Relevant bibliographies by topics / Marginalization of social studies

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

Academic literature on the topic 'Marginalization of social studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Marginalization of social studies"

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Fitchett, Paul G., Tina L. Heafner, and Richard G. Lambert. "Examining Elementary Social Studies Marginalization." Educational Policy 28, no. 1 (July 19, 2012): 40–68. http://dx.doi.org/10.1177/0895904812453998.

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Hartblay, Cassandra. "After Marginalization." South Atlantic Quarterly 118, no. 3 (July 1, 2019): 543–72. http://dx.doi.org/10.1215/00382876-7616151.

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Contemporary social thought frequently posits sociopolitical exclusion as marginalization. This article argues that marginalization relies on a spatial metaphor that conceptualizes social exclusion as always already configured in relation to center and periphery. Suggesting that this reliance on marginalization as a way of understanding sociopolitical exclusion limits political thought, this article calls for a renewed attention to actual material configurations of social exclusion. Considering ethnographic research with adults with mobility and speech disabilities in Petrozavodsk, Russia, and representation of disability in contemporary Russian film, the concept of marginalization is demonstrated to be insufficient to analyze the actual spatial segregation of people with disabilities in contemporary Russia in the digital era. The spatial metaphor of marginalization fails to describe the way that interlocutors with mobility impairments are at once segregated and included in sociopolitical life in the digital era, when civic life unfolds in cyberspace. Drawing on ethnographic interviews and observation, this article proposes pixelization as a descriptor of the specific spatial pattern of sociopolitical exclusion of people with mobility and speech impairments in Petrozavodsk, characterized by material segregation in family apartments combined with intricate enabling connection to various publics via digital networks. Spatial metaphors for social difference matter for the kinds of alternate presents and futures that might be envisioned, challenging the presumption that ableism’s power comes from limiting political participation in public space defined by a liberal democratic agora.
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Cansu, Dayan. "Gender and women’s studies: Situated academic marginalization." Sociologija 60, no. 1 (2018): 226–42. http://dx.doi.org/10.2298/soc1801226d.

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This paper aims to discuss the situation of Gender and Women?s Studies (GWS) graduate programs within mainstream academia of Turkey with a critical Feminist Standpoint Theory approach from the aspect of situated academic marginalization. Within the scope of the study, I carried out 17 semi-structured in-depth interviews with GWS academics from two distinct universities with similar historical backgrounds yet quite different specificities, and in the light of these interviews, I analyzed whether GWS, as an academic reciprocity of feminist movement, can be thought as a field with a twofold epistemic superiority with regard to ?better accounts of social reality?, as an ?other? of academia or not. In this regard, four main factors influencing GWS directly and deeply are found to be, respectively: socio-political situation which the programs were born into, current political conjuncture of the country, current situation of academia and of feminist movement within the country. In addition to these structural factors, self-definitions and self-valuations of the agents of the programs- from students to academics-, and curricula formed in parallel to the mission and vision the agents adopted appear to be significant factors that situate the programs within academia within the scope of subjects and specificities of the subjects.
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Gallagher, Sally K. "The Marginalization of Evangelical Feminism." Sociology of Religion 65, no. 3 (2004): 215. http://dx.doi.org/10.2307/3712250.

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Reyes-Martínez, Javier, and Óscar Alfonso Martínez-Martínez. "Social marginalization and its relationship with cultural participation in Mexico." Córima, Revista de Investigación en Gestión Cultural 6, no. 10 (December 23, 2020): 1–23. http://dx.doi.org/10.32870/cor.a6n10.7377.

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Mexico is a country with a wide range of social marginalization. The intersection of this phenomenon and cultural participation has been little studied. Bearing this in mind, the central question of this work is: can the attendance toc ultural events and the type of events in which Mexicans participate be related to their marginalization level? In order to answer this question, a qualitative exploratory study was designed. Data were collected through semi-structured interviews (N=247) infour Mexican states (Mexico City, Tamaulipas, Estado de Mexico, and Oaxaca). Data were processed through a thematic analysis that shows a relationship between marginalization and cultural participation in three large subjects: the facility or difficulty to participate incultural activities and events,the expressed interest in it, and the perceived benefits of the interviewee on these actions. These topics vary according to the marginalization level, confirming the need for cultural policy design to include marginalization as a key issue of cultural participation.
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Inloes, Amina, and Liyakat Takim. "Conversion to Twelver Shi‘ism among American and Canadian women." Studies in Religion/Sciences Religieuses 43, no. 1 (August 6, 2013): 3–24. http://dx.doi.org/10.1177/0008429813496100.

