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Long III, Robert W. "Exploring Japanese Student Attitude Change to Gendered Interactions". International Journal of Languages, Literature and Linguistics 4, n.º 1 (março de 2018): 56–60. http://dx.doi.org/10.18178/ijlll.2018.4.1.150.
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Long III, Robert W. "Investigating Syntactical and Lexical Complexity in Gendered and Same-Sex Interactions". English Language Teaching 11, n.º 6 (24 de maio de 2018): 125. http://dx.doi.org/10.5539/elt.v11n6p125.
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For many sociolinguists, the issue of shyness and hesitation phenomenon has been problematic for Japanese L1 and L2 speakers, particularly in gendered interactions. Over the past decade, more Japanese are shunning conversations, relationships, and isolating themselves, which is accelerating the demographic crisis in Japan. Thus, this paper focuses on the variables concerning fluency, syntactical and lexical complexity to see if there are significant differences between gendered and same-sex interactions. It seeks to answer questions such as ‘is hesitation phenomenon more marked in gendered discourse than in same-sex interactions,’ and ‘which gender exhibits the most fluency and dysfluency?’ Results showed a significant difference in the speech between males and females in regard to speaking rates and number of words, but no significance was noted between gendered and same-sex interactions, or for the variables in lexical and syntactical complexity.
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Garcia, Angela Cora. "The Problematics of Gender for Aviation Emergency Communication during an Inflight Emergency: A Case Study". Qualitative Sociology Review 19, n.º 2 (30 de abril de 2023): 6–29. http://dx.doi.org/10.18778/1733-8077.19.2.01.
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Due to the rarity of female pilots, aviation communication is typically conducted in a single-gender environment. The role of gender in interactions during inflight emergencies has not yet been adequately explored. This single case analysis uses a qualitative approach based on conversation analytic transcripts to investigate how gender may be relevant either explicitly or implicitly in radio transmissions between flight crew and Air Traffic Control (ATC) personnel, as well as internal ATC phone interactions as participants work to handle an inflight emergency. This incident involved a female pilot and a male copilot, thus providing a naturally occurring rare event to explore the potential relevance of gender. The analysis shows that explicit references to gender are limited to occasional asymmetrical use of gendered address terms and gendered pronouns. Participants also used interactional formulations that—while not explicitly gendered—have been associated in previous research with gender differences in interaction, for example, the use of indirect forms of requests or complaints, actions that imply inferences about the emotional state of participants, or possible confusion over the identity of the pilot given the transitions between male and female sounding voices speaking on behalf of the plane. The findings are discussed in terms of implications for how gender differences can impact aviation communication during emergency incidents.
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Gómez-Urrutia, Verónica, e Felipe Tello-Navarro. "Gender, intimacy and power: digital media usage in romantic interactions in Chilean youth". Comunicación y Sociedad 2024 (7 de fevereiro de 2024): 1–20. http://dx.doi.org/10.32870/cys.v2024.8604.
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This paper explores the practices and meanings Chilean university students (N = 60) deploy in their digitally-mediated romantic relationships and the gendered normativity that governs these interactions. We use a qualitative approach based on semi-structured interviews. Our results evidenced the persistence of gendered codes that restrict the expression of female sexuality, which demonstrates how inequalities of symbolic power are reinforced in the virtual realm.
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Gansen, Heidi M. "Reproducing (and Disrupting) Heteronormativity: Gendered Sexual Socialization in Preschool Classrooms". Sociology of Education 90, n.º 3 (julho de 2017): 255–72. http://dx.doi.org/10.1177/0038040717720981.
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Using ethnographic data from 10 months of observations in nine preschool classrooms, I examine gendered sexual socialization children receive from teachers’ practices and reproduce through peer interactions. I find heteronormativity permeates preschool classrooms, where teachers construct (and occasionally disrupt) gendered sexuality in a number of different ways, and children reproduce (and sometimes resist) these identities and norms in their daily play. Teachers use what I call facilitative, restrictive, disruptive, and passive approaches to sexual socialization in preschool classrooms. Teachers’ approaches to gendered sexual socialization varied across preschools observed and affected teachers’ response to children’s behaviors, such as heterosexual romantic play (kissing and relationships), bodily displays, and consent. Additionally, my data suggest young children are learning in preschool that boys have gendered power over girls’ bodies. I find that before children have salient sexual identities of their own, children are beginning to make sense of heteronormativity and rules associated with sexuality through interactions with their teachers and peers in preschool.
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Moore, David W. "Some Complexities of Gendered Talk about Texts". Journal of Literacy Research 29, n.º 4 (dezembro de 1997): 507–30. http://dx.doi.org/10.1080/10862969709547972.
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In this study, I reanalyzed classroom discussion data. I approached this inquiry with a social-enactment theoretical orientation and a substantive framework based on gendered classroom interactions, multiple subjectivities, and power relationships. The data sources consisted of three videotaped class discussions and interviews about the discussions as well as fieldnotes produced during my weekly observations conducted during an academic year in an Advanced Placement English class. I analyzed the actions and interactions of two highly visible 12th graders. The students accepted and contested traditional gender-based expectations, indicating some complexities of gendered talk about texts. Locating literacy events theoretically at the confluence of external forces and individual actions helped me explain these actions and interactions and suggest possible classroom practices. I close this report with concerns and questions.
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Rudes, Danielle S., Jill Viglione e Faye S. Taxman. "Gendered Adherence: Correctional Officers and Therapeutic Reform in a Reentry Facility". Prison Journal 97, n.º 4 (6 de junho de 2017): 496–519. http://dx.doi.org/10.1177/0032885517711979.
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How do correctional officers (COs) adhere to changing workplace philosophy and practices during interactions with inmates? This study explores COs’ perceptions and interactions during organizational change to examine how different factors (such as gender, position/rank, and reason for interaction) affect implementation. Using observations and interviews with COs, our data suggest gender-based differences in CO adherence when implementing redesigned workplace practices. Gendered adherence to using evidence-based practices within custody environments is potentially impactful on the success of the reform. Future training and skill development should address these gender-based findings to improve adherence to organizational change processes.
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Längle, Sonja Theresa, Stephan Schlögl, Annina Ecker, Willemijn S. M. T. van Kooten e Teresa Spieß. "Nonbinary Voices for Digital Assistants—An Investigation of User Perceptions and Gender Stereotypes". Robotics 13, n.º 8 (23 de julho de 2024): 111. http://dx.doi.org/10.3390/robotics13080111.
