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Добірка наукової літератури з теми "Family and school gender socialization"

Автор: Grafiati

Опубліковано: 8 лютого 2025

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Статті в журналах з теми "Family and school gender socialization"

1

Saadanbekova, Cholpon I., Cholpon S. Usupova, and Maryam Shysyr. "The Impact of Social Institutions on Gender Socialization in Contemporary Conditions." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2023): 107–12. http://dx.doi.org/10.20339/am.01-23.107.

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This article examines the influence of social institutions on the socialization of gender. Gender socialization forms the gender division that exists in society. A person who is socialized based on his gender is highly likely to reproduce gender stereotypes later. The most important impact on socialization is influenced by the family, society, and the media. The family is a unique social institution, an intermediary between the individual and the state, a translator of fundamental values from generation to generation. School is an effective institution in the formation of a person’s personality. The media is an institution of mass communication that operates according to certain rules. In this regard, gender socialization is hierarchically affected in the family – society – education – media – self-awareness – self-realization complex.

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2

Briella, Theodora Anggika. "Understanding the Influence of Family Dynamics on Gender Identity Formation in Pre-school Children." Acta Psychologia 3, no. 2 (July 31, 2024): 70–80. https://doi.org/10.35335/psychologia.v3i2.60.

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Gender identity development in pre-school children is a complex process influenced by individual, familial, and societal factors. This research investigates the role of the family in shaping children's understanding and expression of gender, drawing on a mixed-methods approach that combines qualitative interviews, observations, and quantitative surveys. The study examines parental socialization practices, attitudes, and beliefs regarding gender, as well as the influence of sibling and peer interactions, cultural norms, and socioeconomic factors within the family context. Findings highlight the central role of parents as primary socialization agents, transmitting cultural norms and values related to gender through everyday interactions and practices. Sibling and peer influences further shape children's understanding of gender, while cultural and societal factors intersect with family dynamics to influence perceptions of gender roles and expectations. Practical implications for parents, educators, and policymakers are discussed, emphasizing the importance of fostering awareness, reflection, and action to create supportive environments that empower children to explore and embrace their gender identity authentically and affirmatively. Overall, this research contributes to a deeper understanding of the processes underlying gender identity formation in early childhood and informs interventions and policies aimed at promoting healthy gender development in pre-school children.

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Kim, Taehan. "Gender Differences Regarding the Effects of Family and School Factors on Socialization of Middle School Students." Korea Association of Yeolin Education 28, no. 4 (September 30, 2020): 1–22. http://dx.doi.org/10.18230/tjye.2020.28.4.1.

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4

Mareková, Hermína. "GENDER VIOLENCE AS A POSSIBLE OBJECT OF SOCIALIZATION FOR BOTH SEXES." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 158–61. http://dx.doi.org/10.12955/pss.v1.64.

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There are countless theories and models of socialization. All of these theories agree on one thing: it is a process, during which people pass on and absorb social values and norms, including the norms that apply to gender. Socialization is not a one-way process, in which our children acquire information from our “adult” world. It is rather a two-way process. Children socialize with each other in everyday interactions – both at home and away from home. In the theories of socialization at school, from the point of view of interaction, the focus is on the microsocial area, i.e the interaction between subjects. The basic concept of all interactions is therefore communication between the subjects. The individuals have a common set of symbols – speech – at their disposal and are confronted with the expectation of a stabilized behavior. The occurrence of violence in the child's family and in the social environment has significant socializing and educational effects, in a negative sense.

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5

Raja, Amir. "Exploring Gender Construction within Families: A Study of the Socialization of Muslim Girls in Kalaiya, Bara, Nepal." Dhaulagiri Journal of Sociology and Anthropology 18, no. 2 (December 31, 2024): 60–68. https://doi.org/10.3126/dsaj.v18i2.73312.

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This paper explores gender socialization using the social construction of gender theory and integrates it with intersectionality theory, focusing on the existing positioning of Tarai Muslim girls. The study internalizes the existing heterogeneity among Muslims of Nepal and focuses on the Tarai Muslims with its research site in Kalaiya, Bara. The qualitative study employs in-depth interviews, key-informant interviews (KIIs), and focus-group discussions (FGDs). By using purposive sampling, participants were selected, and an in-depth interview of 20 parents (10 males and 10 females) was carried out, which was followed by two FGDs: five male parents in the first round of FGD and five female parents in the second round of FGD. This also involved conducting KII with five participants from each group of religious scholars and Muslim girls enrolled in government schools. The research findings suggest that gender socialization results from social factors prevailing within the family, influenced by religious, local, and national contexts. The social norms contributing to gender socialization involve widely held beliefs within the family that perceive the daughter as ijjat of the family and consider them as ‘other house property.’ Similarly, existing practices where females are nurtured to be inherently reliant on males and the beliefs of allocating binary roles to males and females contribute to gender socialization. Moreover, the contradiction of the religious values of Muslims with the local context influenced by the Nepali state is another factor supporting the gender socialization of Muslim girls.

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Riehl, Carolyn, and Mark A. Byrd. "Gender Differences Among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale." Educational Evaluation and Policy Analysis 19, no. 1 (March 1997): 45–64. http://dx.doi.org/10.3102/01623737019001045.

