Relevant bibliographies by topics / Discriminaton in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Discriminaton in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Discriminaton in education"

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Sims, Wendy L. "Children's Ability to Demonstrate Music Concept Discriminations in Listening and Singing." Journal of Research in Music Education 43, no. 3 (1995): 204–21. http://dx.doi.org/10.2307/3345636.

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This study examined the relationship of grade level to children s ability to make musical discriminations when elements are presented simultaneously. Children enrolled in first through fifth grade were subjects for this study (N = 669). A listening test designed to assess the subjects' ability to discriminate and label contrasting musical characteristics related to tempo and articulation within single- and double-discrimination contexts was administered following a brief instructional period. A smaller sample of children (n = 60) then completed a singing task in which they were required to perform a familiar song to demonstrate varied combinations of the two musical elements. Results of the listening test indicated significant main effects for grade, characteristic, and type of discrimination, with significant interactions. Subjects were significantly more successful with single discriminations than double discriminations, and mean scores for tempo were significantly higher than for articulation, particularly under the double discrimination condition. When singing subjects demonstrated contrasting tempi and smooth articulation but had difficulty with choppy articulation, both in single-element as well as combined-element examples.
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Tsukada, Kimiko. "Non-native Japanese listeners’ perception of vowel length contrasts in Japanese and Modern Standard Arabic (MSA)." Second Language Research 28, no. 2 (2012): 151–68. http://dx.doi.org/10.1177/0267658311435870.

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This study aimed to compare the perception of short vs. long vowel contrasts in Japanese and Modern Standard Arabic (MSA) by four groups of listeners differing in their linguistic backgrounds: native Arabic (NA), native Japanese (NJ), non-native Japanese (NNJ) and Australian English (OZ) speakers. The NNJ and OZ groups shared the first language (L1), but differed in their familiarity with Japanese. In both Japanese and MSA, vowel length is phonemic. In contrast, vowel duration plays a more limited (although not insignificant) role in English. Of interest was the discrimination accuracy of NNJ listeners who learned Japanese as a second (L2) or foreign language in adulthood. As expected, the NA and NJ groups discriminated their L1 contrasts more accurately than all the other groups, but the NNJ listeners showed a significant shift in their perceptual behaviour and outperformed the OZ listeners who have no knowledge of Japanese in discriminating the Japanese vowel length contrasts. Furthermore, NNJ was the only group who did not differ in their discrimination accuracy for the Arabic and Japanese stimuli. Taken together, the results obtained in this study suggest that NNJ learned to discriminate Japanese vowel length contrasts to some extent, but the learning did not carry over cross-linguistically to the processing of vowel length contrasts in an unknown language.
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Lane, Tom. "Along which identity lines does 21st-century Britain divide? Evidence from Big Brother." Rationality and Society 32, no. 2 (2020): 197–222. http://dx.doi.org/10.1177/1043463120904049.

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This article measures discrimination in the reality TV show Big Brother, a high-stakes environment. Data on contestants’ nominations are taken from 35 series of the British version of the show, covering the years 2000–2016. Race and age discrimination are found, with contestants more likely to nominate those of a different race and those different in age from themselves. However, no discrimination is identified on the basis of gender, geographical region of origin, or level of education. Racial discrimination is driven by males, but females exhibit stronger age discrimination than males. Age discrimination is driven by the younger contestants discriminating against the older. Regional differences emerge, particularly between contestants from Greater London and those from the north of England; northerners have a stronger tendency to engage in racial and age discrimination, and to discriminate in favour of the opposite gender.
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Shamionov, R. M. "The Role of Individual Values, Authoritarian Attitudes and Social Identity in the General Discriminatory Orientation of the Personal in Russia." Social Psychology and Society 11, no. 2 (2020): 54–73. http://dx.doi.org/10.17759/sps.2020110204.

