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Books on the topic 'Gender-Based Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Sipahimalani, Vandana. Education in the rural Indian household: A gender based perspective. National Council of Applied Economic Research, 1999.

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2

Adams, Carol. Investigating gender in the primary school: Activity-based Inset materials for primary teachers. ILEA, 1986.

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3

A gender analysis of the Zimbabwe education sector's policies, programmes, and budget: Special focus on primary and secondary school levels. Zimbabwe Women's Resource Centre & Network, 2010.

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4

Zimbabwe Women's Resource Centre and Network. A gender analysis of the Zimbabwe education sector's policies, programmes, and budget: Special focus on primary and secondary school levels. Zimbabwe Women's Resource Centre & Network, 2010.

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5

Dhaka, UNESCO, ed. A study on gender based violence against girls in education environment. National Curriculum and Textbook Board, 2012.

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6

Gender in nascent module II programmes in Kenyan public universities: A descriptive survey. Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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7

Welch, Catherine J. Gender-based differential item performance in English usage items. American College Testing Program, 1989.

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8

Welch, Catherine J. Gender-based differential item performance in English usage items. American College Testing Program, 1989.

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9

Development for Peace Education (Organization). Development for Peace Education report of the anti gender based violence project. Development for Peace Education, 2007.

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10

Gillen, Noel. Gender issues in relation to computer-based courses in further and higher education. The Author), 2001.

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11

Anderson, Gordon J. Do preferences and-or skills explain gender based differences in learning? University of Toronto, Department of Economics and Institute for Policy Analysis, 1994.

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12

African Women Development and Communication Network, ed. FEMNET training manual on gender based violence: Building skills, tools and concepts, and using them for reflection, analysis, planning, and application against gender based violence. African Women's Development and Communication Network, 2003.

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13

Constance, Mothobi-Tapela Iwani, ed. Taking action: Gender-based violence in and around schools in Swaziland and Zimbabwe. UNICEF, 2004.

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14

Shamai, Shmuel. Ethnicity, gender and educational achievement in Canada: An historical-statistical analysis, based on censal data, 1921-1981. Health & Welfare Canada, 1986.

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15

Trebon, Theresa. Gender based education: The development of manual training and home economics at Bellingham State Normal School, 1900-1916. Theresa Trebon, 1992.

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16

Universidad Nacional de Colombia. Grupo Interdisciplinario de Estudios de Género, ed. El género: Una categoría útil para las ciencias sociales. Universidad Nacional de Colombia, Facultad de Ciencias, Escuela de Estudios de Género, Grupo Interdisciplinario de Estudios de Género (GIEG), 2011.

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17

Semenova, Vera. Gender psychology. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1059426.

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The textbook reveals the main range of issues of a new branch of psychological science — gender psychology. It is based on the author's lecture course, which has been read to psychology students for many years. The textbook is structured in such a way that students can master the most important concepts and provisions of the gender approach, which forms the theoretical and methodological basis of gender psychology, its subject, as well as the skills of gender analysis of social reality and the psyche of a modern person. The article presents the problems reflecting the structure of gender

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18

Bibhāga, Bangladesh Artha. Gender budgeting report: Ten ministry--division : Ministry of Agriculture, Disaster Management and Relief Division, Ministry of Education, Ministry of Environment and Forest, Ministry of Fisheries and Animal Resources, Ministry of Health and Family Welfare, Ministry of Land, Rural Development and Co-operatives Division, Ministry of Social Welfare, Ministry of Water Resources. Finance Division, Ministry of Finance, Govt. of the People's Republic of Bangladesh, 2010.

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19

Murphy, Simon Mark. Assessing curriculum based aids educational needs and the relative effectiveness of humour and fear messages in aids education videos: An examination of age, gender and geographical effects using quantitative and qualitative methods.. University of East London, 1999.

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20

Institute, Sri Lanka Foundation, and Friedrich-Ebert-Stiftung (Sri Lanka), eds. School based understanding of human rights and gender equality. Sri Lanka Foundation, 2004.