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Due to the wide adoption of digital voice assistants (DVAs), interactions with technology have also changed our perceptions, highlighting and reinforcing (mostly) negative gender stereotypes. Regarding the ongoing advancements in the field of human–machine interaction, a developed and improved understanding of and awareness of the reciprocity of gender and DVA technology use is thus crucial. Our work in this field expands prior research by including a nonbinary voice option as a means to eschew gender stereotypes. We used a between-subject quasi-experimental questionnaire study (female voice vs. male voice vs. nonbinary voice), in which n=318 participants provided feedback on gender stereotypes connected to voice perceptions and personality traits. Our findings show that the overall gender perception of our nonbinary voice leaned towards male on the gender spectrum, whereas the female-gendered and male-gendered voices were clearly identified as such. Furthermore, we found that feminine attributes were clearly tied to our female-gendered voice, whereas the connection of masculine attributes to the male voice was less pronounced. Most notably, however, we did not find gender-stereotypical trait attributions with our nonbinary voice. Results also show that the likability of our female-gendered and nonbinary voices was lower than it was with our male-gendered voice, and that, particularly with the nonbinary voice, this likability was affected by people’s personality traits. Thus, overall, our findings contribute (1) additional theoretical grounding for gender-studies in human–machine interaction, and (2) insights concerning peoples’ perceptions of nonbinary voices, providing additional guidance for researchers, technology designers, and DVA providers.
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Bujaki, Merridee L., e Bruce J. McConomy. "Gendered interactions in corporate annual report photographs". Gender in Management: An International Journal 25, n.º 2 (16 de março de 2010): 119–36. http://dx.doi.org/10.1108/17542411011026294.
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Turnbull, Beth, Ann Taket e Melissa Graham. "Multilevel Continua of Mothers, Fathers and Childless Women and Men’s Work–Life “Choices” and Their Constraints, Enablers and Consequences". Social Sciences 12, n.º 3 (16 de março de 2023): 181. http://dx.doi.org/10.3390/socsci12030181.
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Gendered and classed working, parenting and other life contexts create multifaceted interactions between quantitative (including time and effort-intensive) and qualitative (including needs, interests, aspirations and identities) work and life contexts. This research aimed to understand mothers, fathers and childless women and men’s gendered and classed strategies for managing multifaceted work and life interactions in their multilevel contexts. The research consisted of a qualitative case study of a large Australian organisation that ostensibly prioritised diversity and inclusion and offered flexible working arrangements to all employees. A grounded theory approach was used to analyse forty-seven employees’ responses to open-ended questions in a self-administered questionnaire, combined with iterative in-depth interviews with 10 employees. The findings suggested mothers, fathers, childless women and men’s nuanced strategies for managing multifaceted work–life interactions were explained by multilevel continua of “choices” between incompatible quantitative and qualitative work and life contexts, embedded in gendered and classed individual, family, community, organisational and societal constraints, enablers and consequences, which inhibited agency to make genuine work–life choices. These “choices” reflected and reinforced societally and organisationally hegemonic working, mothering, fathering and childlessness discourses.
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Ferguson, Todd W. "Whose Bodies? Bringing Gender Into Interaction Ritual Chain Theory". Sociology of Religion 81, n.º 3 (27 de novembro de 2019): 247–71. http://dx.doi.org/10.1093/socrel/srz037.
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Abstract The goal of this paper is to bring gender into the theory of interaction ritual chains. While this theory focuses on how bodies emotionally respond within interactions, it ignores how the sex–gender system impacts bodies. The cultural norms for women and men shape how bodies react emotionally in rituals. To demonstrate the need for interaction rituals to account for gender, I explore how gendered feeling rules affect ritual outcomes in religious congregations. Using multilevel regressions to analyze data from the 2001 US Congregational Life Survey, I show that men have lower levels of emotional energy than women. Additionally, the gender ratio has an effect, and individuals who are in congregations with higher percentages of men experience lower levels of emotional energy. This effect is more powerful for men than it is for women. I conclude by stating that interaction ritual theory must account for the gendered identities of its participants.
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Ismah, Nor. "Women’s Fatwa-Making in Indonesia: Gender, Authority, and Everyday Legal Practice". International Journal of Islam in Asia 4, n.º 1-2 (16 de abril de 2024): 75–97. http://dx.doi.org/10.1163/25899996-20241073.
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Abstract My article proposes a new approach to the study of fatwas (Islamic legal opinion) in an Indonesian context, aiming at contributing to Islamic Studies on fatwa-making more broadly. By combining an Islamic studies framework with anthropological research and gender studies, my article challenges the traditional focus on male-dominated institutions and emphasizes the everyday practice of issuing fatwas at the grassroots level, particularly by women. I argue that fatwa-issuing institutions are gendered, excluding women from significant positions and recognition as Islamic scholars. Therefore, studying women’s fatwa-making requires considering various sites of interaction between female mufti and fatwa seekers. These interactions showcase dynamic changes in women’s experiences, religious authority, and everyday fatwa-making practices, driven by context-specific resources. Women’s participation disrupts traditional norms, challenging gendered structures in fatwa-making institutions. Moreover, it signifies the evolution of doctrinal changes and ethical practices, redefining fatwas from static outcomes to a dynamic and inclusive realm of interaction, innovation, and Islamic authority.
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Hassaskhah, Jaleh, e Sara Roshan Zamir. "Gendered Teacher–Student Interactions in English Language Classrooms". SAGE Open 3, n.º 3 (17 de setembro de 2013): 215824401350298. http://dx.doi.org/10.1177/2158244013502986.
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shuster, stef m. "Punctuating Accountability: How Discursive Aggression Regulates Transgender People". Gender & Society 31, n.º 4 (20 de julho de 2017): 481–502. http://dx.doi.org/10.1177/0891243217717710.
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Using in-depth interviews with forty transgender people, I explore “discursive aggression,” a term for the communicative acts used in social interaction to hold people accountable to social- and cultural-based expectations, and subsequently to reinforce inequality in everyday life. I show how these interactional affronts restore social order, are based in dominant language systems, and reflect expectations for how interactions should unfold. Gendered expectations—such as the assumption that gender is identifiable based on visual cues alone—come to life through language, are delivered through discursive aggression, and become routinized micro-inequalities that people negotiate in interaction. I present five vignettes to exemplify how discursive aggression typically unfolds in interaction. In so doing, this research demonstrates the value of discursive aggression as a concept to capture a pervasive, yet under-examined, feature of everyday life and a mechanism for how power is reified in interaction.