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Objective. Study of the role of individual values, authoritarian attitudes and social identity in the expression of discriminatory orientation of the personal in Russia. Background. Discriminatory attitudes not only hinder social development, but also negatively affect interpersonal and intergroup relationships, creating social and humanitarian problems. Therefore, finding out and explaining the reasons for the formation of a discriminatory attitude and determining how to eliminate them are the most important tasks of modern social psychology. Study design. The paper studied the relationship between the degree of dislike for representatives of various discriminated groups and the areas of discrimination by calculating the Pearson correlation. Predictors of discriminatory attitudes are established using regression analysis (step-by-step method). Structural modeling of the determinants of discriminatory attitudes of the individual by area (sphere) of discrimination and subject (discriminated group) using the SEM method is carried out. Participants. The study involved 217 people (the average age is 28.9±11.2 years, 36% of men). Measurements. We used the developed questionnaire and scales of discriminatory attitudes, the method of assessing values of Sh. Schwartz, a short version of the scales of the method of J. Dukkit. All scales are checked for meaningful validity and reliability. Results. It was found that the discriminatory attitude is most pronounced in the sphere of sports, education and career. Biases and rejection of representatives of different groups in various spheres of life are associated with the high significance of the values of personal and social security, power — resources, traditions (positive); values of interpersonal conformity and independence — thoughts (negative) and reputation as a desire to maintain a public image (ambivalent in different areas). The directions of relations between values, authoritarian attitudes, social identity and discriminatory attitudes are established. Сonclusions. It is shown that civil identity is a factor of institutional discrimination rather than domestic one. Adherence to an ethnic group affects the strength of a domestic discriminatory attitude directly, and institutional attitudes indirectly, through civic identity. As a result of structural equation modeling, a suitable model has been determined that explains up to 24% of variations in the outgroup discriminatory attitude and up to 25% of variations in the manifestation of biases in various spheres of life.
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Redcay, Alex, and Wade Luquet. "Institutional Change and Transgender Employment." Advances in Social Work 20, no. 3 (2021): 515–31. http://dx.doi.org/10.18060/23436.

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The purpose of this paper is to recommend non-discriminatory policies and practices regarding transgender individuals in the workplace. This paper will summarize workplace discrimination legal cases involving transgender individuals. Specifically, employers can be held financially responsible if they fire or discriminate against transgender individuals on the basis of gender identity and gender expression and can be required to use affirmed pronouns, revise policies, and provide training to employees regarding non-discrimination. Employers cannot discriminate against transgender individuals for transitioning, cannot prevent transgender individuals from using a particular bathroom or locker room, and cannot require employees to medically transition prior to gender identity recognition. Employers can be required to allow medical services related to transgender care. Finally, transgender individuals are a protected class under Title VII. This paper discusses the historical and current legal cases that prevent employment discrimination and proposes policies and practices. Recommendations for social workers include creating a sufficient non-discrimination policy, consulting with experts, becoming recognized on an equality index, educating others by not shaming them, and following the social work code of ethics.
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Akbarjono, Ali. "EKSISTENSI GURU DALAM PENANAMAN NILAI PENDIDIKAN ISLAM MULTIKULTURAL DI ERA MILENIAL." At-Ta'lim : Media Informasi Pendidikan Islam 17, no. 2 (2018): 171. http://dx.doi.org/10.29300/attalim.v17i2.1408.

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The existence of Teachers at schools is important inimplementing the values of inclusive diversity in today's modern worldand plays a vital role in educating the values of social politeness, toleranceand mutual respect for generation z in this milineal era. The teacher hasan important role in multicultural education because he is one of thetargets of the education strategy in the literature on understandinghumanist, dialogical-persuasive, contextual, substantive and sociallyactive. Paradigm about the urgency of teachers to teach and implement thevalues of diversity in schools, teachers have an important role in fosteringstudents' social care attitudes, among others; (a) A teacher should havesufficient insight that multicultural Islamic education is essentiallyeducation that places multiculturalism as one of the visions of educationwith the main characters who are inclusive, egalitarian and humanist, butstill firm in spiritual and divine values based on al Qur'an and Sunnah;(b) Teachers should have sensitivity to discrimination and social, economicand political key justice that is happening; (c) The teacher must directlyapply the anti-discriminatory, social, political and economic attitudes inthe classroom; (d) The teacher does not discriminate between the students'children, officials and students of pedicab drivers, all are treated equally.
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Nicholson, Robert A., and Joseph M. Horn. "A Discriminant Analysis of Committed and Voluntary Psychiatric Patients." Journal of Psychiatry & Law 14, no. 1-2 (1986): 159–76. http://dx.doi.org/10.1177/0093185386014001-207.

