Equity. RTI Press, enero de 2022. http://dx.doi.org/10.3768/rtipress.2023.op.0083.2301.

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Public health efforts seeking to reduce disparities and promote equity must be inclusive to reach their full potential. Interventions, programs, and initiatives designed to promote health equity among Communities of Color must be culturally informed. Communities and the cultural values and practices that shape them are closely intertwined, creating opportunities for a more intentional approach to community engagement. Yosso’s framework of Community Cultural Wealth (CCW) emphasizes six forms of capital that People and Communities of Color use to thrive and succeed: social, navigational, linguistic, familial, resistant, and aspirational. We anchor our approach—culturally informed community engagement—in the core tenets of CCW. This paper discusses CCW and its applicability and utility for facilitating culturally informed community engagement in health research. In our approach, asset-based frameworks intersect with community engagement, CCW, and principles of health equity. We discuss how applying CCW to conducting community-engaged research promotes health equity, inclusive science, and authentic relationships with community partners. Lastly, we provide applied examples of community-engaged interventions that leverage cultural assets in Communities of Color to reduce disparities and promote health equity.
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Pakhira, Deblina y Judi Fusco. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas. Digital Promise, octubre de 2022. http://dx.doi.org/10.51388/20.500.12265/163.

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SEERNet, a hub of five digital learning platforms (DLPs), either in K-12 or higher education, are enabling researchers with capabilities to conduct research and collect data on large numbers of students. Based on the new Standard for Excellence in Education Research (SEER Standards) around Equity, we propose that researchers should consider future-oriented approaches and methodologies to conduct equity-relevant research using DLPs. Taking a future-oriented approach, we created scenarios and personas to help us envision an equitable and inclusive future. Scenarios and personas are tools that may help center equity in research. We make three additional recommendations to bring new perspectives into future-oriented, equity-relevant research practices. First, include diverse research perspectives. Second, engage teachers, students, and families as partners in research. Third, minimize bias. In SEERNet, we invite the research community to join in future conversations as we continue to consider personas and future-oriented scenarios and see what they can help us understand and do.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller y Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, abril de 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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