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Keating, Elizabeth. "Everyday interactions and the domestication of social inequality". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 12, n.º 3 (1 de setembro de 2002): 347–59. http://dx.doi.org/10.1075/prag.12.3.04kea.
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This article examines the distribution of relationships of power and authority as an activity in gossip sessions among members of a community in Pohnpei, Micronesia. The position of Bourdieu, that the interactionist approach cannot elucidate important aspects of the sharing of power in society, is used as a starting place to examine ways in which interactants in everyday conversations manipulate and organize gendered identities and the entitlements of certain classes of individuals to particular types of power.
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Sennott, Christie, e Nicole Angotti. "Reconsidering Gendered Sexualities in a Generalized AIDS Epidemic". Gender & Society 30, n.º 6 (8 de outubro de 2016): 935–57. http://dx.doi.org/10.1177/0891243216672805.
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Using the threat of a severe AIDS epidemic in a collection of rural villages in South Africa, we illustrate how men and women reconsider gendered sexualities through conversations and interactions in everyday life. We draw from data collected by local ethnographers and focus on the processes through which men and women collectively respond to the threat posed by AIDS to relationships, families, and communities. Whereas previous research has shown that individuals often reaffirm hegemonic norms about gender and sexuality in response to disruptions to heteronormative gender relations, we find that the threat of AIDS provokes reconsideration of gendered sexualities at the community level. That is, our data demonstrate how men and women—through the interactions and exchanges that make up their daily lives—debate, challenge, make sense of, and attempt to come to terms with social norms circumscribing gendered sexual practices in a context where the threat of a fatal disease transmitted through sex looms large. We argue that ethnographic data are particularly useful for capturing communal responses to events that threaten heteronormative gender relations and reflect on how our findings inform theories of gender relations and processes.
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O'Donnell, Kendra, Ryanne N. Schaad, Kara McSweeney e Clare Conry-Murray. "You're Such a Girl: Children's Reasoning About Gendered Interactions". Merrill-Palmer Quarterly 69, n.º 3 (julho de 2023): 240–62. http://dx.doi.org/10.1353/mpq.2023.a928420.
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Abstract: Children ages 6–7 and 9–10 and emerging adults ( n = 115) judged whether a character should approach a group of peers when they had a gender-neutral, gender-norm-consistent, or gender-norm-inconsistent activity. They also provided justifications and judgments about whether the character would be teased. Approaching peers with a gender-norm-inconsistent activity was judged as unacceptable, and participants also anticipated the protagonist would be teased. Justifications indicated that all ages tended to consider gender norms when activities were gendered, but personal preference when activities were gender neutral. Participants anticipated that friends would be less likely to tease than strangers. Girls/women and the youngest age groups (6–7) were most likely to indicate that being teased would prevent the character from engaging in the activity in the future.
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Dutta, Sagnik. "Competing Allies: Legal Pluralism, and Gendered Agency in Mumbai’s Sharia Courts". Law & Social Inquiry 47, n.º 2 (24 de novembro de 2021): 514–34. http://dx.doi.org/10.1017/lsi.2021.39.
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Building upon participant observation in a women’s sharia court in Mumbai, run by activists of an Islamic feminist movement in India, and its networks with similar alternative dispute resolution forums run by male qazis (non-state actors trained in Islamic law and Muslim personal law), this article explores the modalities of interaction between non-state actors who adjudicate Muslim personal law in India. It also delineates how gendered agency is shaped in these interactions. This article identifies three aspects of this interaction between male and female non-state actors: (1) everyday cooperation between male and female qazi despite their doctrinal differences; (2) the gradual assertion of female qazi in and through everyday cooperation with male qazi; and (3) institutional competition interlaced with everyday cooperation. I explore a range of interactions including contestation and collaborative contestation between non-state actors, a domain that has not been explored in existing scholarship on legal pluralism. I also draw attention to how we might think about women’s agency in a legal pluralist context beyond a straightforward challenge to male authority and as it is forged at the intersection of individuals, interactions, and institutions. Through a critical exploration of women’s agency, I show how women both inhabit and transform gender norms at an individual and institutional level in their interactions with non-state actors and institutions, expanding scholarship on legal pluralism and gender beyond reified “women’s interests.”
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Günthner, Susanne. "The Construction of Gendered Discourse in Chinese-German Interactions". Discourse & Society 3, n.º 2 (abril de 1992): 167–91. http://dx.doi.org/10.1177/0957926592003002003.
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Aggestam, Karin, e Jacqui True. "Political leadership and gendered multilevel games in foreign policy". International Affairs 97, n.º 2 (março de 2021): 385–404. http://dx.doi.org/10.1093/ia/iiaa222.
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Abstract Gender intersects as a major fault-line in increasingly polarized, contemporary global politics. Many democratic states in the global North and South have adopted pro-gender norms in their foreign policies, while other states and populist regimes have resisted the promotion of gender equality and women's rights. This article analyses how political leaders harness gender dynamics to further their power, status and authority to act in foreign policy. While scholarship on foreign policy analysis has emphasized the role of individuals, political leaders and their followers, and of two-level games balancing domestic and international pressures, we advance a novel theoretical concept: ‘gendered multilevel games’. This new concept highlights the gendered dynamics of the problem of agency and structure in foreign policy, which are generated from the interactions between the domestic, international and transnational levels, and reach within and across states. To illustrate the utility of this concept, we analyse foreign policy leadership and the variation in gendered multilevel games in four vignettes: (1) hyper-masculinity and revisionist leadership; (2) normative leadership and gendered nation-branding; (3) compassionate leadership and gendered transnational symbolism; and (4) contested leadership on pro- and anti-gender norms in foreign policy. Importantly, these empirical illustrations show how adept political leaders navigate pro- and anti-gender norms to achieve core and often divergent foreign policy goals.
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Alshamrani, Mohammed. "The Relationship between Leader Member Exchange, Job Satisfaction and Affective Commitment, Gender-Similarity Roles in the Segregated Work Environment in the Kingdom of Saudi Arabia (KSA)". International Journal of Business and Management 12, n.º 5 (13 de abril de 2017): 1. http://dx.doi.org/10.5539/ijbm.v12n5p1.