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Little research has been done on Western women who convert to Shi‘i Islam. To fill this gap, this study was conducted on American and Canadian women who have converted to Shi‘i Islam. Most of the research subjects in this study reported a moderate to severe sense of social marginalization after conversion. This marginalization resulted from membership in multiple minority groups (Shi‘i, Muslim, convert, and female); Black converts reported the most severe sense of marginalization due to the added pressure of being a racial minority in North America. Most of the research subjects also experienced a sense of social exclusion from other Shi‘i Muslims. Therefore, the question arises as to why these women continued to adhere to Shi‘i Islam despite these difficulties. This article will attempt to answer this question through an analysis of the data provided by the research subjects.
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Edozie, Rita Kiki. "COOPERATING AGAINST SMALL-STATE MARGINALIZATION." Du Bois Review: Social Science Research on Race 5, no. 1 (2008): 95–114. http://dx.doi.org/10.1017/s1742058x08080090.

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AbstractEmploying postcolonial critical international relations theory as its theoretical bedrock, this article uses the U.N.-U.S.-French-led humanitarian intervention in Haiti in 2004 to examine top-tier states' claims to universal human rights and bottom-tier states' claims to sovereign national democratic rights. This article critically interrogates both the theoretical and policy assumptions of an emergent interventionism by the North into the South, and examines Haitian social forces and their pan-African allies (CARICOM, the AU, and CBC), who are opposed to the universalist appropriation and imposition of a rights domain that curtails freedom in the international arena.
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Rajni. "Gender and Disability: Dual Marginalization." Indian Journal of Gender Studies 27, no. 3 (September 15, 2020): 410–19. http://dx.doi.org/10.1177/0971521520939285.

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Human society has undergone many shifts and changes at structural and functional levels. The hierarchical structure which exists in the society is the root cause of discrimination among different groups and communities. Groups who are at the lower end are powerless and face discrimination in almost every domain of society. Such marginalization can occur due to gender, ethnicity, disability, caste, class and many more such constructs. The struggle of Girls with Disabilities (GwD) to access and participate in the educational domain remains an issue of great concern for disability activists and researchers. The purpose of this study was a) to explore and understand the lived experiences of GwD in their struggle for education through the lens of the Social Model of Disability (SMD) and b) to identify the issues, concerns, and challenges that GwD face due to their doubly marginalized identities-one based on disability and other on gender, by using the ‘case study’ research method. Themes emerging from the study are (a) socio-cultural issues and disability identity, (b) peer interaction in an educational setting, (c) access and participation in formal educational institutions, (d) gateways of empowerment, and e) structural access and assistive facilities. The findings indicate how policymakers can enhance access and the quality of participation of GwD in educational institutions.
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Rotenberg, Martin, Andrew Tuck, Kelly Anderson, and Kwame McKenzie. "S131. NEIGHBOURHOOD-LEVEL SOCIAL CAPITAL, MARGINALIZATION, AND THE INCIDENCE OF PSYCHOTIC DISORDERS IN TORONTO, CANADA: A RETROSPECTIVE POPULATION-BASED COHORT STUDY." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S85. http://dx.doi.org/10.1093/schbul/sbaa031.197.