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Eleven background, diagnostic, and hospitalization characteristics were used to discriminate committed and voluntary psychiatric patients in a double cross-validation design. Diagnosis was more important than individual social and status resources (race, marital status, education, and employment status) in discriminating the two groups of patients. Further, characteristics of hospitalization (length of stay, percentage of patients receiving maximum benefit from treatment, and frequency of discharge referrals) did not contribute significantly to discrimination of the two groups, suggesting that committed and voluntary patients did not differ with regard to the adequacy or effectiveness of treatment in the hospital.
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Wood, Grace. "Guilty by accent?" Journal of Language and Discrimination 3, no. 2 (2019): 173–94. http://dx.doi.org/10.1558/jld.39918.

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Research into urban housing, employment, education and public perception has found evidence of accent discrimination. However, the role of language and discrimination has been under-researched in the legal realm. Cases such as US Hyppolite v. State (2002) reveal how damaging accent discrimination can be. In order to research this further, mock trials were put together and run in the United Kingdom, collecting ‘verdicts’ from individual online participants. Using a matched-guise method, the defendant testified in Standard Southern British English and Yorkshire English. Unlike previous research conducted, this was designed to look like a psychological study into jury decision-making so that participants were not primed for the linguistic components. While language attitudes were present in the results, there was no evidence of accent discrimination when it came to giving a verdict or even levels of recommended punishment, with no significant differences between accent conditions. The conclusion suggests that accent may not always be discriminated against directly; rather, it may be the vehicle used to discriminate against protected traits (e.g. ethnicity, gender, religion, etc.).
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Aydın, Betul. "Discriminatory attitudes relationship to attachment styles, selfconstrual and sociodemographic variables in university students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (2017): 91–102. http://dx.doi.org/10.18844/prosoc.v4i3.2634.

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Forms of discrimination such as racism, homophobia, and sexism have been negatively affecting the individuals that are being exposed to these both in daily life and in public aspect. In this study, the relationship between discriminatory attitudes, attachment styles, self-construal and sociodemographic variables were examined. Differences in discriminatory attitudes in terms of gender and class level variables were also investigated. The sample of the study consisted of 279 university students attending the different departments of a faculty of education in a public university in Turkey. The data were collected with Sociodemographic Data Form, Discriminatory Attitudes Scale, Relational, Individual and Collective Self-Aspects Scale and Relationship Scales Questionnaire. The data were analyzed via SPSS software. According to the results of the study, homosexual discrimination is significantly and positively related to relatedness sub-scale of Self-Aspects Scale. Discrimination against woman was found as significantly and positively related to secure attachment style, on the other hand secure attachment style was found as significantly and negatively related to discrimination against foreigners. The sociodemographic variables like religiosity, political ideology, the level of contact with different cultures and a number of the books read within a year were found as significantly related to discriminatory attitudes. Also, differences in discriminatory attitudes by gender and class level were found. In relation with these findings, suggestions for further studies were presented. Keywords: discrimination; discriminatory attitudes; university students; education;
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Radanovic, Marcia, Breno Satler Diniz, Roberta M. Mirandez, et al. "Verbal fluency in the detection of mild cognitive impairment and Alzheimer's disease among Brazilian Portuguese speakers: the influence of education." International Psychogeriatrics 21, no. 6 (2009): 1081–87. http://dx.doi.org/10.1017/s1041610209990639.

