Gender and emotions in relationships: a group of teachers recalling their own teachers

This narrative inquiry analyses the memories of a group of female teachers telling about their own teachers. We ask how gender and emotions are intertwined to teacher–student relationships. Gender was present in the stories where the teachers described being a schoolgirl in relationship with a teacher and told about their teachers as women and men. The collective process of recalling evoked the emotions experienced as students, but these emotions were also interpreted in the present context. When recalling, the teachers were reconstructing the past in the light of the present and the future. The article highlights the significance for teachers reflecting on their own educational histories.     

‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education

This article examines the processes influencing the choice of non‐traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ‘male’ craft technological subjects, namely Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case studies of 12 secondary schools, placing them in the context of national patterns of subject take‐up. Strong gender differentiation persists in the take‐up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ‘male’. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take‐up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.     

The sound of silence! Reflections on inclusion and exclusion in the field of gender and education

The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Education, chosen because it is the main journal of choice for those hoping to make a contribution to the field. We examined articles published in three years, 1990, 1998 and 2007, in order to identify if and how the journal (and hence the field) has changed in orientation over time. Following a discussion of the survey outcomes, we draw attention in particular to the journal’s Anglophone orientation and the implications this has for the field as a whole. We further argue for greater reflexivity about our and other’s practices as feminist academics, and propose some strategies for action with the aim of making the field more inclusive.     

转型期我国青少年性别角色取向的偏移与引领研究

性别角色是后天形成的社会性别,不仅影响到个体的成长,也关系到民族人格特征和素质的发展。近十年来我国青少年性别角色发生了严重偏移,与性别一致的传统类型男性化和女性化大量减少,而男性正性特质和女性正性特质都弱的未分化类型则急剧增加。男性正性特质和女性正性特质都高的双性化是我国性别角色的理想类型,男性化特质则在双性化特质中起主导作用。在针对偏移现状及原因分析基础上,提出了针对性的引领对策：（1）在性别角色的认识和宣传上需大力纠偏;（2）大力进行未分化的预防教育和干预教育;（3）全面开展理想化类别的双性化特质塑造教育;（4）加强体育活动,增强男性特质。     

Identifying meta‐clusters of students' interest in science and their change with age

Nearly 6,000 science questions collected from five different web‐based, TV‐based and school‐based sources were rigorously analyzed in order to identify profiles of K‐12 students' interest in science, and how these profiles change with age. The questions were analyzed according to their topic, thinking level, motivation for and level of autonomy in raising the question, the object of interest and its magnitude, and psychological distance of the object in question from the asker. Characteristics of the asker, such as gender, grade level, and country of origin were also considered, alongside characteristics of the data source, such as language, setting (Internet, school, TV), and the potential science‐attentiveness of the users. Six meta‐clusters of children's and adolescents' interest in science were identified using cluster analysis of their self‐generated science questions. A developmental shift in interest from non‐classical to classical school science subjects was noted. Other age‐related developments, such as an increase in thinking level as reflected by the questions, a decrease in organization level and the psychological distance of the object in question with age were also explored. Advantages and shortcomings of web‐based data collection for educational research are discussed, as are the implications of the results obtained using this methodology for formal science education. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 999–1022, 2009     

Opening schools to all (women): efforts to overcome gender violence in Spain

This article shows how the dialogic approach adopted by some schools in Spain generates a shift in approaches to gender violence, an issue still not explored in the literature. The shift is from an approach determined mainly by female experts to a dialogic one in which all women, including teachers, mothers, students, sisters, stepsisters, friends, and volunteers, are involved in designing and implementing programmes to prevent gender violence. An analysis of data obtained from six primary schools in Spain shows how the voices of all women are relevant to identify situations of gender violence that girl pupils are experiencing, as well as in the design of school‐based processes to prevent violence that affects these girls.     