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Abstract Background Previous studies have shown mixed results regarding the relationship between social capital and the risk of developing a psychotic disorder, and this has yet to be studied in North America. This study aims to examine the relationship between neighbourhood-level social capital, marginalization, and the incidence of psychotic disorders in Toronto, Canada. Methods A retrospective cohort of people aged 14 to 40 years residing in Toronto, Canada in 1999 (followed to 2008) was constructed from population-based health administrative data. Incident cases of schizophrenia spectrum psychotic disorders were identified using a validated algorithm. Voter participation rates in a municipal election were used as a proxy neighbourhood-level indicator of social capital. Exposure to neighbourhood-level marginalization was obtained from the Ontario Marginalization Index. Poisson regression models adjusting for age and sex were used to calculate incidence rate ratios (IRR) for each social capital quintiles and marginalization quintile. Results In the study cohort (n = 640,000) over the 10-year follow-up period, we identified 4,841 incident cases of schizophrenia spectrum psychotic disorders. We observed elevated rates of psychotic disorders in areas with the highest levels (IRR = 1.13, 95% CI 1.00–1.27) and moderate levels (IRR = 1.23, 95% CI 1.12–1.36) of social capital, when compared to areas with the lowest levels of social capital, after adjusting for neighbourhood-level indicators of marginalization. The risk associated with social capital was not present when analyzed in only the females in the cohort. All neighbourhood marginalization indicators, other than ethnic concentration, were significantly associated with risk. Discussion The risk of developing a psychotic disorder in Toronto, Canada is associated with socioenvironmental exposures. Social capital is associated with risk, however, the impact of social capital on risk differs by sex and social capital quintile. Across the entire cohort, exposure to all neighbourhood-level marginalization indicators, except ethnic concentration, impacts risk. Future research should examine how known individual-level risk factors, including immigration, ethnicity, and family history of a mental disorder may interact with these findings.
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Wijnberg, Marion H., and Susan Weinger. "Marginalization and the Single Mother: A Comparison of Two Studies." Affilia 12, no. 2 (July 1997): 197–214. http://dx.doi.org/10.1177/088610999701200204.

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Dissertations / Theses on the topic "Marginalization of social studies"

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Alyami, Adel. "Cross-cultural studies among Saudi students in the United Kingdom." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12074.

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This is a multi-method research which consists of four studies. The first examined the influence of cultural values and ethnic identity on collective self-esteem, acculturative stress and attitudes toward seeking psychological help among 117 Saudi students living and studying in the UK, 20 of them were interviewed in the second part of the study in order to examine their acculturation strategies and their attitude toward seeking psychological help. The measures used were: Asian Values Scale (AVS), Male Arab Acculturation Scale (MAAS), Male Arabic Ethnic Identity Measure (MAEIM), Attitudes toward Seeking Professional Psychological Help-Short Form (ATSPPH-SF), and Collective Self-Esteem (CSE-R). The study sample was divided into two groups: 49 (Junior) newly arrived students and 68 (senior) students who had spent more than one year in the UK. Also, gender and marital status were considered as variables. Interviews were conducted to examine the questionnaire's findings in depth. Results supported the hypothesis that adherence to original cultural values is a positive predictor of collective self-esteem. Also it was found that there was a difference between new and senior students in the scores on the following scales: AVS, CSE, SAFE, ATSPP, and MAAS Int. Results also supported the hypothesis that ethnic identity is a positive predictor of collective self-esteem. However, no relation was observed between adherence to original cultural values and students‟ attitudes towards seeking psychological help, acculturative stress, and communication styles. Also, ethnic identity did not correlate with acculturative stress. Regarding gender and marital status, findings suggest that they are not significant predictors of the research‟s dependent variables. In the third part of the study: the researcher examined and measured the effect of providing counselling sessions for a sample of 12 Saudi students during their stay in the UK using a pre- and post- Culture Shock Questionnaire, and results were compared with a control group of 12 Saudi participants who were not engaged in the counselling sessions. Results were statistically significant for the experimental group which indicated a positive effect of providing counseling services for Saudi students. In the fourth part of the study: the researcher measured the effect of reverse culture shock on students who returned home using a modified version of the Home-comer Culture Shock Scales (HCSS) and inviting view participants to take part in un formal interview. The thesis will be concluded with an explanatory conclusion which might lead to further studies.
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Lindberg, Daniel. "Generation sociala problem. En studie av hur unga vuxna ackumulerar sociala problem." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-48746.