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The purpose of this study is to assess gendered leadership in segregated work environments in the Kingdom of Saudi Arabia, a context in which interactions between the genders is limited. Throughout this study, leader-member exchange (LMX) will be classified as an independent construct, job satisfaction (JS) and affective commitment (AC) will be classified as dependent constructs, and gender similarity status will be classified as a moderator. Since interactions among the genders are uncommon in this context, this study will explore whether leadership relationships are gendered in this environment.The data was collected using an online survey; 115 male teachers and 106 female teachers were included in the sample, all of whom work in segregated schools. The partial least squares approach to structural equation modeling was used (PLS-SEM), and the results showed that gender relationships are important when considering LMX. The results also proved that both genders of teacher are influenced by their relationship with their current principal, and this was important when predicting JS and AC. The multi-group analysis (MGA) test showed that gender moderates the relationship between LMX and JS with an advantage for female teachers.The findings suggest that teacher training should pay more attention to minimising the stereotyping of females in relation to gendered leadership. The limitations and recommendations for future research are discussed in light of these findings.
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Suhirman, Lalu, Wigati Yektiningtyas e Sutoro Sutoro. "Gendered Teacher–Student Interactions in EFL Classrooms: A Case of Muhammadiyah Senior High School Context in Papua – Indonesia". International Journal of Research and Innovation in Social Science VII, n.º XII (2024): 1633–42. http://dx.doi.org/10.47772/ijriss.2023.7012127.
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This study examines EFL teacher interpersonal communication of gender differences in classroom interactions at Muhammadiyah High School in the composition of three different class models: (a) composition of sex-mixed learning group (male and female students in a classroom); (b) composition of singled – learning group specifically for women (only female students in a classroom); and (c) singled-learning group special particularly for men (only male students in a classroom). The pattern of classroom interaction from male and female teachers and students is largely influenced by culture or tradition and by the composition of the class gender. For example, male and female EFL teachers initiated a comparable number of interactions across all learning group composition models, but female teachers started more interactions for all learning group compositions and male teachers started fewer interactions in sex-mixed-type classrooms and specifically for female students singled learning group (student – women’s classroom) while in student – male specific classroom, male teachers had a lot of open-minded interaction. Also, in mixed gender classrooms, both groups of female and male students indicated opened interactions with female teachers and male teachers, while female students learning group interact with female teachers smoothly and openly while male teachers, they maintained excessive interaction, and for male class students, they were very active and opened to interacting both with female teachers and male teachers.
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Gargroetzi, Emma C. "Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom". Journal for Research in Mathematics Education 55, n.º 3 (maio de 2024): 127–47. http://dx.doi.org/10.5951/jresematheduc-2022-0027.
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Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate or interrupt these conditions. Contributing to questions about the relationships among identity, power, and dignity in mathematics learning, this article presents a positional interaction analysis of Gisela, a Disabled 10th-grade Latina student, as she took up, challenged, and renegotiated identities of mathematical thinker, learner, and community member over the course of one school year.
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Bode, Ingvild. "Women or Leaders? Practices of Narrating the United Nations as a Gendered Institution". International Studies Review 22, n.º 3 (25 de janeiro de 2019): 347–69. http://dx.doi.org/10.1093/isr/viz004.
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Abstract The United Nations has been an important forum for promoting women's rights, but women are still underrepresented at the most senior levels of its leadership. This points to persistent obstacles in reaching gender parity at the UN, despite the organization's overt commitment to this objective. Situated in feminist institutionalist insights, I argue that the institutionalization of gender inequality through practices in the UN as a gendered institution can account for continued barriers to women leadership. This makes contributions to feminist institutionalist literature in international relations by taking it to the individual microlevel. Gendered practices sustain, inform, and manifest themselves in four interconnected processes that reinforce gendered divisions of subordination: positional divides, symbols and imagery, everyday interactions, and individual identity (based on Acker 1990, 146–47; Scott 1986). These processes and their practices become accessible through the narrative analysis of semi-structured interviews conducted with senior women leaders at the UN. By recognizing their narratives as valid forms of insight into the study of the UN, this approach recognizes women leaders’ agency as opposed to portraying them as numbers only.
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Oladoja, Folakemi S., e Dubamo Tomere. "Gendered Voices and Ideological Communications: A Case from the Film Industry". Journal of Business, Communication & Technology 1, n.º 2 (2022): 67–81. http://dx.doi.org/10.56632/bct.2022.1207.
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Gender is a social construct that finds expression in cultural and ideological communicative practices. This research focuses on gendered voices and ideological communications, drawing insights from the film industry in Nigeria. The study adopts the triangulation of critical discourse analysis, polyphony, and construction grammar to appraise the instances of gendered voices in Tunde Kelani’s Narrow Path, in order to tease out the underlying ideologies in the emotioncy-driven communicative contexts. Two opposing ideologies, namely, the patriarchalist and womanist dominate the interactions of the characters. While the former was characterized by the macho, parental, institutional, and communal voices, the latter was orchestrated by the solidaristic and institutional voices. The patriachalist ideals were both concretized through the same-gender and other-gender personae, the womanist ideology was basically enacted through same-gender persona. These were established through gendered constructions propelled by: presupposition, assertion, topic, and focus. High context society like the Yoruba should provide equal space for both genders to express their thoughts and partake in building a gender-unbiased society.
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Joseph, Jesna. "The Dynamics of Gendered Spaces in Jokha Alharthi’s Celestial Bodies". New Literaria 04, n.º 01 (2023): 09–16. http://dx.doi.org/10.48189/nl.2023.v04i1.002.
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The interactions of human agency in the totality of space creates different social structures. Feminist Geography offers a self-reflexive analysis of regimes of power that operates in everyday life. The gendered divisions in society are responsible for creating the different patterns of spatial activity, experience and behaviour. Giving insight into a traditional Islamic society, Omani writer, JokhaAlharthi’s Celestial Bodies (2018) is a criticism against dominant ideologies and power hegemony. The paper analyses the critical relationship between gendered and spatial segmentation and challenges their supposed naturalness and validity. The unequal power relations that exist within the society produce different patterns of spatial relations with respect to access to public and private spaces. Through the theoretical framework of Feminist Geography, the paper criticises the gendered divisions of space and problematises the attempt of the enduring subjects to free themselves from the narrow space of patriarchal imagination and re-invent their lives in a space of their own.Keywords: Past and present, Timeless Humanities, Boethius, Wolfram von Eschenbach, Path through Life, Relevance of Literature, Philosophy.