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In this study, we examine factors associated with the career move from school teaching to building-level administration, using nationally representative data on about 4,800 elementary and secondary public school teachers. Having administrative experience and a degree in administration were the most important predictors of becoming an administrator. Planning to leave teaching improved men’s chances, while family context decreased women’s chances. Overall, socialization factors—having aspirations, qualifications, and experience—were salient for both men and women. Nevertheless, the positive effects of these factors for women did not counteract other factors, including unmeasured ones, and so women’s predicted probability of becoming a school administrator remained far below that for men.

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Jin, Xilin. "How Gender Stereotype in Education Impact Female Students’ Development in Secondary School." Journal of Education, Humanities and Social Sciences 12 (April 19, 2023): 229–34. http://dx.doi.org/10.54097/ehss.v12i.7644.

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Currently, gender equality has gained considerable development across the world. However, gender issues did not really disappear. Gender bias and gender discrimination still widely exist in society and the field of education. The achievement of gender equality will always be an unavoidable key issue in education. Because secondary school students are in a critical stage of socialization, the educational environment can readily influence their gender preconceptions. Finding gender stereotypes that harm secondary school girls is crucial for reducing their effects. The research on gender stereotype of female teenagers in the secondary school setting is reviewed in this paper. By analyzing research done previously, the author aims to determine the effect of gender stereotypes on female adolescents’ development. This paper summarizes stereotypes from three aspects: the family, the school and society. Females were likely to grow up with negative influences from the three perspectives above, resulting in lower self-confidence and more mental health problems, hence catering to a rigid social identity rather than choosing a future path based on their interests and abilities. The findings highlight that educators, parents and public media need to support both male and female students in all academic areas.

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8

Cohen, Flora, Sarah R. Meyer, Ilana Seff, Cyril Bennouna, Carine Allaf, and Lindsay Stark. "Intersectionality: Experiences of Gender Socialization and Racialization for Iraqi Students Resettled in the United States." Journal on Education in Emergencies 8, no. 2 (2022): 111. http://dx.doi.org/10.33682/1xf5-ef54.

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Individuals from conflict-affected countries, such as Iraq, face formidable challenges when they resettle in the United States. Drawing from intersectionality theory, we explore the lived experiences of adolescent boys and girls from Iraq who have resettled in Texas and Virginia. In this qualitative study, we focus on the school as an institution that is positioned to enforce, or to combat, systemic and interpersonal inequalities among young refugees, especially in terms of gender and race. Our thematic analysis identifies the ways their interactions with teachers, peers, and family in the school context have shaped the socialization of these adolescent boys and girls from Iraq. The study findings reflect the importance of understanding how education settings can affect the intersectional experiences of conflict-affected youth who have resettled in the United States.

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9

AVAKAME, EDEM F. "Modeling the Patriarchal Factor in Juvenile Delinquency." Criminal Justice and Behavior 24, no. 4 (December 1997): 477–94. http://dx.doi.org/10.1177/0093854897024004005.

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This article attempts to extend power-control theory by (a) explicitly accounting for the ideological component of patriarchy and (b) examining the influences of extrafamilial socialization agents—peer groups, the church, and television—on the development of patriarchal sex-role attitudes, taste for risk, and delinquent activity. Data generated by a study of high school seniors from three Canadian cities were used for the study. There were substantial gender differences among matriarchal, egalitarian, and patriarchal family types in regard to parental relational and instrumental control, but these differences were not in directions suggested by power-control theory. In a similar vein, the data did not support the argument that the analytic focus must extend beyond the nuclear family and its socialization methods to properly account for the development of patriarchal sex-role attitudes.

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Manchana, Varalakshmi, and Srujan Vineet Gannavarapu. "Role of Gender perceptions in shaping gender-based discrimination and gender equality among school-going adolescents, Telangana: A cross-sectional community-based study." Journal of Family Medicine and Primary Care 13, no. 2 (February 2024): 774–79. http://dx.doi.org/10.4103/jfmpc.jfmpc_1238_23.

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ABSTRACT Background: Adolescence is a unique phase of life, facilitates the transition of a child to an adult, and thus is characterized with distinctive challenges as well as potentialities. Gender socialization during adolescence is shaped by the family, culture, and social construct results to development of attitudes, with more consistent and organized vision toward self and the society. Aim: The present study aims to identify the gender attitudes, perceived gender role, and gender discrimination among adolescents. Materials and Methods: Cross-sectional descriptive design adopted to study the gender perceptions among adolescents (N = 200) between 8th and 12th standards and meeting the inclusive criteria. Data were collected on gender attributes, attitudes, and perceived discrimination based on gender. Gender equality scores measured among students were categorized between high and low. Results: Findings reveal the persistence of gendered attitudes, roles, and relationships based on gender; 54% girls and 58% boys reported that boys/men are expected to be tough and less emotional and (37.5% girls; 46% boys) agreed that men were decision makers in the financial and family matters and women were felt as lesser role players. Overall, 46% were with gender-biased perceptions. Girls (18%) and boys (5%) reported sexual abuse; however, for any gender abuse, only 16% preferred to seek help from the family members. Conclusion: Findings of the present study highlight the need for gender sensitization in education and schools to transform gender-balanced attitudes and behaviors from young age which greatly affect the inter-personal relationships, affecting behaviors and relationships in families and societies in adulthood.

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Дисертації з теми "Family and school gender socialization"

1

Chan, Anita Kit-wa. "Making gender : schools, families and young girls in Hong Kong /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17538518.

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Flowers, Lea Randle. "Exploration of the Socialization Process of Female Leaders in Counselor Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/383.