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ABSTRACTBackground: Verbal fluency (VF) tasks are simple and efficient clinical tools to detect executive dysfunction and lexico-semantic impairment. VF tasks are widely used in patients with suspected dementia, but their accuracy for detection of mild cognitive impairment (MCI) is still under investigation. Schooling in particular may influence the subject's performance. The aim of this study was to compare the accuracy of two semantic categories (animals and fruits) in discriminating controls, MCI patients and Alzheimer's disease (AD) patients.Methods: 178 subjects, comprising 70 controls (CG), 70 MCI patients and 38 AD patients, were tested on two semantic VF tasks. The sample was divided into two schooling groups: those with 4–8 years of education, and those with 9 or more years.Results: Both VF tasks – animal fluency (VFa) and fruits fluency (VFf) – adequately discriminated CG from AD in the total sample (AUC = 0.88 ± 0.03, p < 0.0001) and in both education groups, and high educated MCI from AD (VFa: AUC = 0.82 ± 0.05, p < 0.0001; VFf: AUC = 0.85 ± 0.05, p < 0.0001). Both tasks were moderately accurate in discriminating CG from MCI (VFa: AUC = 0.68 ± 0.04, p < 0.0001; VFf: AUC = 0.73 ± 0.04, p < 0.0001) regardless of the schooling level, and MCI from AD in the total sample (VFa: AUC = 0.74 ± 0.05, p < 0.0001; VFf: AUC = 0.76 ± 0.05, p < 0.0001). Neither of the two tasks differentiated low educated MCI from AD. In the total sample, fruits fluency best discriminated CG from MCI and MCI from AD; a combination of the two improved the discrimination between CG and AD.Conclusions: Both categories were similar in discriminating CG from AD; the combination of both categories improved the accuracy for this distinction. Both tasks were less accurate in discriminating CG from MCI, and MCI from AD.
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Dissertations / Theses on the topic "Discriminaton in education"

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O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.

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Vizkelety, Béatrice. "Proving discrimination in Canada." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4630.

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Hu, Yue. "Essays on education policies and discrimination in credit markets." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1410678201&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Gumataotao-Lowe, Catalina San Nicolas. "Institutional racism in higher education : perceptions of people of color /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7888.

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Latshwayo, Simphiwe Abner. "Education and independance : education in South Africa, 1658-1988 /." Westport (Conn.) : Greenwood press, 2000. http://catalogue.bnf.fr/ark:/12148/cb388081273.

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Timsina, G. "Educational participation of girls in Nepal : an ethnographic study of girls' education in a rural village." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10429/.