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Young people is at the center of many of the rapid changes taking place in contemporary society and has to deal with the uncertainties that follows. One uncertainty is linked to the transition between leaving full time studies and entering employment were unemployment has become a natural step in becoming an adult. Hence the "becoming" has become a longer period of time in young people’s lives. The economic crisis in many European countries in recent years are the cause of many problems young people experience today. In relation to this brief background the thesis examines how social problems i.e. unemployment, deprivation, dependent on social welfare, low education and disability (affecting a person’s ability to work) is accumulated over time. The thesis point of departure is what Merton (1968) described in terms of The Matthew effect according to the Gospel of St. Matthew: For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath. It is the last part of this “effect” that is the center of attention. The research questions are: is there such a thing as the Matthew effect and if so how this process can be understood. Theoretically the study at hand elaborates the accumulation process by drawing on the concept of marginalization and social exclusion. By analyzing changes over time (3 years) in the five social problems described above (unemployment, deprivation etc.) for 64236 young people in the age of 19 to 25 years living in Sweden it is possible to describe patterns of social problem and how and why one specific problem or social problems in combination may lead to the accumulation of problem over time. These results are also combined with data from in-depth interviews whit young people that have accumulated social problem over time. It is argued that the combination of research methods gives a better understanding to the phenomenon at hand. The theoretical contribution relates to a better understanding of the process of accumulation of social problems for young people and to a better understanding of different steps in the accumulation process as well as central fault lines in this process. These findings can be used in practice for pinpointing groups of young adults in need of more as well as less support in handling and overcoming social problem and the transition from school to work.
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Wilson, Dr Arlether Ann. "Female Police Officers' Perceptions and Experiences with Marginalization: A Phenomenological Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2948.

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There is a lack of female police officer representation in police departments nationwide. Women's position, or lack thereof, in law enforcement is a topic of discussion in many police literature reviews. However, there were minimal studies detailing female police officers' personal experiences in the law enforcement profession. The purpose of this phenomenological study was to describe and understand the perceptions and lived experiences of female police officers, as well as the impact those experiences had on their careers. Female participants from 3 police departments formed the purposive sample that included 8 full-time female police officers. The feminist theory helped to clarify the constructed meanings the women attached to their experiences. In-depth interviews were conducted, and the data analysis was guided by the Stevick-Colaizzi-Keen method. The findings revealed that all of the women pursued law enforcement careers and remained in the profession for reasons similar to what they perceived to be the reasons among the male police officers in their respective departments. The participants also suggested that the perceived intentional institutional barriers did not impact the female police officers' job satisfaction. This study contributes to social change by raising awareness about the current status, concerns, and accomplishments of women in law enforcement. Additionally, findings may assist police administrators and legislators in creating policies and procedures that incorporate the needs of female officers.
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Dansky, Ariel. "Sderot : an analysis of the marginalization of an Israeli border town population." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1389.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
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Thomas, Michelle A. "Balancing the domestic violence equation: Exploring Trinidadian men’s perspectives on male marginalization and why men perpetrate domestic violence." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/97.

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The complex social issue of domestic violence is a global problem. Its multifaceted impacts are devastating to those far beyond the immediate victim and perpetrator. On the islands of Trinidad and Tobago, domestic violence incidences are frequent. While customary, reactive intervention and research initiatives in Trinidad have focused mainly on women and children, curbing this social ill has been unsuccessful. This dissertation sought to balance the domestic violence equation by exploring Trinidadian men’s perspectives on this social issue and also sought to examine their perspectives on the concept of male marginalization in relation. Using a qualitative method of inquiry, the researcher collected data from a sample of twelve Trinidadian men; seven took part in one-on-one open-ended interview sessions, and the remaining five participated in a focus group. Two central research questions guided the study: (1) What are men’s perceived reasons about why Trinidadian men perpetrate domestic violence against women in Trinidad? (2) What are men’s perspectives on male marginalization and its influence on why men perpetrate domestic violence against women in Trinidad? The study found that the participants perceived Trinidadian men’s domestic violence perpetrating habits to be a result of several factors such as: a need to be in control, feel powerful and to demand respect; men’s inability to communicate feelings and emotions; childhood socialization experiences and lack of consequences for perpetrators. Additionally, male marginalization was perceived to be a result of women’s upward mobility in education, employment and income earning capabilities. Participants perceived male marginalization as contributory to men’s perpetration of domestic violence in Trinidad.
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Patterson, David Josh. "A Tale of Two Carlos: An Examination of the Ongoing Battle Between the Marginalized and the Privileged as Exemplified by Carlo Goldoni and Carlo Gozzi During the 18th Century." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1006.