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Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.

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Fericelli, Lisa. "Socialisation de genre dans la famille et à l’école et construction des rapports au numérique des filles et des garçons de 7 à 10 ans : études auprès d’enfants et d’enseignant.es." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0375.

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L'intégration croissante du numérique dans tous les secteurs de la société a redéfini les paradigmes éducatifs en mettant en avant la nécessité d'acquérir des compétences dans ce domaine (MENJ, 2023b). Cependant, un déséquilibre existe dans l’engagement des femmes par rapport aux hommes dans les filières et les métiers du numérique (Collet, 2019). Bien que de nombreux travaux révèlent des inégalités de sexe dans ce domaine chez les adultes, les études explorant ces phénomènes chez les enfants restent rares. Pourtant, il existe des différences marquées dans les usages du numérique et les aspirations professionnelles des adolescent.es (Coavoux, 2019a; Décret-Rouillard, 2024; Fontar & Le Mentec, 2020; Monfort & Réguer-Petit, 2022). Ces recherches ont révélé que les stéréotypes de sexe et les attentes sociales jouent un rôle significatif dans la formation des compétences et des intérêts technologiques chez les jeunes, influençant ainsi leur parcours futur. Il est donc pertinent d’explorer la construction du rapport au numérique des personnes dès l’enfance, puisqu’au cours de cette période, les filles et les garçons vivent déjà des expériences liées au numérique dans différents contextes (Cordier, 2021; Dajez & Roucous, 2010). Les modèles auxquels les enfants sont exposé.es dans la famille et à l’école sont hétérogènes et peuvent être conflictuels. Les enfants ne se contentent pas de recevoir passivement ces influences : elles.ils jouent un rôle actif dans leur socialisation de genre et dans l'appropriation des normes associées (Rouyer & Troupel, 2013). Dans ce contexte, cette recherche a pour objectif d’examiner la construction du rapport au numérique (représentations du numérique, usages et intérêt numériques de l’enfant, sentiment d’efficacité personnelle) des filles et des garçons âgé.es de 7 à 10 ans, dans les contextes familial et scolaire. À cette fin, nous nous sommes intéressées au rôle de la socialisation de genre de l’enfant dans ses divers milieux de vie, notamment l’école et la famille, et à la part active de l’enfant dans la construction de ce rapport. En nous intéressant plus particulièrement au milieu scolaire, nous étudierons le rôle de l’école et des enseignant.es dans la construction de ce rapport au numérique. Plus spécifiquement, notre recherche se décline en deux volets principaux : premièrement, une étude visant à documenter la construction du rapport au numérique des enfants, basée sur des entretiens individuels avec 52 enfants et un questionnaire sur les usages du numérique familiaux rempli par les parents (n=42). Deuxièmement, une étude centrée sur le rôle de l'école dans la construction de ce rapport, incluant des entretiens avec 8 enseignant.es ainsi que des observations de leurs pratiques lors de séances mobilisant les outils numériques. Les analyses thématiques des entretiens avec les enfants révèlent que leurs usages du numérique sont influencés par divers facteurs comme l'accès aux outils numériques, l'intérêt pour ces outils, leurs représentations, notamment genrées, et leurs expériences individuelles. Les expériences et points de vue variés soulignent la nécessité d’une approche nuancée pour comprendre les rapports au numérique des enfants et la prise en compte de la part active des enfants dans la compréhension des processus de socialisation de genre à l’œuvre. Les entretiens réalisés auprès des enseignant.es montrent que leurs représentations personnelles du numérique semblent fortement influencer leurs pratiques pédagogiques. Les observations de classes durant des séances mobilisant les outils numériques ont donné à voir différentes modalités pédagogiques qui varient selon les enseignant.es et les outils numériques à leur disposition. Leur analyse au regard de la toile de l’égalité (Collet et al., 2024) a permis d’identifier différentes pratiques enseignantes qui ne favorisent pas un environnement égalitaire durant des séances mobilisant les outils numériques
The increasing integration of digital technology into all sectors of society has redefined educational paradigms, highlighting the need to acquire skills in this field (MENJ, 2023). However, an imbalance exists in the engagement of women compared to men in digital fields and professions (Collet, 2019). Although numerous studies reveal gender inequalities in this field among adults, studies exploring these phenomena among children remain rare. Yet there are marked differences in the digital uses and career aspirations of adolescents (Coavoux, 2019; Décret-Rouillard, 2024; Fontar & Le Mentec, 2020; Monfort & Réguer-Petit, 2022). This research has revealed that gender stereotypes and social expectations play a significant role in shaping young people's technological skills and interests, thus influencing their future pathway. Therefore, it is relevant to explore the construction of people's relations to the digital from childhood onwards, since during this period, girls and boys are already having digital-related experiences in different contexts (Cordier, 2021; Dajez & Roucous, 2010). The models to which children are exposed in the family and at school are heterogeneous and can be conflicting. Children don't just passively receive these influences: they play an active role in their gender socialization and the appropriation of associated norms (Rouyer & Troupel, 2013). In this context, the aim of this research is to examine the construction of the relation to the digital (representations of the digital, the child's digital uses and interests, self-efficacy) of girls and boys aged 7 to 10, in the family and school contexts. To this end, we looked at the role of children's gender socialization in their various living environments, notably school and family, and at the child's active part in the construction of this relationship. Focusing on the school environment, we will study the role of schools and teachers in the construction of this relation to the digital world. More specifically, our research is divided into two main parts: firstly, a study to document the construction of children's relation to digital, based on individual interviews with 52 children and a questionnaire on family digital uses completed by parents (n=42). Secondly, a study focused on the role of the school in the construction of this relation, including interviews with 8 teachers and observations of their practices during sessions involving digital tools. Thematic analyses of children's interviews reveal that their digital uses are influenced by a variety of factors, such as access to digital tools, interest in these tools, their representations, particularly gendered ones, and their individual experiences. The varied experiences and points of view highlight the need for a nuanced approach to understanding children's digital relationships, and for children's active participation to be taken into account in understanding the gendered socialization processes at work. Interviews with teachers show that their personal representations of the digital world seem to strongly influence their teaching practices. Classrooms observations during sessions involving digital tools revealed a variety of teaching methods, depending on the teacher and the digital tools at their disposal. Their analysis in terms of the “Equality web” (Collet et al., 2024) identified various teaching practices that do not foster an egalitarian environment during sessions involving digital tools