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K Pradeep, Jisha VG, Baiju Paul e Paul T Benziker. "Gendered Space and Spatial Discourses in Everyday Life: Exploring The Notion of Henri Lefebvre". International Research Journal on Advanced Engineering and Management (IRJAEM) 2, n.º 11 (16 de novembro de 2024): 3273–81. http://dx.doi.org/10.47392/irjaem.2024.0482.
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This paper critically engages with Henri Lefebvre’s concept of space, focusing on its gendered dimensions as experienced in everyday life. Structure on Lefebvre's argument that space is socially produced and deeply intertwined with power relations, we explore how gender operates as a crucial axis in the production of space. Through a close examination of various environments like workplaces, domestic settings, and public spaces, which highlight how spatial practices and discourses perpetuate or challenge traditional gender norms. This analysis emphasizes the lived realities of navigating gendered spaces, reflecting on how these spaces are constructed through both overt social structures and subtle everyday interactions. By integrating feminist geographical approaches with Lefebvre’s spatial theory, research focussed a nuanced perspective on how individuals experience, negotiate, and sometimes resist the gendered dynamics embedded in their environments. This research sheds light on the interplay between space and gender, showing how spatial arrangements both reflect and shape social hierarchies. The study explores the spatiality and spatial discourses in the society through various case across the country.
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Shahnaz Jumani, Sakina Jumani e Uzma Safdar. "Gendered Discourse in Pakistani Classrooms: A Critical Discourse Analysis". Critical Review of Social Sciences Studies 3, n.º 1 (11 de janeiro de 2025): 412–21. https://doi.org/10.59075/fbw6as77.
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The objective of this study is to analyse how gendered discourses are constructed in context of Pakistan classrooms via critical discourse analysis. Based on realistic classroom narratives from various educational contexts, the study examines how gendered scripts and roles emerge, are reinforced or resisted in pedagogical arenas. This study is qualitative in nature to capture gendered discourse patterns in a learning environment. CDA is chosen as the main theoretical framework for enquiring how gender ideologies and relations regulate and are realised in the text of an IELTS institute in Karachi. Through the analysis of the observed and recorded teacher-student and student-student interactions, this study analyzes the linguistic features, power relation, as well as other micro affirmative and micro aggressive acts that rehearse or challenge gender normativity. The paper also focuses on the relationship between language, culture and ideology and shows how students, especially girls, can be excluded from learning and education. The study concludes that classroom discourse is a reflection of existing power relation in the society, thus shaping the student’s perceived power relations including gender power relations in educational settings.
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Wasson-Ellam, Linda. "If Only I Was Like Barbie". Language Arts 74, n.º 6 (1 de outubro de 1997): 430–37. http://dx.doi.org/10.58680/la19973238.
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Examines how young girls in a multi-aged primary classroom constructed gendered identities and meanings through interactions with booksand televised soap operas that often distort their vision of reality and what it is to live as a female. Discovers that the girls interpreted story to make it fit into their already established ideas about appropriate behavior for females.
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Battey, Dan, Kristen Amman, Luis A. Leyva, Nora Hyland e Emily Wolf McMichael. "Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction". Journal for Research in Mathematics Education 53, n.º 2 (março de 2022): 94–113. http://dx.doi.org/10.5951/jresematheduc-2020-0170.
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Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and instruction are racialized and gendered. This article uses the concept of labor to examine responses from 20 students from historically marginalized groups to events identified as discouraging in precalculus and calculus instruction. Findings illustrate how Black students, Latina/o students, and white women engage in emotional and cognitive labor in response to discouraging events. Additionally, to manage this labor, students named coping strategies that involved moderating their participation to avoid or minimize the racialized and gendered impact of undergraduate mathematics instruction.
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Mooney, Shelagh. "Understanding gender and sexual politics in hospitality as Hospo-gender". Hospitality & Society 13, n.º 3 (1 de setembro de 2023): 163–71. http://dx.doi.org/10.1386/hosp_00072_2.
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This editorial introduces the idea of Hospo-gender, a new understanding of ‘hospitality as gender and sexual politics’; the theme of this Special Issue which covers how gendered relations are conveyed in hospitality. The rationale for the Special Issue is discussed, followed by an outline of gender research in Hospitality & Society and beyond, before the contributions of the four papers in this Special Issue are highlighted. The four collectively illustrate how the diversity of hospitality settings and the complexity of gendered social relations shape hospitality expressions in the home and at work. The authors reveal how markers of gender and sexual identity can change social interactions in significant ways, depending on the organizational and national context. In conclusion, the editorial defines the features of Hospo-gender and presents aspirations for future research.
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Miao, Weishan, e Xiaoli Tian. "Persona: How Professional Women in China Negotiate Gender Performance Online". Social Media + Society 8, n.º 4 (outubro de 2022): 205630512211361. http://dx.doi.org/10.1177/20563051221136111.
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With the shift of social interaction to online venues, do women still conform to existing gender norms? This article examines the online performance of professional women in urban China and their interactions with workplace colleagues on WeChat, a popular Chinese social media app that is an important venue for workplace interaction. As interviews showed, workplace interactions on WeChat perpetuated traditional gender norms of hegemonic masculinity, and professional women accommodated to those existing gender norms by using particular “personas.” Three major personas were identified: one that emphasized professional identity and downplayed gender identity; another that accentuated femininity and downplayed professional identity; and a third that performed femininity to please male workplace supervisors by confirming their masculinity. Persona is used as an analytical term to capture the WeChat activities of these professional women because, compared to online self-presentation, the persona represented a strategic conformity to existing norms and the women distanced themselves from their assumed personas. The use of social media, therefore, reproduced and reinforced conformity to existing gender norms because the online gendered persona constituted a comprehensive and enduring constraint.
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Chin, Ting-Fang. "Addressing heteronormativity: Gendered familial appellations as an issue in the same-sex marriage debate in Taiwan". Sexualities 23, n.º 7 (14 de novembro de 2019): 1080–96. http://dx.doi.org/10.1177/1363460719884022.