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21

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Gender-based wage discrimination: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, second session on examining the Bureau of Labor Statistics report which provides a full picture of the gender-based wage gap, the reasons for these gaps and the impact this discrimination has on women and families, and the effectiveness of current laws and proposed legislative solutions, and S. 74, amend the Fair Labor Standards Act of 1938 to provide more effective remedies to victims of discrimination in the payment of wages on the basis of sex, June 8, 2000. U.S. G.P.O., 2000.

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22

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Gender-based wage discrimination: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, second session, on examining the Bureau of Labor Statistics report which provides a full picture of the gender-based wage gap, the reasons for these gaps and the impact this discrimination has on women and families, and the effectiveness of current laws and proposed legislative solutions, and S. 74, amend the Fair Labor Standards Act of 1938 to provide more effective remedies to victims of discrimination in the payment of wages on the basis of sex, June 8, 2000. U.S. G.P.O., 2000.

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23

Nations, United. The United Nations and the advancement of women, 1945-1996. Dept. of Public Information, United Nations, 1996.

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24

Du, Xiang-Yun. Gender and Diversity in a Problem and Project Based Learning Environment. River Publishers, 2012.

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25

Anitha, Sundari, and Ruth Lewis, eds. Gender Based Violence in University Communities. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447336570.001.0001.

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Until recently, higher education in the United Kingdom has largely failed to recognise gender based violence (GBV) on campus, but following the UK government task force set up in 2015, universities are becoming more aware of the issue. And recent cases in the media about the sexualised abuse of power in institutions such as universities, Parliament and Hollywood highlight the prevalence and damaging impact of GBV. This book provides the first in-depth overview of research and practice in GBV in universities. The book sets out the international context of ideologies, politics and institutional

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26

Lewis, Ruth, and Susan Marine. Collaborating for Change: Transforming Cultures to End Gender-Based Violence in Higher Education. Oxford University Press, Incorporated, 2020.

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27

(Editor), Leonie Rowan, ed. Boys, Literacies and Schooling: The Dangerous Territories of Gender-Based Literacy Reform. Open University Press, 2001.

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28

Weiser, Jessica. The discursive marginality of gender-based harassment in high schools. 2005.

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29

Thérèse, Assié-Lumumba N'Dri, ed. Women and higher education in Africa: Reconceptualizing gender-based human capabilities and upgrading human rights to knowledge. CEPARRED, 2007.

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30

Uganda. Ministry of Finance, Planning, and Economic Development., ed. Gender disaggregated data for ... [sector] based on the national service delivery survey, 2004. Ministry of Finance, Planning, and Economic Development, 2007.

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31

Unit, ACTIONAID-Uganda (Organization) Communication, ed. Scoping study on gender based violence in educational institutions in Uganda: A summary of findings. Communication Unit ActionAid International Uganda, 2004.

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32

Tajmel, Tanja, Klaus Starl, and Susanne Spintig, eds. The Human Rights-Based Approach to STEM Education. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830992202.

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This volume provides the first introduction to the right to science/STEM education, with contributions from international scholars and experts from organizations, including UNESCO, and from diverse disciplines such as human rights; science education; educational studies; anti-racist and decolonizing pedagogy; feminist and gender studies in science, technology, and engineering; and management and organizational studies. The book offers a thorough grounding in the right to education and its application in the STEM fields. It provides interdisciplinary perspectives that allow for a broad understa

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33

Amin, Mohammad, and Asif Islam. Women Managers and the Gender-Based Gap in Access to Education: Evidence from Firm-Level Data in Developing Countries. The World Bank, 2015. http://dx.doi.org/10.1596/1813-9450-7269.

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34

Local Government National Training Organisation. and Great Britain. Department for Education and Employment., eds. Gender imbalances in modern apprenticeships: A research-based review for the Local Government National Training Organisation and Department for Education and Employment. LGNTO, 1998.

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35

Women and HIV/AIDS: Confronting the crisis : a joint report. UNAIDS, 2004.

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36

US GOVERNMENT. Gender-based wage discrimination: Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, ... on the basis of sex, June 8, 2000 (S. hrg). For sale by the Supt. of Docs., Congressional Sales Office, U.S. G.P.O, 2000.