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Lewis, Meredith. "Gender Role Socialization: An Intergenerational Analysis of Role Predictors." Thesis, Växjö University, School of Social Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1250.

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5

Ngai, Siu-keung George, and 倪紹強. "Gender and schooling: a study of gender role socialization in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958187.

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6

Carpenter, Cherise Michelle. "Perceptions of gender socialization among African-American female caretakers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1968.

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7

Batten, George P. "Consumer Socialization in Families: How Parents Teach Children about Spending, Saving, and the Importance of Money." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52919.

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The current study examines the consumer socialization practices of American parents, and provides an analysis of the various ways in which they socialize their children into a consumer role within the family. Drawing from literature on gendered patterns of consumerism, familial consumer socialization, and the culture of money, this study's aim is to describe how parents teach their children to enter a consumer role, how to spend, save, and budget money, and how to culturally value (or devalue) money and wealth. This study also explores whether children's gender or differences by socioeconomic status (SES) play a part in how parents socialize their children into a consumer role. Twenty five parents were interviewed and answered questions regarding the actual tools, methods, and strategies they employ in their children's socialization into a consumer role, such as whether parents shop with their children, set allowances, or assist children in opening savings and checking accounts. Additional questions assessed the meanings parents give to money and a consumer role, such as whether parents stress the importance or the vanity of wealth. This analysis contributes to existent knowledge about the nuanced ways in which parents socialize their children as competent consumers, and has implications for familial relationships and gender and class inequality in regards to family and consumer activities.
Ph. D.

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8

Hilbers, Susan M. "Gender differences and similarities in moral orientations, a narrative approach to moral socialization within the family." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30249.pdf.

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9

Amuzu, Elom Akosua. "Fast tailed girls: A qualitative analysis of adult African American women's experiences with gender and sex-related socialization messages." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1585.

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The purpose of this study was to explore adult African American women’s interpretations of early gender and sex-related socialization messages within the familial environment, with an emphasis on the projection of hypersexuality. The exploration of sexual socialization practices has been a longstanding area of research (e.g., Raffaelli & Ontai, 2001). However, in accordance with a recommendation from the APA Task Force (2007) on the sexualization of girls, more research is needed to examine the specific ways in which girls of color are impacted by sexualization. African American women have a unique history within the United States, as the use of controlling images that depicts their alleged hypersexuality have been used to legitimize their social marginalization. This strategy may also have paved a pathway to the expectation of hypersexuality of young African American girls. This concept was highlighted in a popular twitter hashtag, #FastTailedGirls, which showcased adult African American women’s reflections on the consequences of being mislabeled as hypersexual (Trudy, 2013). Using Interpretive Phenomenological Analysis (Smith & Osborn, 2008), I conducted eight semi-structured interviews with adult African American women to explore their meaning making of early gender and sex-related socialization messages within the familial environment, with attention to culturally relevant constructs. Seven emergent themes were derived from participants’ stories: (a) Learning expectations, (b) Presumed guilty, (c) Assumptions of hypersexuality, (d) Concern for safety, (e) Coping, (f) Respectability, and (g) Resisting.

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Abusaloum, Abdulkarim S. "Rearing practice, family background and primary school achievement in eastern Libya." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363584.

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Книги з теми "Family and school gender socialization"

1

Berns, Roberta. Child, family, school, community: Socialization and support. 8th ed. Belmont, CA: Wadsworth/Cengage Learning, 2010.

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2

Berns, Roberta. Child, family, school, community: Socialization and support. 4th ed. Fort Worth: Harcourt Brace College Publishers, 1997.

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3

Berns, Roberta. Child, family, school, community: Socialization and support. 6th ed. Belmont, CA: Wadsworth/Thomson Learning, 2004.

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4

Berns, Roberta. Child, family, school, community: Socialization and support. 8th ed. Belmont, CA: Wadsworth/Cengage Learning, 2010.

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5

Lloyd, Barbara B. Gender identities and education: The impact of starting school. Hemel Hempstead, Hertfordshire [England]: Harvester Wheatsheaf, 1992.

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6

Aḥsānulḥaq. School, family, and media: Their impact on political socialization of children. Jaipur: Rawat Publications, 1995.

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7

Lloyd, Barbara B. Gender identities and education: Theimpact of starting school. New York: Harvester Wheatsheaf, 1992.