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On 24 May 2017, a historical landmark for the LGBT movement was achieved in Taiwan. The courts delivered Interpretation no. 748, which declares that the legal regulation in the Civil Code disallowing two individuals of the same sex to marry is unconstitutional and that the law should therefore be amended within two years. While the legal arguments at the constitutional level seem settled, discussions regarding sexuality, family and tradition triggered by the debate about same-sex marriage are continuing. Drawing on feminist and queer scholarship, I advocate turning the spotlight from the ‘subversive’ homosexual to ‘normative’ heterosexuality. In addition, through the theoretical lens of interactionism on sexuality, this study investigates a quotidian but controversial topic emerging in the debate: gendered familial appellations. Using transcripts of public hearings as research data, I discuss how the practice of employing gendered familial appellations based on the idea of the heterosexual family becomes an issue in the debate. Through an analysis of the matter, I argue that the heteronormative social order embedded in everyday interactions within the context of Taiwan society is revealed. This heteronormativity is not only gendered and hierarchically heterosexual but also ethnocentric in nature.
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Otieno, Millicent Awuor. "Gendered Disinformation of Female Politicians on Social Media in Kenya: A Case of Migori Republican Council Facebook Page". International Journal of Research and Innovation in Social Science VIII, n.º III (2024): 636–45. http://dx.doi.org/10.47772/ijriss.2024.803047.
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The increase in information communication technologies (ICTs) has undoubtedly facilitated socio-economic and political progress, granting individuals a platform for expression and engagement. However, this increased connectivity has also given rise to disturbing phenomena such as stalking, abuse, intimidation, and humiliation. While the internet has provided a space for both men and women to voice their opinions, gendered disinformation on social media poses a significant threat to women’s rights across various domains, including politics, social interactions, and psychological well-being. Migori Republican Council (MRC) is the largest Facebook page that provides a forum for debates on the Migori County’s political, social and economic issues. Through a case study and analysis of content of the Facebook page collected through web scraping using rapid miner during the political campaigns for the Kenya’s 2022 General elections in the period spanning January to July 2022.The study revealed a landscape dominated by political debates and campaigns for both male and female politicians. However, campaigns targeting female politicians were marred by gendered slurs, focusing on their physical appearance, marital status, and roles as mothers. This form of gendered disinformation undermines women’s credibility and perpetuates harmful stereotypes, hindering their political participation and representation. To address the negative impact of gendered disinformation, the study advocates for public awareness campaigns to sensitize individuals, bloggers, and Facebook page administrators about the risks associated with harmful content on social media. Additionally, administrators should prioritize the formulation and enforcement of community guidelines that uphold human dignity and prohibit gender-based harassment. Gender training programs for bloggers and the public are essential to empower individuals to recognize and combat gendered disinformation effectively. The bloggers, Facebook administrators and the public should be equipped with digital media and information literacy competencies. Furthermore, the study recommends the development of lexicons for local languages spoken in Migori County to facilitate the identification and elimination of gendered disinformation. This localized approach acknowledges the cultural context and linguistic nuances inherent in combating online disinformation and ensures broader inclusivity in addressing gender-based issues on social media platforms.
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Bruno, Luca. "To (Sub)Serve Man. Role Language and Intimate Scripts in Kioku no Dizorubu". LEA - Lingue e Letterature d'Oriente e d'Occidente 12 (23 de dezembro de 2023): 99–116. http://dx.doi.org/10.36253/lea-1824-484x-14474.
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Japanese Adult Computer Games engage players in immersive narrative experiences centred on intimate interactions with anime-manga characters. Within these games, players are encouraged to develop parasocial phenomena as an integral aspect of the gameplay loop. The language employed during character interactions plays a pivotal role in shaping these parasocial phenomena, establishing specific roles, expectations, and the potential for their confirmation or subversion. This paper examines the systems of stylized character idiolects typical of anime-manga media – referred to as yakuwarigo by Kinsui 2017, 2003 – and explores how these linguistic elements embed gendered roles in the women-oriented video game Kioku no Dizorubu.
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Fortuijn, J. D. "Gender-sensitive observations in public spaces as a teaching tool". Geographica Helvetica 64, n.º 1 (31 de março de 2009): 37–44. http://dx.doi.org/10.5194/gh-64-37-2009.
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Abstract. Public spaces can be seen as arenas where gendered social roles, relations and identities are (re)produced, represented and contested. Because of their (assumed) public character – crowded, open, accessible and visible – these spaces are extremely useful as «observatories » for teaching and learning geography. This article presents and discusses 17 examples of assignments of eleven different universities in Europe, the United States and Israel in which students are encouraged to observe public spaces in order to understand the gendered use of space, interactions in space and the physical and symbolic design of public spaces, and to reflect on their observations from a gender perspective. Two different teaching styles are distinguished: semi-formal (detailed, protocolized and object-oriented) and informal (open, relational and subject-oriented). These differences in teaching styles are argued to reflect differences in academic cultures between countries and between disciplinary paradigms.
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Park, Gum-Ryeong, e Jinho Kim. "Gendered trajectories of depressive symptoms and social interactions among cancer patients". European Journal of Oncology Nursing 56 (fevereiro de 2022): 102092. http://dx.doi.org/10.1016/j.ejon.2021.102092.
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Chamberlain, Alyssa W., Lyndsay N. Boggess e Ráchael A. Powers. "Neighborhood predictors of the gendered structure of non-lethal violent interactions". Social Science Research 96 (maio de 2021): 102545. http://dx.doi.org/10.1016/j.ssresearch.2021.102545.
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Jaoul-Grammare, Magali, e Faustine Perrin. "A Gendered Approach of Economic and Demographic Interactions: Evidence from France". Revue d'économie politique 127, n.º 6 (2017): 1083. http://dx.doi.org/10.3917/redp.276.1083.
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Namatende-Sakwa, Lydia. "Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms". Teachers College Record: The Voice of Scholarship in Education 123, n.º 1 (janeiro de 2021): 1–26. http://dx.doi.org/10.1177/016146812112300105.
