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Готові списки джерел за темами / Gender identity in education

Добірка наукової літератури з теми "Gender identity in education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 2 березня 2023

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Статті в журналах з теми "Gender identity in education":

1

de Leo, Daniela, and Gabriella Armenise. "Children’s literature in Latin America: Gender identity in the education." Revista Internacional de Culturas y Literaturas, no. 25 (2022): 108–30. http://dx.doi.org/10.12795/ricl2022.i25.08.

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This essay explores the notion of gender identity as a dynamic process, modelled by socio-cultural relationships, in the context of education in Latin America. The historical construction of schooling in recent decades is discussed through some documents of UNESCO. As an example of gender inequality within educational proposals, some texts from children’s literature will be analysed to highlight the gender stereotypes that still exist in the editorial industry today.

2

Rasmussen, Mary Lou. "Beyond gender identity?" Gender and Education 21, no. 4 (June 9, 2009): 431–47. http://dx.doi.org/10.1080/09540250802473958.

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3

North, Connie E. "ThreadingStitchesto Approach Gender Identity, Sexual Identity, and Difference." Equity & Excellence in Education 43, no. 3 (August 10, 2010): 375–87. http://dx.doi.org/10.1080/10665684.2010.491415.

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4

Yates, S. J. "Gender, identity and CMC." Journal of Computer Assisted Learning 13, no. 4 (December 1997): 281–90. http://dx.doi.org/10.1046/j.1365-2729.1997.00031.x.

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5

Trauger, Amy, Carolyn Sachs, Mary Barbercheck, Nancy Ellen Kiernan, Kathy Brasier, and Jill Findeis. "Agricultural education: Gender identity and knowledge exchange." Journal of Rural Studies 24, no. 4 (October 2008): 432–39. http://dx.doi.org/10.1016/j.jrurstud.2008.03.007.

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6

Omokhodion, Julia Otibhor. "Globalization, gender equity and local identity in Nigeria Globalization, gender equity and local identity in Nigeria." Ekistics and The New Habitat 73, no. 436-441 (December 1, 2006): 277–81. http://dx.doi.org/10.53910/26531313-e200673436-441124.

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The author, holder of a Bachelor's degree in Sociology, a Masters'degree in Education Sociology, both from the University of Lagos, Nigeria, and a Ph.D in Sociology of Education from the University of Birmingham, England, is currently an Associate Professor of Sociology of Education at Lagos State University, and an Adjunct Professorat Union Institute and University Graduate College, Cincinnati, Ohio,USA. She has over 40 publications (national and international) which include journal articles, book chapters, monographs, text books and commissioned empirical research reports. Dr Omokhodion is an external examiner to some Nigerian universities, a consultant to UNICEF, UNESCO and UNDP, Nigeria Country Offices, Federal Ministry of Education, National Commission for Mass Literacy, Adult and Non-Formal education, and does accreditation of Courses for Nigerian Colleges of Education. She is currently working on an expanded version of her book on the Sociology of Esan, Edo State, Nigeria and on another book on The Sociology of African Families. Dr Omokhodion is a member of the World Society for Ekistics. The text that follows is a slightly revised and edited version of a paper presented at the international symposion on "Globalization and LocalIdentity," organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September 2005.

7

Kessels, Ursula, Anke Heyder, Martin Latsch, and Bettina Hannover. "How gender differences in academic engagement relate to students’ gender identity." Educational Research 56, no. 2 (April 3, 2014): 220–29. http://dx.doi.org/10.1080/00131881.2014.898916.

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8

McGeown, Sarah P., and Amy Warhurst. "Sex differences in education: exploring children’s gender identity." Educational Psychology 40, no. 1 (July 17, 2019): 103–19. http://dx.doi.org/10.1080/01443410.2019.1640349.

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9

Huttunen, Jouko. "Father's Impact on Son's Gender Role Identity." Scandinavian Journal of Educational Research 36, no. 4 (January 1992): 251–60. http://dx.doi.org/10.1080/0031383920360401.

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10

Romanov, I. V. "Characteristics of Adolescents' Gender Identity." Russian Education & Society 40, no. 7 (July 1998): 65–79. http://dx.doi.org/10.2753/res1060-9393400765.

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Дисертації з теми "Gender identity in education":

1

Novotny, Bethany A. "Understanding the Fluidity of Gender Identity and Sexual Identity Formation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3153.

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Counselors must have innovative knowledge and approaches regarding the multidimensional aspects of sexuality and gender identity. This session provides an overview of the five dimensions continuum model of biology, gender identity, gender expression, sexual/affectional orientation and sexual behavior. A case study is provided as an example of using the model with clients. The presentation will focus on the application of this multilayered approach in conceptualizing clients who identify as a sexual minority.

2

Merrill, Barbara. "Gender, identity and change : mature women students in universities." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.

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In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

3

Cor, Deanna N. "Gender Identity Counselor Competency Scale| A Validation Study." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076470.