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In this thesis I explore the extent to which women and girls are disadvantaged within the Nepalese education system. I attempt to investigate the barriers to, and opportunities for, participation by women and girls in the formal education system, including those who are doubly discriminated against because of gender and caste. I attempt to explore the issues in three ways: through an examination of my own experience growing up in Nepal as a member of a Brahmin family, and employed within the Ministry of Education in Nepal; through an exploration of the relevant literature within and outside Nepal; and through an ethnographic case-study of a village community. I spent about four months as a participant observer in the village engaging in unstructured in-depth interviews, as well as recording conversations and reflections in a research diary. Although the village is situated only 15 kilometers from Kathmandu, it exhibited a pattern of life that has changed very slowly in the fifty-two years since the end of the 50s. I report the extent of changes in the experiences of women and girls in the village, through their own reflections on their social position and the value of education to them, and their involvement and attendance at public, including religious, occasions. I report, too, on both the changing attitudes of men and their resistance to them. I pay particular attention to the present position of girls, through a detailed account of a public secondary school, situated at the centre of the village. I report on my observations in the classroom, conducted interviews with the girls, inside and outside school, and read their diaries in which they wrote down reflections about their experiences in school and at home. I selected, as key informants, a group of Dalit and Non-Dalit girls and boys, who were studying in Bhagawati School, as well as a group of girls who had stopped attending school. The activities of these key informants were observed in their schools, and outside as well. Interviews were also conducted with their parents, teachers and members of the different communities in the village. These opinions were supplemented with views about the education of girls, in general, and Dalit girls, in particular, and from discussions with Dalit activists and NGO workers. I consider how the value of education for girls is revealed, and affected, by competition from private schools, where boys predominate. I build a picture of the differences in educational participation of Dalits and non-Dalits, males and females and Dalit and non-Dalit girls. I also examine the role of NGOs in the village, and the extent to which they influence participation of women in education. I incorporate concepts of inclusion and exclusion into Bourdieu’s theory of cultural reproduction, as grounds for understanding how discrimination towards girls and Dalits is perpetuated in education. I also borrow the concept of cultural production theory, in order to examine how the schooled children resist traditional beliefs and prejudiced attitudes, about gender and caste, where the school offers a forum for the creation of a new counter-culture. I also draw on a Freirean approach to analyse how to increase the self-awareness of the excluded about their own exclusion. I provide an analysis of the case-study material, and a consideration of what these add to the literature and my own autobiographical reflections. I follow this with a critical analysis of how girls, and disadvantaged children, have experienced change in their educational participation, as a result of the efforts made by the government to implement its educational policies. I conclude that discrimination against girls in education persists, despite some changes, and is exacerbated by the interaction between gender, caste and poverty. The patriarchal value system and prejudices towards girls’ education, are still creating major barriers to girls’ opportunities for education, with low caste disproportionately increasing discrimination towards girls, compared to boys. The growth of private education is an added force for discrimination, with boys far more likely than girls to be supported by their families at private schools. I suggest that ways of combating discrimination need to be reviewed, within the relatively new context of a Nepalese democratic republic. This will require a redirection of policy-making and administration, from personal careers and patronage, towards a determined effort to put into practice the ideals of the Education for All programme in Nepal, without regard to gender, caste or ethnic background.
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Edwards, Larry Guy. "Dimensions of gender discrimination in Oklahoma's system of higher education : case studies /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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Pillay, Justin. "Equality and non discrimination in tertiary education for the visually impaired." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8404_1297400944.

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The focus of this paper is the right of the visually impaired to access tertiary education that is not unfairly discriminative and unequal. The study is intended to highlight the inadequacy in the current legislation on equality such as the Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000 and the Higher Education Act 101 of 1997 in properly promoting the ideals and purpose of constitution. Furthermore to analyse the constitutional court's approach to equality and non discrimination in order to provide solutions and recommendations for changes to existing legislation that is indeed to be effective.It also aim to define what it means to have equality for the visually impaired, more especially in tertiary education through the constitutional court's definition of equality...

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Sharma, Dhwani [Verfasser]. "Protective discrimination in Indian higher education : Reflections from US / Dhwani Sharma." Munich : GRIN Publishing, 2016. http://d-nb.info/1122196784/34.

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Yang, Yuen-cheng. "Identification and Discrimination of Tennessee Teacher and Administration Perceptions Toward the Career Ladder Program." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2832.