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Background Undergirding the dominant research focus on gender representation in textbooks is the assumption that making texts progressive in their construction of gender is a panacea for equality in the classroom. As this study demonstrates, however, textbooks containing traditional representations of gender can be used to challenge biases, while textbooks with progressive representations can be undermined. This suggests that “fixing” gender in textbooks to make them progressive does not guarantee how teachers enact them in the classroom. Indeed, the predominant focus on texts, rather than teachers’ gender knowledge base, has had little impact on classroom practice. This justifies the shift to “teacher talk around the text,” which, as scholars argue, should be the focus of research. Purpose and Research Questions This study, which goes beyond the dominant focus on textbooks to draw attention to how teachers take them up, was guided by the following research questions: How do teachers use gendered textbooks in the classroom? What discourses and practices circulate? What informs teacher selection of textbooks? Is gender one of the considerations? Context The study was situated in Uganda, a multiethnic patriarchal developing country in East Africa. Research Design A qualitative case study approach was taken up with two cases, specifically an affluent girls’ single-sex school and a less affluent mixed school. This illuminated how gender is constructed in relation to other socially constructed categories. Data Collection and Analysis The investigation involved textual analysis, classroom observations, and interviews, which were analyzed using feminist poststructural discourse analysis to identify and name discourses and discursive practices cited during the classroom interactions. Findings/Results Overall, the teachers’ use of textbooks in both cases challenged previous research, which assumed that teachers necessarily take up gender as constructed in textbooks. This overlooked teachers’ gendered truths, which, as shown in my study, informed how they took up and/or rejected both traditional and transgressive texts. Traditional gendered texts, which illuminated dominant realities, surprisingly offered more disruptive potential for engaging with gendered hierarchies than did progressive texts, which constructed marginal realities and/or realities incongruent with dominant truths. Conclusions/Recommendations The study has implications for teacher education in Uganda, which should prepare teachers by unsettling the taken-for-granted gender knowledge base, through disrupting traditional gendered ways of thinking/discourses. This will create possibility for producing teachers who can critically navigate gendered texts, by deconstructing gendered power relations during classroom engagement with texts. Indeed, as research has indicated, teachers are capable of challenging gender bias if well prepared. It will also be useful for researchers to observe lessons in which expert teachers engage with gendered textbooks, providing a model to inform teacher education.
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Vahedi, Luissa, Heather Stuart, Stéphanie Etienne, Sabine Lee e Susan A. Bartels. "Gender-Stratified Analysis of Haitian Perceptions Related to Sexual Abuse and Exploitation Perpetrated by UN Peacekeepers during MINUSTAH". Sexes 2, n.º 2 (15 de junho de 2021): 216–43. http://dx.doi.org/10.3390/sexes2020019.
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Feminist scholarship has analyzed the gendered dynamics of national- and international-level risk factors for peacekeeper-perpetrated sexual exploitation and abuse (SEA); however, the gendered dynamics within the host country have not been adequately considered. Using the United Nations Stabilization Mission in Haiti (MINUSTAH) as a case study, this research analyzes gender differences within community-level perceptions of SEA. Using SenseMaker® as a data collection tool, cross-sectional qualitative and quantitative data were collected by Haitian research assistants over an 8-week period in 2017. Participants first shared a narrative in relation to MINUSTAH and then self-interpreted their narratives by noting their perceptions, attitudes, and beliefs on a variety of questions. The self-coded perceptions were analyzed quantitatively to determine patterns, and this was complemented with a qualitative analysis of the narratives. Women/girls were more likely to perceive the sexual interactions as “relationships” compared to Haitian men/boys. Furthermore, women/girls were more likely to perceive the peacekeeper as “supportive”, whereas men/boys conceptualized the peacekeeper as “authoritative”. SEA-related policies/programs, such as the UN Trust Fund in Support for Victims of SEA, should engage with local Haitian actors and consider such nuanced and gendered perceptions to maximize community trust and program efficacy.
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Sahraoui, Nina. "Gendering the care/control nexus of the humanitarian border: Women’s bodies and gendered control of mobility in a EUropean borderland". Environment and Planning D: Society and Space 38, n.º 5 (12 de junho de 2020): 905–22. http://dx.doi.org/10.1177/0263775820925487.
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Building upon and contributing to a feminist geography of borders, the chosen methodological approach examines women’s bodily experiences at a Southern EUropean border, the Spanish enclave of Melilla. Drawing on three months of ethnographic fieldwork, this article scrutinises the care interactions unfolding in a Centre for Immigrants between medical humanitarians and women residing there in their position as both migrants and patients. The analysis foregrounds the gendered forms of domination that the care function of the humanitarian border entails. I argue that medical humanitarians are vested with the power to decide over women’s mobility in the name of care on the basis of an entanglement of administrative and medical procedures in this border context. While women are subject to greater humanitarian intervention due to the association of their embodied states with vulnerability, the biopolitical migration management of the border grants medical humanitarians a decision-making authority. The article uncovers how medical humanitarianism, enmeshed in the border regime, yields gendered constraints from practices of immobilisation to imposed practices of mothering. It traces the rationale for these practices to racialised and gendered processes of othering that usher in perceptions of undeservingness and sustain a humanitarian claim for biopolitical responsibility over these women’s mobility.
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Wood, Elizabeth, e Joanna Cook. "Gendered discourses and practices in role play activities: A case study of young children in the English Foundation Stage". Educational and Child Psychology 26, n.º 2 (2009): 19–30. http://dx.doi.org/10.53841/bpsecp.2009.26.2.19.
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This paper draws on contemporary feminist post-structural theories to explore gendered discourses and practices in role play, in a small-scale case study of four children (age 4–5 years) in the English Foundation Stage. Non-participant observations of classroom-based role play activities were carried out over four months, with an original focus on progression and continuity in play (Cook, 2003). This was followed by a reflective re-viewing and analysis of the data by the two authors in order to provoke critical engagement with the gendered relationships and meanings in children’s play (Cook & Wood, 2006). The findings reveal the ways in which role play provides flexible contexts for children to explore and take up gender identities, and the social competences and power dynamics used to sustain or disrupt play.The findings confirm that children’s gendered identities are related to their emerging understandings of femininities and masculinities, and the complex ways in which these are represented and performed in their social and cultural worlds. Power and identity are established through dynamic social actions and interactions, humour, teasing, language and symbolic transformations, as children weave across real/not real boundaries. Re-viewing the data through feminist post-structural theories challenges established free play/free choice pedagogical approaches in relation to diversity and equity.
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Natalier, Kristin. "Micro-aggressions, single mothers and interactions with government workers: The case of Australia’s child support bureaucracy". Journal of Sociology 53, n.º 3 (24 de maio de 2017): 622–36. http://dx.doi.org/10.1177/1440783317709358.
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This article analyses single mothers’ experiences of Australia’s child support bureaucracy, shifting the focus beyond problematic individual interactions to the discourses that shape them. Drawing on data from semi-structured interviews with 37 Australian single mothers, I argue that women’s interactions with Department of Human Services – Child Support (DHS-CS) are expressions of gender-focused micro-aggressions. These are interactions that express and reinforce social hierarchies and power differentials in sometimes subtle and often taken-for-granted ways. I argue these interactions are structured by the dominant gendered welfare discourse that constitutes the welfare mother and legitimates masculine financial discretion. Thus, any attempt to address client concerns about the failings of DHS-CS, and by extension other government bureaucracies, must extend beyond ‘training’ and administrative processes, and engage with the more challenging strategies of socio-cultural change.