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Gender Identity Counselor Competency Scale: A Validation Study The purpose of the current study was to explore the validity of the Gender Identity Counselor Competency Scale, a measure meant to examine counselor competency for working with clients identifying as trans*. A national sample of counseling students and faculty accredited by the Council for Accreditation of Counseling & Related Programs (CACREP) was obtained. The data from 187 participants were analyzed using exploratory factor analysis during the first phase of data analysis. After extraction, two items were removed from the measure and it was renamed GICCS-Revised (GICCS-R). Three factors emerged from analysis and supported the tripartite model for multicultural counseling competencies and these factors were labeled knowledge, awareness, and skills. High internal consistency was found and evidence convergent validity was observed. Some evidence for discriminant validity was found. During the second phase of data analysis, analysis of covariance was used to explore mean differences among levels of education on overall GICCS-R scores as well as the subscale scores, while controlling for social desirability. There were group differences on the overall and subscale scores, with the exception of the awareness subscale. A hierarchal multiple regression was conducted to determine whether a set of variables (social desirability, levels of education, number of workshops attended or facilitated, and number of trans*-identified clients worked with) could predict scores on the overall GICCS-R and each subscale. The variables combined explained 45.5% of the variance on overall GICCS-R scores. Social desirability was not a significant predictor of scores. First year counseling master’s students; participants who attended or facilitated 0-4 workshops; and participants who worked with 0-1 clients were significant predictors of low overall competency scores. Levels of education and levels of experience explained a significant proportion of the variance on the knowledge and skills subscales, but not on the awareness subscale. The findings from the current study have important implications for how trans* counselor competency is measured in students and faculty. The findings also have implications for ways to improve levels competency.

4

Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.

5

Argus, Stefanie. "Girl Scout Voices| Describing Ecological Identity." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821872.

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This study considered how youth relate, connect, and identify with Nature by exploring how Girl Scouts describe their ecological identities. The purpose of this project was to introduce reflection on ecological identity as a reflective tool for living in Nature, to learn about youth connectedness to and identification with Nature, to utilize arts-based research, and to contribute to the scholarly field of girls in adventure education. Thirty-four youth aged 14 to 16 participated in the pilot and research project phases of the study. The study was a descriptive and exploratory research project, utilizing the methodologies of case study and action research. Data collection methods were anecdote circle, survey, and art creation. Survey results indicate that development of the ecological self can be grown. Three themes emerged from artistic cartography on special places in Nature, including coming of age, earth grief or loss, and summer camp. A feminist, reflexive lens guided the work, culminating in the formulation of a four-point transformation agenda for ecological identity at camps. The four recommendations are that camp administrators and educators: (1) promote a participatory relationship with phenomena through direct experience, (2) expand perceptual experience for reflection, (3) interrogate power and marginality, and (4) advance bioregional thinking and active community citizenship. Future research could investigate the efficacy of implementations of the agenda at camps. New studies should recruit for greater participant diversity and examine how Nature connectedness is defined and developed for individuals without access to green spaces and places.

6

au, jane lorrimar@challengertafe wa edu, and Jane Lorrimar. "Organisational culture in TAFE colleges : power, gender and identity politics." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a vertical slice of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE experience at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

7

Lorrimar, Jane. "Organisational culture in TAFE colleges: power, gender and identity politics." Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

8

Lorrimar, Jane. "Organisational culture in TAFE colleges : power, gender and identity politics /." Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

9

Ginn, Georgina M. "Single-gender community of practice: Acquiring and embracing a woman president’s identity." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417436753.

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10

Evans, Kathleen M. "Negotiating the self : identity, sexuality, and emotion in teacher education /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.

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Книги з теми "Gender identity in education":

1

Kay, Fuller. Gender, identity, and educational leadership. London: Bloomsbury Academic, 2013.

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2

1943-, Barrow Craig, and Southern Humanities Conference Meeting, eds. Gender, race, & identity. Chattanooga, TN: Southern Humanities Press, 1993.

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3

Abhayadeva, Chitrangani. Gender and pre-school education: Changing perceptions. Colombo: Centre for Women's Research, 2008.

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4

Karuna, Chanana, and Nehru Memorial Museum and Library., eds. Socialisation, education, and women: Explorations in gender identity. New Delhi: Orient Longman, 1988.

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5

Birden, Susan. Rethinking sexual identity in education. Lanham, Md: Rowman & Littlefield Publishers, 2005.

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6

Penney, Dawn. Gender and Physical Education. London: Taylor & Francis Inc, 2004.

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7

Educational Resources Information Center (U.S.), ed. Middle school voices on gender identity. [Newton, Mass: Education Development Center, Inc., 1995.

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8

Madeleine, Arnot, and Mac an Ghaill Mairtin, eds. The RoutledgeFalmer reader in gender and education. New York: Routledge, 2006.

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9

Henderson, Emily F. Gender pedagogy: Teaching, learning and tracing gender in higher education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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10

Weiler, Jeanne Drysdale. Codes and contradictions: Race, gender identity, and schooling. Albany: State University of New York Press, 2000.

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Частини книг з теми "Gender identity in education":

1

Fensham, Peter J. "Gender and Science Education." In Defining an Identity, 176–82. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_12.