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The problem of this study was to identify and discriminate the perceptions of administrators, Career Ladder teachers, and non-ladder teachers in the Tennessee public schools toward the Tennessee Career Ladder Teacher Evaluation System. Demographic data and information were collected by a state-wide survey of Tennessee educators. Two research questions were raised to guide the study. The comparison data collected pertained to sex and age of the participants, highest degree completed by the participants, participants' Career Ladder status, professional membership, professional experience, and the type and classification of school in which the participants worked. The information concerning educators' perceptions regarding the Career Ladder Program was obtained through their responses to the 30 statements in the research instrument which dealt with the various important aspects of the program. Major findings indicated that significant differences in perception regarding the Career Ladder Program existed among the Tennessee educators. In general, teachers who have obtained Levels II and III status on the Career Ladder and administrators perceived the program positively while Level I teachers and particularly non-ladder teachers tended to perceive it rather negatively. No groups surveyed felt that the evaluation process was well-understood or that the program encouraged diversity in teaching behavior. No groups felt that differences in learners, schools, and school systems were considered when assessing the effectiveness of teaching behavior under the current evaluation system. All educators felt that need for reducing the amount of paperwork required in teacher preparation for evaluation, and were aware of the "gamesmanship" dimension of the program. There was agreement among all groups in the study that the Career Ladder Program had failed to attract the best people into the teaching profession, failed to retain them, and has done little to enhance the teacher's public esteem. Despite the agreements, it is evident that Tennessee public school teachers and administrators held different perceptions toward the Career Ladder Program. A relationship seems to exist between administrators and higher level teachers and a more positive perception concerning the program. On the other hand, it appears to be true that lower lever teachers and non-ladder teachers are associated with a generally negative perception regarding the Career Ladder Program. (Abstract shortened with permission of author.)
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Books on the topic "Discriminaton in education"

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Sengo dōwa kyōikushi. Azumi no Shobō, 1987.

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Sengo dōwa kyōikushi. Azumino Shobō, 1987.

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Hanna, Rema. Measuring discrimination in education. National Bureau of Economic Research, 2009.

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1969-, Hallock Kevin F., ed. Education, training, and discrimination. Edward Elgar, 1997.

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Ending discrimination in special education. C.C. Thomas, 1998.

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Lang, Kevin. Education and labor-market discrimination. National Bureau of Economic Research, 2006.

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Lang, Kevin. Education and labor-market discrimination. National Bureau of Economic Research, 2006.

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Women education, employment, and gender-discrimination. Serials Publications, 2007.

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Clements, Gaillynn, and Marnie Jo Petray, eds. Linguistic Discrimination in U.S. Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9780367815103.

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1957-, Centeno Miguel Angel, and Newman Katherine S. 1953-, eds. Discrimination in an unequal world. Oxford University Press, 2009.

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Book chapters on the topic "Discriminaton in education"

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Elford, Gideon. "Discrimination and Education." In The Routledge Handbook of the Ethics of Discrimination. Routledge, 2017. http://dx.doi.org/10.4324/9781315681634-31.

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Cornell, Josephine, and Shose Kessi. "Discrimination in Education." In The Routledge International Handbook of Discrimination, Prejudice and Stereotyping. Routledge, 2021. http://dx.doi.org/10.4324/9780429274558-12.

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Elamé, Esoh. "Intercultural Education and Discriminatory Bullying." In Discriminatory Bullying. Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-5235-2_3.

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Bhukya, Bhangya. "Invisible discrimination." In Social Inclusion and Education in India. Routledge India, 2020. http://dx.doi.org/10.4324/9780429281846-8.

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Baugh, John. "Linguistic Discrimination in Educational Contexts." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4538-1_4.

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Ahmad, Rizwan. "Hate, Bigotry, and Discrimination Against Muslims." In Disrupting Hate in Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429325878-10.

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Mackenzie, John. "Dyslexia and Disability Discrimination." In Supporting Dyslexic Adults in Higher Education and the Workplace. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119945000.ch18.

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Garcia-Huidobro, Juan Eduardo S. "Positive Discrimination in Education: Its Justification and a Chilean Example." In Lifelong Education. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0087-8_3.

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Clements, Gaillynn. "An Unexpected Irony." In Linguistic Discrimination in U.S. Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9780367815103-1.

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Higgins, Christina. "Promoting Pidgin at the University of Hawai‘i at Mānoa." In Linguistic Discrimination in U.S. Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9780367815103-10.

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Conference papers on the topic "Discriminaton in education"

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Bublienė, Raimonda. "Internationalization and Multiple Discrimination: the Case of Employment Regulation." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.061.