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8

Litvak, R. A. Sotrudnichestvo semʹi, detskikh obʺedineniĭ i sot︠s︡ialʹnykh pedagogov v prot︠s︡esse sot︠s︡ializat︠s︡ii lichnosti rebenka. Cheli︠a︡binsk: Cheli︠a︡binskiĭ gos. pedagog. universitet, 1996.

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Scanzoni, Letha. Men, women, and change: A sociology of marriage and family. 3rd ed. New York: McGraw-Hill, 1988.

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Lahire, Bernard. Tableaux de familles: Heurs et malheurs scolaires en milieux populaires. [Paris]: Gallimard, 1995.

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Частини книг з теми "Family and school gender socialization"

1

Westphal, Manuela, and Karin Kämpfe. "Family Socialization, Gender and Educational Success." In Migration, Familie und soziale Lage, 81–103. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94127-1_5.

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Skinner, Olivenne D., and Susan M. McHale. "Family Gender Socialization in Childhood and Adolescence." In Gender and Sexuality Development, 233–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84273-4_8.

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Savage, Todd A., and Leslie Lagerstrom. "Gender Identity Considerations for Family-School-Community Partnerships." In Advances in Family-School-Community Partnering, 154–73. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315144733-9.

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Luykx, Aurolyn. "Chapter 2. Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 25–43. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-005.

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Montoya-Ávila, Angélica, Nardos Ghebreab, and Claudia Galindo. "Toward Improving the Educational Opportunities for Black and Latinx Young Children: Strengthening Family-School Partnerships." In Academic Socialization of Young Black and Latino Children, 209–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04486-2_10.

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Bagattini, Daniela, Beatrice Miotti, and Fiorella Operto. "Educational Robotics and the Gender Perspective." In Makers at School, Educational Robotics and Innovative Learning Environments, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_33.

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AbstractIn this paper we explore the role of stereotypes in educational choices. Data on secondary school enrollments show that girls are abandoning STEM subjects. There are many reasons for this, including social and family expectations, but also the perception that jobs and careers in technical and scientific sectors will make it hard to take care of a family. This is an important theme for the future. The number of jobs in ICT will increase, and the low quantities of women in these sectors will have a strong impact on the availability of skilled workers, as well as increasing the gender gap. What is the role of school in this context? What activities can get more girls interested in science? We focus, in particular, on how innovative approaches such as educational robotics can help girls engage with STEM subjects, as happened with the “Roberta” project, whose results will be illustrated in this work.

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García-Cabeza, Belén, and Jaime A. García-Serna. "School, Family and Migrations: Toward an Understanding of Differential (de)Construction of Gender Identities." In Migration, Minorities and Modernity, 179–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66305-0_14.

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Seymour, Susan C. "“Going Out to School”: The Impact of Girls’ Education on Family and Gender Systems in Bhubaneswar, India." In The Impact of Education in South Asia, 37–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96607-6_3.

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Broadway, Barbara, and Guyonne Kalb. "Labour Market Participation: Family and Work Challenges across the Life Course." In Family Dynamics over the Life Course, 177–200. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_9.

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AbstractHaving a job is an important indicator of economic and social wellbeing, and two-earner families are becoming the norm rather than the exception. As a result, many more women, including mothers, are in the labour force now than ever before. Balancing family and work responsibilities therefore becomes ever more important, not just for women but also men who are sharing the caring load with their partners, especially when young pre-school children are present. However, employment is not equally distributed across families, and some families have noone in a job which leads to financial vulnerability. Even one-earner families that depend on a low-skilled, low-wage earner may struggle to get by and provide their children with the opportunities to succeed in life and achieve mental, physical and financial wellbeing. This may lead to the intergenerational transmission of disadvantage and poor outcomes from parents to children. Gender inequality and ongoing inequalities relating to gender divisions in work and family may lead to women being particularly vulnerable in terms of earnings capacity and retirement savings when a relationship ends. One-parent families are specifically at risk as they often have no partner with whom to share the care-taking role, making work-family balance difficult to achieve. In this chapter we review the Australian evidence on these issues and provide policy implications.

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Stahl, Garth, and John Young. "‘ACE Boys’: Gender Discourses and School Effects in How First-in-Family Males Aspire to Australian University Life." In Youth, Inequality and Social Change in the Global South, 67–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3750-5_5.

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Тези доповідей конференцій з теми "Family and school gender socialization"

1

Forma, Paulina, and Anna Róg. "FAMILY–SCHOOL–LOCAL ENVIRONMENT AS A SYNERGIC SPACE OF EDUCATION & SOCIALIZATION." In 17th annual International Conference of Education, Research and Innovation, 3591. IATED, 2024. https://doi.org/10.21125/iceri.2024.0914.

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Dubovskaya, Ekaterina. "Single-Parent Family As An Institution Of Gender Socialization At Adolescent Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.20.

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Blalock, Emiko. "Advancing Socialization Theories in Medical School Through Gender, Time, and Relationships." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003259.

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Correia, Ana Carolina Gonçalves, and Isabel Freitas Cunha. "A look at the family of people with Autism Spectrum Disorder: Analysis of recent literature." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-148.

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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties in communication, social interaction and restricted and repetitive patterns of behavior and interests. This results in losses in social, occupational and other activities. Family and school face challenges in the socialization and learning of children with ASD, from observing the first symptoms to therapeutic and school interventions. The family is the first environment of socialization and plays a fundamental role in the care and development of children with ASD. The school also plays a crucial role in socialization and learning, requiring pedagogical adaptations, teaching resources and teacher training to promote school inclusion. The study carried out sought to map recent literature on the role of family and school in the context of autism, highlighting the need for more research in this area.

