Gender justice/gender through the eyes of children: a Photovoice project with elementary school gender expansive and LGBTQ-parented children and their allies

How do children experience gender? What are the roles of schools, adults and allies in supporting gender inclusion in a world of gendered categories? Despite a growing public discourse on gender and shifts toward fluid understandings of gender in US popular culture and educational institutions, the voices of transgender and gender expansive children remain on the margins. In Spring 2017, fourteen elementary school children in a school in Northern California, USA, who are gender expansive, transgender and in LGBTQ parented families and their allies documented their understandings and experiences of gender in their lives and in the school using Photovoice methodology. Visual and narrative findings traced three related themes of gendered meanings, gendered spaces and gendered allies. This paper asks how we can build more inclusive school environments in which children can come into their fully gendered selves. By documenting meanings and experiences of gender, children illustrate the infinite possibilities of gender and create pathways to institutional and social change for inclusive educational environments. The paper addresses the role of gender justice in light of persistent injustices rendered in and through gendered states to support movements for educational and social change.     

Gender differences in adult numeracy skills: what is the role of education?

Previous research suggests that as societies empower women educationally, gender differences in numeracy skills will decline. Using direct measures of 56,142 adults’ numeracy skills from the Programme for International Assessment for Adult Competencies (PIAAC), this article studies whether this claim is evidenced across 20 Organisation for Economic Co-operation and Development (OECD) countries. Results show that in many countries, as education has equalised over generations, gender differences in adult numeracy skills have indeed declined. However, women’s advances in education have not always been matched by a reduction in the gender difference in adult numeracy. Contrary to expectations, gender differences in fields of study in further and higher education cannot systematically explain gender differences in adult numeracy. This suggests that to achieve gender equality in numeracy skills, societies must do more than empower women educationally. More research is needed on the educational policies, contextual, and life course factors contributing to gender differences in adult numeracy in post-industrial societies.     

Want to improve sexual health education for girls? Include body image

Research suggests body image is related to sexual behaviors, which can impact sexual health across the lifespan. This paper aims to explain the necessity for including body image content in sexuality education to improve outcomes among girls. Our recommendations, supported by theory and empirical research include (a) an assessment of existing curricula; (b) designing new, theoretically-informed curricula; (c) using innovative technology in sex education; (d) rigorous evaluation of existing and new curricula; and (e) revising the National Sexuality Education Standards. These recommendations are discussed after providing the necessary background and rationale.     

A preliminary study of student attitudes on juvenile justice policy

The philosophy and practice of juvenile justice have experienced significant transformations in the last 100 years. A shift to “get tough” attitudes has prompted various legislative reforms and has changed if not hardened attitudes toward youth. In context of these policy developments and social attitudes, this paper summarizes a preliminary study of 1104 undergraduate students on their attitudes on juvenile justice policies in the United States. Student perceptions of school violence, and attitudes toward zero tolerance and drug testing are reported. The authors discuss the responses of criminal justice majors and consider the implications of their academic experience on knowledge and attitudes about juvenile justice.     

An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms

The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n?=?13), severe disabilities (n?=?13), and children without disabilities (n?=?13) in inclusive classrooms. General educators, special educators, and paraprofessionals' 1:1 interactions with students in three comparison groups were recorded in 17 elementary and middle school classrooms using a partial interval observation system. We found significant differences with respect to interaction frequency and content. Teachers and paraprofessionals had consistently more 1:1 interactions with students with severe disabilities, followed by children with mild disabilities, and then students without disabilities. In comparison to special education teachers and paraprofessionals, general educators interacted significantly more frequently with children without disabilities and children with mild disabilities. In contrast, paraprofessionals interacted significantly more often with students with severe disabilities and less frequently with children with mild disabilities and students without disabilities. Instructional interactions in social, behavioural, and functional domains were infrequent in these classrooms. We conclude with a brief discussion of the implications of these findings for future research and practice.