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Johnstonbaugh, Morgan. "Men Find Trophies Where Women Find Insults: Sharing Nude Images of Others as Collective Rituals of Sexual Pursuit and Rejection". Gender & Society 35, n.º 5 (16 de agosto de 2021): 665–90. http://dx.doi.org/10.1177/08912432211036907.
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As sexting has become more common, so has the sharing of nude and semi-nude images of others. While women and men may both engage in this practice, when they do so they often participate in distinct gendered rituals. Drawing on 55 in-depth interviews with college students, I examine how the symbolic meanings attached to men and women’s nude images in the context of intimate heterosexual interactions shape collective rituals of sexual pursuit and sexual rejection. I find that men share images of women with their peers to demonstrate sexual prowess and receive praise, whereas women share images of men with their peers to cope with unwelcome sexual advances and receive support. These gendered rituals are linked to the perceived desirability of men’s and women’s nude images. While rituals of domination appear among men and reproduce unequal gender relations, rituals of commiseration appear among women to resist unequal gender relations.
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Mostaccio, Silvia. "Shaping the Spiritual Exercises: the Maisons des retraites in Brittany during the Seventeenth Century as a Gendered Pastoral Tool". Journal of Jesuit Studies 2, n.º 4 (30 de setembro de 2015): 659–84. http://dx.doi.org/10.1163/22141332-00204007.
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In the second half of the seventeenth century, on the periphery of Catholic Europe, Brittany was the site of intensive missionary activity aimed at both men and women. Based on a heterogeneous corpus of manuscripts, printed books, and iconographic sources, this article shows how, far from Rome, Jesuits and devout laywomen adopted a gendered perspective in reconceptualizing mission. In the city of Vannes, the Jesuit Vincent Huby and the aristocrat Catherine de Francheville instructed large groups of men and women in the Spiritual Exercises. They supervised two retreat houses to welcome them and created a “missionary kit” of moral images adapted to their gendered pastoral field. The Breton context presents a particularly good example of the importance of gender to missionary interactions. Here, the Jesuit “way of proceeding” allowed for the integration of local communitarian perspectives, in order to enhance the effectiveness of the mission.
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Creese, Gillian. "Growing up African Canadian in Vancouver: Racialization, Gender and Sexuality". Canadian Journal of Sociology 44, n.º 4 (29 de dezembro de 2019): 425–46. http://dx.doi.org/10.29173/cjs29456.
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Vancouver is one of the most diverse cities in North America, with 49% of the population identifying as people of colour. However, residents who are racialized as Black or claim an African ethnic origin make up just over 1% of the population. These residents may constitute a hyper-visible minority in the local context, but they are firmly embedded in discourses about Blackness that transcend local geographies. Based on interviews with 35 adult children of immigrants from sub-Saharan Africa, this paper explores some of the ways that gendered and sexualized discourses of Blackness shape the lives of men and women in metro Vancouver. Interactions in public spaces include challenges to competency, honesty, and respectability, while private lives are marked by differences in heterosexual desirability that enhance the romantic prospects of men and limit those of women. The following discussion illustrates that processes of racialization are simultaneously gendered and sexualized.
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Bridge, Dominic James Ruggier. "‘A Musical Bouquet for the Ladies’: Gendered Markets for Printed Music in Eighteenth‐Century England". Journal for Eighteenth-Century Studies 46, n.º 4 (dezembro de 2023): 499–519. http://dx.doi.org/10.1111/1754-0208.12921.
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AbstractThis article explores how music publishers recruited the gendered expectations of musical practice to market their scores to male and female audiences. It shows how the graphic and textual elements of title pages and prefaces were used as promotional material and reveals how publishers encoded gendered representations of music making into their printed editions in order to navigate the social worlds in which they were consumed. The opening section will discuss how music publishers appropriated images of courtship scenes on the title pages of keyboard tutors (to market their scores towards young women) and explain how prefaces could be used to placate the feminine associations of musical practice to help publishers sell to a male audience. The discussion will then turn to the concept of gift giving, explaining how graphic imagery could be used to place the score at the centre of elite romantic interactions, modelling expected commercial behaviours.
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Tardif-Williams, Christine Yvette, e Sandra Leanne Bosacki. "Gender and Age Differences in Children’s Perceptions of Self-Companion Animal Interactions Expressed through Drawings". Society & Animals 25, n.º 1 (18 de abril de 2017): 77–97. http://dx.doi.org/10.1163/15685306-12341433.
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This study explored gender and age differences in children’s perceptions of their interactions with companion animals, as represented through drawings and written descriptions. The study included 77 school-aged children (50 girls, 27 boys; aged 6 to 12 years) who attended a one-week humane education summer camp that aimed to promote positive interactions with animals. Children completed drawings of their interactions with companion animals and provided accompanying written descriptions. The results suggested that boys’ drawings and written descriptions showed more cognitively-based perceptions of self-companion animal interactions. In contrast, girls’ drawings and written descriptions showed more emotionally-focused perceptions. The drawings and written descriptions of younger (versus older) girls included the highest percentage of emotional language. In contrast, older (versus younger) boys used the highest percentage of emotional language to describe their self-companion animal drawings. Implications for gendered, developmentally sensitive, school-based programs aimed to encourage positive interactions between children and animals are discussed.
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Zuo, Jiping. "From Revolutionary Comrades to Gendered Partners". Journal of Family Issues 24, n.º 3 (abril de 2003): 314–37. http://dx.doi.org/10.1177/0192513x02250888.
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Drawing on gender construction theory, this study examines marital construction of breadwinning as both responsibility and privilege in urban China in the market reform (1978–). Data come from interviews with 39 married couples in Beijing in the summer of 1998. Husbands are found to be more devoted to paid work than are wives, although both spouses are active in the labor market. Moreover, both wives and husbands prefer the husband to be the main or obligatory provider and the wife to be a family-committed career seeker. The analysis shows that the persistence of the male provider role in urban China is mainly due to marital interactions on an everyday basis, the normative constraints of the breadwinning boundary to both genders, and the lack of an economic environment that provides wives with a sufficient number of self-fulfilling jobs and socialized domestic services.