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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.

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Langa, Claudiu. "SOCIAL MEDIA IMPACT ON PRIMARY EDUCATION CYCLE CHILDREN'S SECONDARY SOCIALIZATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-180.

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Socialization can be understood as the fundamental process of transmitting culture and social organization to the next generations, thus ensuring the continuity, stability and perpetuation of society. (Schifirne?, 2004, 67). Within European societies and not only them, family is, or should be, the most important socialization agent. Lately, alongside school and the group of friends, social media became an important factor in the socialization of young generations, as the interaction of the young through socialization networks increases so quickly. Parents should supervise them carefully but because of their lack of time and sometimes ignoring the impact of socialization networks on the child's socialization process, they leave small school age children much too free. One of the real problems is that more and more children use network socialization web sites but many of them do not take the necessary measures to protect online. The purpose of the study is to investigate the weight of online socialization networks in the socialization process of primary education cycle pupils, the time spent by children on such networks and online computer games, the parents' manner of supervising the computer activity, the parents' management of the children's leisure time. The general working hypotheses of this study are: 1. There are significant differences between the pupils in the urban environment and those in the rural environment as regards the time spent on the computer on socialization networks. 2. There are significant differences between the parents of the pupils in the urban environment and the parents of the pupils in the rural environment as regards the supervision of the children's computer activity. The methodology used in this investigative approach is the questionnaire applied on a group of 125 pupils from primary school from urban and rural areas and their parents. The questionnaires were applied through the teachers at such classrooms. The Findings and Results of this study have aimed at the verification of research hypotheses. The working hypotheses have been confirmed following data processing and interpretation.

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Cortoni, Ida. "DIGITAL CAPITAL AND SAFETY IN SOCIALIZATION PROCESS. AN ITALIAN CASE STUDY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end025.

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"The process of digital acceleration, which in the last few years of the pandemic crisis has affected formal socialization contexts such as schools and families, has led to a critical reflection on the new responsibilities and skills of the digital citizen, in order to preserve his autonomy in the management of virtual dynamics while respecting certain ethical principles at the basis of navigation. These principles underpin the implementation of a digital culture in which the use of devices is guided by a sense of responsibility and respect for otherness. The new digital skills of the citizen go beyond specific access techniques and focus mainly on conscious digital behaviour at the basis of safeguarding various forms of individual and social well-being. Through the illustration of the main results of a national survey promoted by Sapienza University of Rome in 2020, the paper intends to provide a reflection on the degree of diffusion of digital awareness among Italian adolescents and on the impact of school and family digital capital in the development and implementation of such skills."

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Mihai (Vasile), Iuliana. "Possibilities for Implementing Anti-Bullying Elements in the e-Learning Process." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/17.

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Bullying is not a new phenomenon, but it has spread in recent years through a new form: cyber-bullying, as a result of technological evolution. The negative effects are multiple, from anxiety, health problems, to dropping out of school and even suicide. To make the school a safe environment for children, methodological norms have appeared to prevent and combat bullying manifestations in the school environment. In the context of the Covid-19 pandemic, when many activities continued online, education also acquired a new dimension: e-Learning. Information devices (computers, tablets, smartphones) have taken over the occupations of young people and exposed them to cyber risks, pseudo-socialization, technological dependence. Online safety of students is a necessity and a topical issue, in which the family, the school and the community should be involved, and training through courses is a first step in solving this problem. This paper briefly presents the dangers caused by the misuse of technology, as well as the entrepreneurial perspective of anti-bullying intervention, through online training courses.

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Silva, Karine Nascimento. "Intersections of faith, gender and pedagogy: Approaches of evangelical teachers in the construction of the school curriculum." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-178.

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In Brazil's sociopolitical scenario, Christian discourses emerge that defend the cis-heteropatriarchal family model. This phenomenon gains strength in the face of resistance to the Human Rights agenda with an emphasis on gender issues, capturing the attention of religious neoconservative segments condemning the supposed insertion of gender ideology in education. This situation directly influences the curricular policies of Basic Education, notably in the controversies and prohibitions related to the National Common Curricular Base (BNCC), which directs the formulation of Pedagogical Political Projects (PPP) of educational institutions, with legal guidance providing for active co-participation faculty in this process. Considering the female predominance in teaching, we seek to understand how evangelical teachers manage and integrate religious knowledge and beliefs in the development of the curriculum. Through a qualitative approach, which includes interviews and focus groups, the management of teachers' curricular knowledge is investigated. The analysis of the collected data uses the Content Analysis technique. The purpose is to unveil the dialogues between religion and education, with the aim of promoting inclusive, secular, democratic pedagogical practices and valuing cultural and religious plurality.

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Dilrukshi, K. T., and T. D. Amarasekara. "Predicting Factors Towards the Attitudes of Family Involvement in Nursing Care among Second-Year Nursing Students in a Selected School of Nursing in Sri Lanka." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/gewt1547.