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37

Thomas, Kecia M., Victoria Plaut, Sabrina D. Volpone, B. Lindsay Brown, and Robert Sleight. Group-Based Experiences of Discrimination. Edited by Adrienne J. Colella and Eden B. King. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199363643.013.3.

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Group-based disparities in education and training, employment, health, and income persist even though there is growing attention to issues of race, gender, sexuality, and economic class by academics and the public at large. This chapter reviews the contributions made by cognitive psychology, namely social identity theory and social categorization theory, to our understanding of why differences matter. Furthermore, it seeks to provide greater attention to the social and cultural context in which meaning is ascribed and enacted to group differences through turning its focus to issues of privileg

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38

Ruthmann, S. Alex, and Roger Mantie, eds. The Oxford Handbook of Technology and Music Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199372133.001.0001.

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Few aspects of daily existence are untouched by technology. The learning and teaching of music is no exception, and arguably has been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing everything from how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. In order to tease out a

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39

Lima, Cristiane Pereira, and Léia Teixeira Lacerda. Vivências e práticas pedagógicas sobre as relações de gênero: Anos iniciais do ensino fundamental. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-235-3.

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This book presents the results of pedagogical practices developed with children on gender relations topic. It aims to dialogue with professionals of early childhood education and early years of elementary school. It was created based on the need to produce educational resources able to encourage teachers and students on the development of this approach at school. The text is structured in 4 sessions. Section 1, “Gender relations at school”, presents the research paths, exposing theoretical and methodological reflections that may support the work of the educator. In section 2, “Childhood studie

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40

Wilson Kimber, Marian. The Odyssey of a Nice Girl. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040719.003.0001.

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Ruth Suckow’s novel, The Odyssey of a Nice Girl (1925), based on her elocution school experiences, demonstrates how gender shaped women’s artistic lives in the Progressive era. Elocution enhanced men’s careers, yet women’s voices were for education or domestic entertainment. However, changing social roles allowed for women to adopt elocutionary performance as a mode of expression. Women’s educations at elocution schools allowed them undertake careers as professional performers and teachers. Female elocutionists’ desire to embody acceptable feminine attributes and to separate themselves from mo

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41

Roßteutscher, Sigrid, Ina Bieber, Lars-Christopher Stövsand, and Manuela Blumenberg. Candidate Perception and Individual Vote Choice. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792130.003.0010.

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This chapter explores the relevance of social cues for voting behavior in Germany. It explores effects of social cues that build on role-based and social-similarity-based stereotyping. Using data from voter surveys that are merged with information about candidate characteristics, the analysis demonstrates that role-based cues played no part in affecting voter decisions on the first vote in the 2009 and 2013 German federal elections. By contrast, cues that build on social similarity (e.g. gender, age, education, social class, religion, or migrant background) appear to have made a difference, at

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42

Chudacoff, Howard P. The Civil Rights Restoration Act and Enforcement of Title IX. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039782.003.0006.

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This chapter discusses Title IX, the Civil Rights Restoration Act, and gender equity on college sports. The Education Amendments passed by Congress in 1972 included a provision in its Title IX that “no person in the United States shall on the basis of sex be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” However, many colleges and universities, whose athletic policies were dominated by male coaches and administrators, dithered on making significant commitments to expan

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43

Patten, Pramilla. Unlocking the Potential of CEDAW as an Important Accountability Tool for the Women, Peace and Security Agenda. Edited by Fionnuala Ní Aoláin, Naomi Cahn, Dina Francesca Haynes, and Nahla Valji. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199300983.013.14.

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This chapter explores the application of the Convention on the Elimination of Discrimination Against Women (CEDAW) to conflict and post-conflict contexts as detailed in General Recommendation 30. It examines the implications of CEDAW and General Recommendation 30 on gender-based violence, the trafficking of women, the situation of internally displaced persons (IDPs) and refugees, women’s participation, and women’s access to health, education, employment, and justice. It also focuses on CEDAW’s reporting procedure, and suggests that this tool be utilized more effectively to address women’s situ

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44

Makarychev, Andrey, and Alexandra Yatsyk. Sovereignty and Russian national identity-making: The biopolitical dimension. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474433853.003.0005.