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This thesis explores the lives and works of Carlo Gozzi and Carlo Goldoni. Specific emphasis is placed on their feud, positions in society, the motivations behind their theatrical styles, and the ways they used theatre to either attempt to maintain the status quo (Gozzi) or strive for social change (Goldoni). Contrary to previous studies, this study suggests that Goldoni tried to influence the world around him, rather than merely reflect it. This study examines the above through the lens of several twentieth century theories including semiotics, structuralism, and the avante-garde. The contents of this work are essential to anyone seeking biographical information, doing dramaturgical research or producing one of their plays, and those investigating the ways theatre has been used to incite change and create an atmosphere of social equity. This work demonstrates that theatre can, has been, and should be actively used to influence that change.
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Vegh, Tracie L. "Teacher Perceptions of Fourth-Grade Students' Social Studies Readiness." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522750633659093.

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Knight, Rhonda Talford. "Where does it Begin?: Advocacy for Elementary School Social Studies An Analysis of Early and Middle Childhood Teacher Educators in Ohio Colleges and Universities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275419643.

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London, Morgan Zenobia. "A Case Study of Respect among Young Urban African American Men." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1224.

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Many young adult African American men living in urban areas adopt a style of self-presentation known as the gangsta image in an attempt to earn and maintain what they may perceive to be respect, self-esteem, and social status. While these young men succeed in earning the respect of their peers, they also may jeopardize their chances of succeeding in mainstream society by engaging in an alienating lifestyle related to their alternative form of status. The purpose of this case study was to explore the concepts of respect and self-esteem as defined by a culture-sharing group of young African American men living in an urban environment. Using the theoretical lens of Goffman's dramaturgical model of social interactions, case studies of 4 young African American males' experience of self-esteem and respect as components of social acceptance were explored. Their sources of teachings about respect and social position received from the authority figures in their environment, as well as the contextual factors that shaped their self-concept, were also delineated. The research used a qualitative, case study design. Data were collected from observations, interviews, participatory photography, and document review and analyzed by coding and concept mapping using Atlas.ti software. The key finding was that perceptions of self-respect were connected to ongoing negative relationships with mainstream society and law enforcement. This study contributes to social change by helping human services professionals to comprehend the meaning and significance of respect and self-esteem for this population. This understanding can then inform practices related to engaging and supporting the mainstream success of this important group.
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Roades, Rebecca Nicole. "Dual Consciousness: Identity Construction Among Appalachian Professional Women in Southern Ohio." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317250592.

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Books on the topic "Marginalization of social studies"

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Marginalization and liberation: Theoretical and contextual studies. Bangalore: Asian Trading Corp., 2008.

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Mothers for life: Motherhood and marginalization in the north central province of Sri Lanka. Delft: Eburon, 1985.

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The Mexican outsiders: A community history of marginalization and discrimination in California. Austin, TX: University of Texas Press, 1995.

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Reid, Donald G. The role of leisure in the social integration of persons experiencing marginalization due to poverty: A case study. Guelph, Ont: School of Environmental Design and Rural Development, University of Guelph, 2007.

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Reid, Donald G. The role of leisure in the social integration of persons experiencing marginalization due to poverty: A case study. Guelph, ON: School of Environmental Design and Rural Development, University of Guelph, 2007.

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1971-, Lee Joseph Tse-Hei, and Nedilsky Lida V, eds. Marginalization in China. New York, NY: Palgrave Macmillan, 2009.

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Chand, Raghubir, Etienne Nel, and Stanko Pelc, eds. Societies, Social Inequalities and Marginalization. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50998-3.

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Marginalization and social welfare in China. London: Routledge, 1998.

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Global institutions, marginalization, and development. Oxon: Routledge, 2005.

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Marginalization in urban China: Comparative perspectives. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Book chapters on the topic "Marginalization of social studies"

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Whitlock, Annie McMahon, Kristy A. Brugar, and Anne-Lise Halvorsen. "Overcoming Problems of Marginalization by Reimagining Elementary Social Studies Programs." In Rethinking Social Studies Teacher Education in the Twenty-First Century, 167–87. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22939-3_9.

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Sevilla, Henelito. "Marginalization of interests." In International Studies in the Philippines, 145–60. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429056512-11.

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Trudeau, Dan, and Chris McMorran. "The Geographies of Marginalization." In A Companion to Social Geography, 437–53. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395211.ch25.

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Simmons, Robin, Ron Thompson, and Lisa Russell. "Poverty, Social Exclusion and Marginalization." In Education, Work and Social Change, 18–38. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944_2.