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Family involvement is a vital component of patient centered care. This study aimed to examine the predicting factors towards the attitudes of family involvement in care among second-year Nursing students in a selected School of Nursing in Sri Lanka. A descriptive cross-sectional study was conducted among nursing students (N=237) at the School of Nursing Kalutara. Convenience sampling method was used. A Families’ Importance in Nursing Care – Nurses’ Attitudes (FINC-NA) scale, which includes four dimensions: family as a conversational partner, a coping resource, a resource in nursing care, and a burden, was used to collect data. The scale’s internal consistency was compared and assessed through Cronbach’s alpha coefficient of more than 0.7. Both, descriptive and inferential statistics was used. The student nurses have positive attitudes toward family as a resource in nursing care (M= 37.69, SD = 4.62), and as a conversational partner (M=30.96, SD = 3.78). Family as a conversational partner significantly differs for males and females (t = -2.06, p=0.04). Female nursing students have a higher positive attitude toward family as a conversational partner (M=31.06, SD =3.76) than that of male nursing students (M= 29.77, SD = 3.77). According to the individual significance values of the linear regression model, gender (β = 3.67, t = 2.22, p < 0.03) presented a significant effect on the attitude of nursing students towards family involvement in nursing care. Cultural and regional influences on attitudes towards family involvement is still researchable. Further research is needed on this phenomenon.

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Звіти організацій з теми "Family and school gender socialization"

1

Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs, and Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004935.

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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speaking Caribbean population from primary school to the labor market; (b) assessing the existence of gender gaps in education and in the labor market separately; and (c) analyzing the relationship between them and how one affects the other. The analysis confirms previously documented trends. Males tend to underachieve in terms of secondary and post-secondary studies when compared to females, as measured by enrollment, completion rates and learning outcomes. Our study analyses different factors that could be driving these gaps, such as gender roles, socialization processes for both girls and boys, classroom pedagogy in Caribbean schools, school curricula, and corporal punishment in households and schools. Despite females better results in education, their outcomes in the labor market are less favorable than those of males. Women show lower participation, and among labor market participants, they have higher unemployment rates and lower wages than men. For The Bahamas and Guyana, we document that wage gaps are primarily driven by non-observable characteristics unrelated to labor productivity. By contrast, in Barbados, Jamaica and Trinidad and Tobago, wage gaps seem to be mainly driven by labor market experience, occupational rank, and industrial sector. Reductions in gender-based sectoral and occupational segregation could significantly close the wage gaps observed in the latter countries. We recommend the continued collection of timely and accurate disaggregated data to inform policymaking and positively impact inclusive and sustainable development.

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Costache, Luminita, Stefan Cojocaru, Ovidiu Bunea, Daniela Cojocaru, and Catalina Neculau. Adolescent Clubs in Schools: Best Practice Models. Expert Projects, October 2023. http://dx.doi.org/10.33788/qie.23.03.

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The paper "Adolescent Clubs in Schools: Best Practice Models" presents a qualitative study focusing on the impact of school clubs on adolescent development, highlighting the importance of non-cognitive skills in their personal growth. The study examines how these skills, such as self-confidence, creativity, responsibility, cooperation, and leadership, are developed through active participation in various school clubs. The analysis is based on interviews with club members, who reported significant changes in their behaviors, attitudes, as well as in interpersonal and leadership skills. The study also explores the influence of the school and family environment on these skills, and how they can be transferred to the students' personal lives. The research emphasizes the importance of school clubs as instances of socialization and personal development, with a focus on formal education that includes non-cognitive skills as an objective of the educational process. The goal is to highlight the role of clubs in shaping more responsible, creative, and capable young people who can collaborate and lead, thus preparing students for future challenges in their personal and professional lives.

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Chioda, Laura, Paul Gertler, and Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/crpp10.

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Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.

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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, July 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic literacy and numeracy to more complex skills like reading comprehension and arithmetic operations. It scrutinises educational achievement, socio-economic and geographical determinants, insights into the systemic challenges and pinpointing opportunities for targeted interventions. Key findings indicate a notable 8.7 per cent enrolment decline from 2019 to 2022, accentuated in char and coastal regions (18 per cent) with contrasted urban areas experience (3.3 per cent). Amidst adversity, over half of the surveyed students (56 per cent) continued their education, leveraging support from family and technology, and a concerning 7 per cent did not engage in any study. The analysis revealed distinct gender disparities in subject mastery, with girls surpassing boys in Bangla and boys leading in Mathematics. Moreover, urban learners consistently outperformed their rural counterparts, underscoring significant geographical disparities. The data underscore widespread basic or below-basic competency levels, highlighting the severe learning deficits exacerbated by pandemic-induced educational disruptions. The analysis emphasises the profound influence of parental education and socio-economic status on academic success, advocating for equity-focused educational strategies. It also stresses the importance of school infrastructure and access to learning resources in enhancing student performance. The enduring effects of the pandemic call for immediate and concerted action among government agencies, educators, and communities to remediate educational gaps and foster equitable, quality education, thus mitigating the long-term adverse effects on Bangladesh's young learners. This study illuminates the resilience of students and families, suggesting the potential of community-based support systems.

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Smyth, Emer, and Helen Russell. Trends in Disability Prevalence among Young People: Insights from the Growing Up in Ireland Study. ESRI, October 2024. http://dx.doi.org/10.26504/rs192.