运动对不同性别抑郁模型小鼠海马脑区GFAP、s100β、Cx43蛋白表达水平的影响

摘要：目的：观察运动对不同性别抑郁模型小鼠行为学的影响,并从星形胶质细胞中重要蛋白表达的差异分析星形胶质细胞在运动抗抑郁中的作用。方法：雄、雌各40只小鼠根据体重半随机平均分为对照组（Control,Con）和运动组（Exercise,Exe）。小鼠转轮运动28 d后,对照组和运动组按照体重平均分为无电击组（No Inescapable shock,NIS）和不可逃避电击（Inescapable shock,IS）组。采用自发活动、获得性无助、悬尾实验和强迫游泳实验,观察运动对不同性别抑郁模型小鼠行为学的影响,应用western-blotting法检测小鼠海马GFAP、s100β、Cx43蛋白表达水平。结果：1）相同性别的小鼠,其对照组与运动组之间的自发活动水平无显著性差异（P>0.05）;2）雄鼠和雌鼠对照组电击后逃避失败次数、逃避失败潜伏期均显著性增加（P<0.01、P<0.001）;雄鼠电击后运动组逃避失败次数、逃避失败潜伏期均显著低于雄鼠对照组（P<0.001）;雌鼠电击后对照组逃避失败次数、逃避失败潜伏期均显著高于雄鼠（P<0.05）;3）雄鼠和雌鼠的运动组与正常对照组相比,小鼠悬尾与强迫游泳的不动时间均显著缩短（P<0.05）;4）运动后雄鼠和雌鼠的海马GFAP、s100β、Cx43的蛋白表达水平均分别显著高于安静对照组（P<0.05~0.001）,但雌、雄鼠之间均无显著性差异（P>0.05）。结论：1）运动在获得性无助和行为绝望模型中均显示抗抑郁的行为学效应,相对于雌鼠,运动对于雄鼠抗抑郁效果更加明显;2）运动抗抑郁的机制可能在于运动增强星形胶质细胞的功能、加强星形胶质细胞与神经元的双向通讯。     

Lost in cyberspace: ethical decision making in the online environment

In this study, a 20-item questionnaire was used to elicit undergraduates’ (N = 93) ethical judgment and behavioral intention regarding a number of behaviors involving computers and internet usage. Machiavellianism was found to be uncorrelated with both ethical judgment and behavioral intention. Gender was found to be negatively correlated with both ethical judgment and behavioral intention, such that females judged the behaviors as being less ethical than males, and were less likely to engage in the behaviors than males. A disconnect was found between ethical judgment and behavioral intention, for both males and females, such that the ethical judgment mean for a number of issues was significantly lower (towards the “unethical” end of the continuum) than the behavioral intention mean (towards the “more likely to engage in” end of the continuum). The study raises questions regarding ethical awareness of technology-related issues, and the authors make suggestions for future research.     

从性别视角透视大学生村官的使用问题

选聘优秀大学毕业生到农村任职是党中央做出的一项意义深远的重大决定。通过对祁县100名大学生村官的调查研究,发现男女大学生村官在工作升迁、工资、待遇等方面都存在分配不合理的现象。文章在阐述男女大学生村官在使用过程中存在的不公平问题的基础上,对产生差异与不公的原因进行了深入分析,并提出一些建议。     

‘You look like a machito!’: a decolonial analysis of the social in/exclusion of female participants in a Colombian sport for development and peace organization

Abstract

This article critically explores the relationship between the gendered nature of sport in Colombia and girls and young women’s social in/exclusion in football (soccer) through the lived experiences of female participants involved in a local Sport for Development and Peace (SDP) organization. Building on 6 months of ethnographic fieldwork and Lave and Wenger’s theory of Community of Practice (CoP), I explore the complex and connected gendered social elements that constrain girls and young women’s participation. Analyzing these processes and mechanisms through a decolonial lens, I reveal the existence of colonial residues that perpetuate and reinforce females positioning as peripheral actors in sport. The findings demonstrate how female participants are required to negotiate spaces with contradictory gendered meanings and confirm that social transformation within masculine structures is difficult to achieve. This research encourages SDP researchers to further engage with decolonial theory.