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The chapter addresses Russian national identity by applying the concept of biopolitics. This approach constitutes a departure from dominant schools of thought, which view contemporary Russian political and social concepts through traditional lenses: institutional change, state–society relations, centre–periphery controversies, etc. Biopolitics offers a specific way of anchoring the uncertain Russian identity in a set of consensually understood nodal points that encapsulate bodily practices of corporeal discipline and control. The chapter argues that Putin’s regime utilises such a biopolitical

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45

Berkel, Hanna, and Finn Tarp. Informality and firm performance in Myanmar. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/930-3.

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Using a novel panel survey of enterprises in Myanmar, we compare the performance of manufacturing firms by three different informality definitions. The first is binary, based on whether firms pay taxes. The second captures five categories of registration with the authorities, and the third definition relates to three groupings of the informality status of a firm’s workers. Depending on the informality concept used, formalization has positive, insignificant, and negative performance outcomes. However, our analysis shows that independent of the informality definition, differences between formali

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46

Brady, David, and Linda M. Burton, eds. The Oxford Handbook of the Social Science of Poverty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199914050.001.0001.

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This book is concerned with the social science of poverty and covers topics ranging from the intricacies of measuring poverty using objective quantitative, income-based measures, to the interrelationships between structural violence, poverty, and social suffering; capability deprivation as the basis for analyzing poverty; ideologies and beliefs about poverty; how politics and institutions shape poverty and inequality; and the effects of poverty on child development. The book also explores the link between gender and poverty; the historical origins of poverty in developing countries; poor neigh

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47

Ondercin, Heather L. The Evolution of Women’s (and Men’s) Partisan Attachments. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190265144.003.0003.

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This chapter examines how women’s and men’s attachments with the two major political parties in the United States have evolved since the passage of the Nineteenth Amendment. The chapter contends that over time gender has become increasingly important in influencing both men’s and women’s partisan attachments. Along with identifying the similarities and differences between men and women in partisan attachments, this chapter examines the unity and disunity of women’s partisan attachments, drawing on historical analyses to understand men’s and women’s partisanship attachments immediately after th

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48

Marine, Susan, and Ruth Lewis, eds. Collaborating for Change. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071820.001.0001.

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In the midst of unprecedented attention to gender-based violence (GBV) globally, prompted in part by the #MeToo movement, this book provides a new analysis of how higher education cultures can be transformed. It offers reflections from faculty, staff, and students about how change has happened and could happen on their campuses in ways that go beyond implementation of programs and policies. Building on what is already known from decades of scholarship and practice in the United States, and more recent attention elsewhere, this book provides an interdisciplinary, international overview of attem

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49

Wilson, Eli Revelle Yano. Front of the House, Back of the House. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479800612.001.0001.

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In restaurants, why do all the white people work in the front and the brown people in the back? What keeps these workers apart, consigned to highly unequal types of jobs? Drawing on six years of ethnographic research within three Los Angeles–based restaurants, Wilson details how managers and workers jointly divide service workplaces by race, class, and gender. While managers frame social inequality through discriminatory hiring and supervisory policies that grant educated whites access to the most desirable positions and relegate foreign-born Latino men with low levels of education to the marg

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50

Heiner, Prof, Bielefeldt, Ghanea Nazila, Dr, and Wiener Michael, Dr. Part 3 Vulnerable Groups, 3.1 Women. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198703983.003.0019.

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This chapter discusses the right to freedom of religion in relation to women’s right to equality and non-discrimination. Based on a holistic understanding of the positive interrelatedness of all human rights, practical synergies between freedom of religion or belief and gender equality are not only possible; they are a reality in many cases. Unfortunately, this is sometimes ignored or even denied. Some observers tend to turn concrete conflicts arising in the intersection of these two rights into an abstract normative antagonism, to the detriment of a holistic view. The chapter explores policie

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