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Background to the study This report draws on analyses of the two cohorts of the Growing Up in Ireland (GUI) study to examine trends in the prevalence of disability among 13-year-olds over the decade 2011/2012 to 2021/2022. The report looks at changes over time in the size and composition of those with a long-lasting condition (LLC) or disability, at the presence of socio-emotional difficulties and/or depressive symptoms among these groups, and at a range of adolescent outcomes. The prevalence of long-lasting conditions and disability The prevalence of disability is highly dependent on the definitions and measures used. As a result, changes in the measures used in GUI between cohorts, and between survey waves within cohorts, make it challenging to provide comparable estimates of the level and nature of disability over time. Nonetheless, GUI data offer the most comprehensive information on the experience of disability among young people in Ireland. In this report, a distinction is drawn between young people with a long-lasting condition or illness who are not hampered by that condition (termed ‘non-hampered LLC’) and the group of young people who are hampered, at least to some extent, by that condition, for whom we use the term disability. Based on mother reports, the proportion of 13-year-olds with any LLC has increased from 24 per cent for Cohort ’98 to 36 per cent for Cohort ’08. The proportion of the total cohort who had received at least one diagnosis of a condition or disability grew from 16 per cent for Cohort ’98 to 31 per cent for Cohort ’08. The group with a disability (i.e. those who are hampered by a condition) increased from 6 per cent for Cohort ’98 to 23 per cent for Cohort ’08. This estimate is higher than figures from Census 2022, which used a different definition and where 14 per cent of 13-year-olds were reported to have a disability. The GUI data show a growth in the prevalence of disability and LLCs among all social groups over the period, though a shift in the gender composition is evident, with girls now as likely as boys to have an LLC or disability. Changes in the classification of types of conditions, and small numbers in several groups, make it difficult to identify which particular conditions are driving the overall increase. Among those with an LLC, there is an increase in both respiratory and behavioural difficulties, the largest groups, over time. The increase is particularly marked for behavioural difficulties, growing from 1 to 17 per cent between cohorts at age 13. Respiratory problems increased but to a much lower level – from 3 to 5 per cent. Focusing on those with a disability only (that is, those who are hampered by that condition), the proportion with an emotional/behavioural difficulty has increased from 1.1 per cent of the total cohort in Cohort ’98 to 13.5 per cent in Cohort ’08. Disability, health and wellbeing Mothers were asked about the general health of their children, distinguishing between those who were very healthy and those who had at least some health problems. In both cohorts, health problems are more prevalent among those with an LLC or disability. Health problems are particularly prevalent among those with a disability but it should be noted that around four in ten of those who are hampered by a disability are not reported to have health problems. Socio-emotional difficulties have increased over time among those with a disability, indicating no diminution of need among the group. In addition, depression scores are found to have increased over time for girls with a disability. In contrast, those who have an LLC but are not hampered by it have become more like the non-LLC/disability group over time in their mental health and wellbeing. This suggests that there may now be greater identification of LLCs that do not generally hamper the lives of young people. Disability and adolescent outcomes Clear differences in adolescent outcomes at age 13 by disability status are evident: young people with an LLC or disability have more conflictual relationships with their parents, smaller peer networks, greater difficulties interacting with peers, less involvement in organised sports and more negative attitudes to school compared to their peers. Across most of the outcomes explored, there remains a substantial gap between those with a disability and those without an LLC/disability in the younger cohort. However, for several of these outcomes, the difference between those with an LLC who are not hampered by it and those without an LLC/disability narrows over time. Growing numbers of people with an LLC or disability may reflect greater identification of conditions over time or greater need among the population. The findings on wellbeing and other outcomes suggest that both factors are at play. Those not hampered by their condition (non-hampered LLC) come to more closely resemble those without any condition over time in their outcomes, suggesting increased identification of certain conditions. At the same time, however, there is evidence of growing need among those described as having a disability, with increased socio-emotional difficulties and (among girls) depression levels. Implications for policy The study findings point to a significant growth over time in the proportion of 13-year-olds reported to have an LLC or disability. This has consequences for the supports required to enable full inclusion. The most commonly reported difficulties among those with a disability now relate to physical impairment and difficulties learning, remembering or concentrating, with these impairments having different implications in terms of the resources and supports required. There has been a good deal of policy development in relation to provision for children and young people with a disability, including a greater focus on assessment of need in the early years, a change in the funding allocation model to schools to address special educational needs (SEN), and the marked growth of special classrooms in mainstream schools. While there is now much greater recognition of the need for more inclusive practice, the findings point to a number of areas for further policy development, spanning the areas of education, health, family support and recreational facilities. These include but are not limited to: the targeting of parenting supports towards families of children and teenagers with a disability to help reduce levels of parent–child conflict; school-based efforts to promote social integration with peers and to facilitate improved school engagement; and inclusive practice in out-of-school sport.

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6

Workshop on youth across Asia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1013.

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Анотація:

The issues facing youth across Asia are as diverse as the cultures they represent. Issues involving schooling, employment, sexuality, and marriage take on increased significance for young people aged 10–24 in every country. Decisions made by youth and their families will dramatically affect their individual welfare. Few programs outside of public education systems exist at a sufficiently large scale to assist youth. Decisions to stay in school, opportunities to learn skills and manage resources, the exercise of sexual responsibility, and the process of family formation all impact both personal welfare and community development. Gender-equality issues compound many of the problems. Due to population momentum, growth will be largest among those countries where fertility has been highest in the past 20 years. Momentum is attenuated by increasing the age of marriage, delaying first birth, and spacing subsequent births. This report states that the objectives of the September 1997 “Workshop on Youth Across Asia,” held in Kathmandu, Nepal, were to better understand implications of population momentum and the challenges facing youth in achieving reproductive health in Asia, and to facilitate effective policies and services to address these issues.

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