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The article analyses European Union anti-discrimination law development in Member States and differences between protected grounds of discrimination. On this basis, the analysis covers recognition of the social complexity, internationalization and discrimination of foreigners for different grounds. The process of internationalization and migration, covering social, political, economical, cultural, legal processes, the non-discriminatory protection of a foreigner as a member of the society has become complicated, when attempting not to discriminate people arriving from the other countries and to have equal possibilities. The problems of discrimination are valid and significant for the civil society itself. The article also discusses the concept of multiple discrimination in European Union anti-discrimination law, legal regulation and protection against multiple discrimination in Europe and separate legal regulation of the Member States. This article argues that internationalization processes bring new approaches of interpretation of European Union employment equality law and contemporary challenges, introduces recent cases of equal treatment of employees during employment at private companies.
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Setyaningsih, Retno Wulandari. "A Sociology of Sanskrit Language: The Context of Women and Shudras." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-4.

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The language of the Dalits is one of the most crucial constituents in the distinctiveness of Dalit literature. The language disturbs the posture and orderliness of the status quo. That is to say, the language of the Dalits contest the standard language, which is the language used in higher educationa. Dalits being at a lower end of the caste hierarchy have been traditionally secluded from education, and for this reason their registers differ from those used by upper castes. Dalit literature exposes the discrimination the Dalits face and the oppressions that are committed on these communities. In India, an elder person is generally addressed with respect. But if the elder person is a Dalit, he would be addressed disrespectfully. The Dalits being at the lower end of the caste hierarchy have been kept from education thus influencing their language as different to language employed by the upper castes.
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Prawitasari, Melisa. "Responding Racial Discrimination in Indonesia Through Multicultural Education." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.47.

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"Non-discrimination in Education: Definitions, Principles and Legal Framework." In Nov. 12-14, 2019 Paris (France). Higher Education And Innovation Group, 2019. http://dx.doi.org/10.17758/heaig6.h1119443.

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Sloan, David, and Lawrie Phipps. "Helping to avoid e-discrimination in UK tertiary education." In the 2003 conference. ACM Press, 2003. http://dx.doi.org/10.1145/957205.957234.

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Thornburg, Gail. "Matching: Discrimination, Misinformation, and Sudden Death." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2915.

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This paper discusses the conceptual challenges faced in designing a new system of matching incoming records for a very large database from diverse sources. Problems of satisfying a “match” with sufficient flexibility and rigor in an environment of imperfect data are outlined.
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Nazmieva, A. V. "Racial discrimination in the implementation of the right to education." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-81.

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Pogontseva, Daria. "APPEARANCE DISCRIMINATION - MODERN SOCIAL PHENOMENON." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.003.

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Cojocariu, Venera-Mihaela. "Discrimination Of Children In The Romanian Educational System." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.14.

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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Reports on the topic "Discriminaton in education"

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Hanna, Rema, and Leigh Linden. Measuring Discrimination in Education. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15057.

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Lang, Kevin, and Michael Manove. Education and Labor-Market Discrimination. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12257.

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Lavy, Victor, Edith Sand, and Moses Shayo. The Surprisingly Small Effects of Religion-Based Discrimination in Education. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24922.

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Epple, Dennis, Richard Romano, Sinan Sarpça, Holger Sieg, and Melanie Zaber. Market Power and Price Discrimination in the U.S. Market for Higher Education. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23360.

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M., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.014.

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Ahmadi Muslims are criminalised for practising their faith in Pakistan which has resulted in widespread discrimination and continuous, sporadic acts of violence leading many to flee their cities or their country altogether. This is not always an option for those who are poor and socioeconomically excluded. A recent study into the experiences and issues faced by socioeconomically excluded women from the Ahmadiyya Muslim community has found that Ahmadi Muslim women in particular are marginalised, targeted, and discriminated against in all aspects of their lives, including in their lack of access to education and jobs, their inability to fully carry out their religious customs, day-to-day harassment, and violence and lack of representation in decision-making spaces.
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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), 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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Andrews, Rodney, and Kevin Stange. Price Regulation, Price Discrimination, and Equality of Opportunity in Higher Education: Evidence from Texas. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22901.

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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), 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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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), 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.
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