Relevant bibliographies by topics / Gender identity in education

Contents

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

Academic literature on the topic 'Gender identity in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Gender identity in education"

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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.
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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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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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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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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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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 a
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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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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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Al Baqi, Safiruddin. "How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood." JPUD - Jurnal Pendidikan Usia Dini 17, no. 1 (April 30, 2023): 108–19. http://dx.doi.org/10.21009/jpud.171.08.

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The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023. The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regen
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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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Dissertations / Theses on the topic "Gender identity in education"

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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.
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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 expe
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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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<p> 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 &amp; 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 th
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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
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Argus, Stefanie. "Girl Scout Voices| Describing Ecological Identity." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821872.

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<p> 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 proj
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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 fr
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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 fr
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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 fr
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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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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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Books on the topic "Gender identity in education"

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

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

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

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

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Australia. Dept. of Employment, Education, Training, and Youth Affairs and Ministerial Council on Education, Employment, Training and Youth Affairs (Australia). Gender Equity Taskforce., eds. Gender equity: A framework for Australian schools. Canberra City, ACT: Published by Publications and Public Communication for Dept. of Education and Training and Children's, Youth and Family Bureau, 1997.

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1947-, Sanlo Ronni L., ed. Gender identity and sexual orientation: Research, policy, and personal perspectives. San Francisco: Jossey-Bass, 2005.

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Treacy, Margaret P. Gender prescription in nurse training: Its effects on health care. London: Longman, 1989.

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Celis, Karen, and Machteld de Metsenaere. Gegenderd onderwijs. Brussel: VUBPress, 2003.

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Völker, Susanne, Dirk Schulz, and Elke Kleinau. Gender in Bewegung: Aktuelle Spannungsfelder der Gender und Queer Studies. Bielefeld: Transcript, 2013.

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Book chapters on the topic "Gender identity in education"

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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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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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Phuong, Thi Duyen, and Raf Vanderstraeten. "National Identity and Gender Identities." In SpringerBriefs in Education, 73–103. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1196-3_4.

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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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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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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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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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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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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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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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Conference papers on the topic "Gender identity in education"

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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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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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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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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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Mutha, Simrun, Alexa Deeter, Jen Sundstrom, Yevgeniya V. Zastavker, Casper Harteveld, Victoria Bennett, and Tarek Abdoun. "GeoExplorer and Gender Identity: The Impact of Gender in a Game-Based Learning Environment." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10342928.

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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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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
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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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Reports on the topic "Gender identity in education"

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Singh, Anisha, and Stanley Ngugi. Paychecks don’t tell all: Working towards gender pay equality through recruitment processes. Busara, June 2023. http://dx.doi.org/10.62372/sdau8133.

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At Busara we believe the pursuit of a diverse, equitable and inclusive workplace must start by looking within. We did some research to understand how we’re doing along the various aspects of diversity, including nationality, age, gender, ethnicity, parenthood, education, and mental health. Using this data, we will strengthen our DEI framework addressing internal inequities and considering our identity as a global organization. As part of our commitment to transparency and accountability, we have published our gender representation and pay gap statistics.
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Kothari, Jayna, Deekshitha Ganesan, Saumya Dadoo, and Sudhir Krishnaswamy. Making Rights Real: Implementing Reservations for Transgender & Intersex Persons in Education and Public Employment. Centre for Law and Policy Research, December 2018. http://dx.doi.org/10.54999/xrtp1406.

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CLPR’s ” Making Rights Real” policy brief recognises that reservations are critical in addressing the livelihood concerns of the transgender and intersex community and proposes the manner of implementation of such reservations. In suggesting a framework for providing reservations, the policy brief stays true to the principle of self-identification of gender identity, traces the legal and constitutional framework on reservations in India, and considers legislative, executive, and judicial efforts at providing reservations of transgender and intersex persons so far.
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Kothari, Jayna, Deekshitha Ganesan, Saumya Dadoo, Mandakini J, Dolashree Mysoor, and Aadhirai S. Intersectionality: A Report on Discrimination based on Caste with the intersections of Sex, Gender Identity and Disability in South India. Centre for Law and Policy Research, August 2019. http://dx.doi.org/10.54999/xhrz9058.

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As part of its work on equality and non-discrimination, CLPR conducted a study on experiences of intersectional discrimination in South India between May – November 2018. The objective of the study was to understand the relationship between different intersecting identities and various sites of discrimination such as educational institutions, workplaces, police stations, and public transport.
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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 t
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Flabbi, Luca, and Mauricio Tejada. Gender Gaps in Education and Labor Market Outcomes in the United States: The Impact of Employers` Prejudice. Inter-American Development Bank, December 2012. http://dx.doi.org/10.18235/0011443.

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This paper makes three contributions to the existing literature. First, it provides descriptive evidence on gender differentials by education level in the US labor market over the last twenty years. Second, it uses the structural estimation of a search model of the labor market to identify and quantify the impact of employers' prejudice on labor market gender differentials. Third, it connects both the descriptive and the analytical findings to recent policy interventions in the US labor market and presents some policy experiments. The results show that prejudice may still have a role in explai
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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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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 stu
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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 stu
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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 education
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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
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