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2

Hopper, Gill. "Identity." In Palgrave Studies in Gender and Education, 1–41. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408570_1.

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3

McDermid, Jane. "Gender, National Identity, and Education." In Springer International Handbooks of Education, 1–16. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_16-1.

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4

McDermid, Jane. "Gender, National Identity, and Education." In Springer International Handbooks of Education, 243–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_16.

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5

Megahed, Nagwa, and Stephen Lack. "Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia." In Education, Dominance and Identity, 201–22. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-125-2_12.

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6

Gray, Lee-Anne. "Sexuality, Gender Identity, Puberty, and Health Education." In Educational Trauma, 93–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_9.

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7

Manduley, Aida, and Kira Manser. "Sex-Positive Approaches to Educating, Supporting, and Listening to TGD Youth in Clinical Encounters." In Pediatric Gender Identity, 81–100. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38909-3_6.

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8

Lawson, Wenn. "Sexual Development and Gender Identity in Autism." In The SAGE Handbook of Autism and Education, 511–16. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470409.n41.

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9

Öhrn, Elisabet, Lisa Asp-Onsjö, and Ann-Sofie Holm. "Discourses on Gender and Achievement in Lower Secondary Education." In The State, Schooling and Identity, 173–92. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1515-1_9.

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10

Correa, Deodrin. "The Construction of Gender Identity: A Semiotic Analysis." In Race, Ethnicity and Gender in Education, 183–94. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_10.

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Тези доповідей конференцій з теми "Gender identity in education":

1

Osadcha, Larysa, Natalia Komisarenko, Olena Oliinyk, Elena Polishchuk, and Liudmyla Movchan. "GENDER IDENTITY OF PERSONALITY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0563.

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2

Qosyasih, Nelis Nazziatus Sadiah, and Vina Adriany. "Constructing Gender Identity in Young Children." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.038.

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3

Huang, Bowen. "Gender Identity and Student Teamwork." In IC4E 2021: 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450148.3450210.

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4

Lock, Robynne M., Zahra Hazari, and Geoff Potvin. "Physics career intentions: The effect of physics identity, math identity, and gender." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789702.

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5

Shoaib, Huma, Monica E. Cardella, Aasakiran Madamanchi, and David Umulis. "Computation, Gender, and Engineering Identity Among Biomedical Engineering Undergraduates." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028656.

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6

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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Bottomley, Ewan, Kenneth I. Mavor, Paula J. Miles, Antje Kohnle, and Vivienne Wild. "Gender effects in perceived recognition as a physicist and physics identity." In 2021 Physics Education Research Conference. American Association of Physics Teachers, 2021. http://dx.doi.org/10.1119/perc.2021.pr.bottomley.

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Ulfiah, Ulfiah, Rahmat Safei, and Sulasman Sulasman. "Parenting Style and Gender Role Identity Status Achievement in Late Teens." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110810551062.

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Bronzino, Liubov, and Elena Kurmeleva. "Historical Transformation of Gender Identity Theoretical Explications in Postmodernism Context." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.256.

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Stepashkina, Valeriya Aleksandrovna. "Gender-Role Identity Disorder As A Factor Of Women’s Unreadiness For Motherhood." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.91.

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Звіти організацій з теми "Gender identity in education":

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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.

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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.

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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.

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Olivetti, Claudia, Eleonora Patacchini, and Yves Zenou. Mothers, Friends and Gender Identity. Cambridge, MA: National Bureau of Economic Research, November 2013. http://dx.doi.org/10.3386/w19610.

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Manzano Antón, R., G. Martínez Navarro, and D. Gavilán Bouzas. Gender Identity, Consumption and Price Discrimination. Revista Latina de Comunicación Social, February 2018. http://dx.doi.org/10.4185/rlcs-2018-1261en.

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Howard, Joanna, Oluwafunmilayo Para-Mallam, Plangsat Bitrus Dayil, and Philip Hayab. Vulnerability and Poverty During Covid-19: Religious Minorities in Nigeria. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/creid.2021.013.

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The Covid-19 pandemic has had direct and indirect effects on religiously marginalised groups, exacerbating existing inequities and undermining ambitions for those ‘furthest behind’ to be reached and supported through the Sustainable Development Goals (SDGs). The intersection of religious identity, socioeconomic status, geographic location, gender, and age compound vulnerability to violence and its impacts. This policy briefing, written by Dr Joanna Howard, Professor Oluwafunmilayo Para-Mallam, Dr Plangsat Bitrus Dayil, and Dr Philip Hayab, draws on research into the experiences of the pandemic by religious minorities living in Kaduna and Plateau states in Nigeria and finds that the pandemic deepened pre-existing ethno-religious fault lines. Exacerbated by ongoing insecurity, it contributed to increased poverty, with women particularly affected, and worsening mental health, with people experiencing fear, frustration, and depression. There are also long-term consequences for development; for example, on children’s education.

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Bertrand, Marianne, Jessica Pan, and Emir Kamenica. Gender Identity and Relative Income within Households. Cambridge, MA: National Bureau of Economic Research, May 2013. http://dx.doi.org/10.3386/w19023.

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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.