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Banerjee, Rita. "Marginalization and subversive religious rites." In Rethinking Social Exclusion in India, 111–22. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge new horizons in South Asian studies: Routledge, 2017. http://dx.doi.org/10.4324/9781315270821-8.

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Xia, Ming. "The Chinese Underclass and Organized Crime as a Stepladder of Social Ascent." In Marginalization in China, 95–121. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622418_6.

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Arnold, Jeanne E. "Social Inequality, Marginalization, and Economic Process." In Foundations of Social Inequality, 87–103. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1289-3_3.

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Mouzelis, Nicos. "Differentiation and Marginalization in Late Modernity." In Capitalism and Social Cohesion, 191–207. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230379138_10.

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Helsel, Philip Browning. "Pastoral Counseling and Social-Class Shame." In Pastoral Power Beyond Psychology’s Marginalization, 121–54. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1007/978-1-137-49269-2_5.

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Pelc, Stanko, and Etienne Nel. "Social Innovation and Geographical Marginality." In Responses to Geographical Marginality and Marginalization, 11–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51342-9_2.

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Conference papers on the topic "Marginalization of social studies"

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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.

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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Novira, Nina, Nurmala Berutu, Noviy Hasanah, and Mrs Yusriati. "Marginalization of Farmers in Indonesia." In Proceedings of the International Conference on Rural Studies in Asia (ICoRSIA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icorsia-18.2019.43.

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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.
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"Modeling Marginalization: Emergence, Social Physics, and Social Ethics of Bullying." In 2020 Spring Simulation Conference. Society for Modeling and Simulation International (SCS), 2020. http://dx.doi.org/10.22360/springsim.2020.hsaa.005.

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Li, Shuangyin, Baihong Li, and Yanjie Hao. "Discussion on China's Marxist Ideological Marginalization under the Network Background." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.176.

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Mim, Nusrat Jahan, and Syed Ishtiaque Ahmed. "Others' Images: Online Social Media, Architectural Improvisations, and Spatial Marginalization in Bangladesh." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376572.

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FitzGerald, C. "0060 Social support, marginalization, and teen dating violence among New Mexico youth." In Injury and Violence Prevention for a Changing World: From Local to Global: SAVIR 2021 Conference Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/injuryprev-2021-savir.40.

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Young, Amber, and Ariel Wigdor. "“Ideal Speech” on Wikipedia: Balancing Social Marginalization Risks and Social Inclusion Benefits for Individuals and Groups." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.315.

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Sueda, Koh. "Social reverse geocoding studies." In SIGGRAPH Asia 2013 Symposium on Mobile Graphics and Interactive Applications. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2543651.2543679.

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Reports on the topic "Marginalization of social studies"

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Clemmer, Janet. Teaching social studies from a global viewpoint. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1404.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1742.

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Lee, Ronald, Timothy Miller, and Michael Anderson. Stochastic Infinite Horizon Forecasts for Social Security and Related Studies. Cambridge, MA: National Bureau of Economic Research, November 2004. http://dx.doi.org/10.3386/w10917.

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Rossi, Christine. After the sixties : anthropology in sixth grade social studies textbooks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5575.

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Marek, E. A., J. J. Chiodo, and B. L. Gerber. Energy, environment, and policy choices: Summer institutes for science and social studies educators. Office of Scientific and Technical Information (OSTI), June 1997. http://dx.doi.org/10.2172/484602.

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Handayani, Sri Wening, Michelle Domingo-Palacpac, Peter Lovelock, and Clifford Chi Burkley. Improving the Delivery of Social Protection through ICT: Case Studies in Mongolia, Nepal, and Viet Nam. Asian Development Bank, November 2017. http://dx.doi.org/10.22617/wps179135-2.

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Chavez, Deborah J., James D. Absher, and Patricia L. Winter. Fire social science research from the Pacific Southwest research station: studies supported by national fire plan funds. Albany, CA: U.S. Department of Agriculture, Forest Service, Pacific Southwest Research Station, 2008. http://dx.doi.org/10.2737/psw-gtr-209.

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Davis, Vincent. Black studies as an agent of social change on the structural level at selected colleges and universities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1594.

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Chen, Chanjuan, and Kendra Lapolla. Style Studies: Adopting Personas in Fashion Design Pedagogy through Use of Social Media Web Applications with Real Consumers. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-291.

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Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.025.

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The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
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