Gender structure and women’s agency: toward greater theoretical understanding of education for transformation

Under the research radar, and yet highly influential in transformation of practices concerning the social understanding and enactment of gender, are women-led non-governmental organizations (WNGOs). Their continued efforts to reconfigure gender identities and their impact on public policy formation have expanded notions of citizenship and democracy as well as moved social justice to greater levels of concreteness. This article seeks to contribute to the literature by probing the role of WNGOs as educational institutions that both create and disseminate knowledge about gender inequalities and gender justice and, in so doing, foster the formation of assertive individual and collective identities that subsequently influence the public arena through their advocacy of measures to reduce inequalities between women and men. The work by these WNGOs confirms the theoretical premise that to effect social change, new knowledge must be created by the very groups that seek to alter the disadvantageous conditions that confront them.     

Gender differences in adolescents’ choice of heroes and admired adults in five countries

Seven hundred and sixty-eight adolescents from five countries and regions (USA, Spain, Hong Kong, Qatar, and Malaysia), aged 13–19 (M?=?15.78; SD?=?1.28) years, responded to a questionnaire designed to determine who was their most admired famous adult or hero. Male heroes clearly outnumbered admired females (73.3% vs. 26.7%). There was a pattern of same-sex choices, but it was more likely for girls to choose male heroes than for boys to choose females. Over half of the admired adults were athletes, and movie, television, and music stars. Regarding the personally known adults, there was a more balanced choice of males and females, with parents as the most frequent choice. Results suggest that society continues to fail in providing an adequate supply of female role models.     

Returning to STEM: gendered factors affecting employability for mature women students

This paper adds to current discourses around employability by arguing for an explicit recognition of gender, in particular in relation to women’s employment in male-dominated sectors such as science, engineering and technology. This is not limited to young first-time graduates but continues and evolves throughout the life course. Mature women students, who are returning after career breaks, face a number of barriers in re-entering such employment sectors. Drawing on data from a longitudinal study of women graduates in science, technology, engineering or mathematics, who participated in a UK government-funded online programme aimed at supporting them to return to work, the paper examines three gendered factors identified as being of particular influence on outcomes – gender role normativity, locality and mobility, and structural and institutional barriers. The paper concludes by identifying strategies deployed by those that successfully returned to employment, including retraining, networking and doing unpaid or low-paid work.     

Education as Part of the Migratory Project of Latin American Migrant Women Traveling to the United States in Undocumented Conditions

Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents.     

内地、香港语文教科书的性别意识形态比较

教科书隐含着特定的性别意识形态,研究选择内地北师大版与香港新亚洲版小学语文教科书为文本,运用频度统计技术,从选文作者、课文主角、课文人名、插图人物、职业角色五个维度量化分析,认为两套教科书使用的是男性话语,隐含着男性文化或者说是父权意识形态,而且这种倾向香港比大陆更为突出。     

社会地位影响下的语言性别差异研究--以《甄嬛传》为例

语言性别差异涉及社会地位、角色关系、谈话内容、人物性格等等,是个极其复杂的社会、文化、心理和生理现象。语言学家从文化、权力等角度分析语言性别差异的原因,形成了支配论和差异论两大体系。本文以中国文化为背景,从情景研究模式入手,分析清朝宫廷剧《甄嬛传》中男女角色的话语风格、人物性格、角色关系和谈话内容。     

Gender Identity Reflected from Language Use in Casual Conversation

Language use can reflect social identities and the way a person is presenting himself or herself to other people. As to show how gender identities can be reflected from the discourse, a casual conversa...     

Identities in/out of physics and the politics of recognition

Framed within intersectionality, this multiple case study explores women's participation in physics through the construct of physics identity and with a focus on recognition. The study is drawn upon an empirical life-history exploration of three women: a native to Northwestern Europe, late-career white woman and two immigrant women to Northwestern Europe, one is an undergraduate student of color, and the other, an early career Muslim woman. The data for this study were collected through multiple, semistructured, interviews in a period of 2 years, which were analyzed using a constant comparative method. Collectively, the three life-histories tell stories of otherness, persistence, hope, and failure and they elucidate the kinds of identities that are deemed “in-place” and “out-of-place” in physics. They showcase how the three women authored multiple identities that simply co-existed for them, while for others were seen as conflicting and caused misrecognition. The findings point to four main insights: (a) recognition is neither linear nor binary and it comes in many different forms that range from explicit encouragement to no opposition; (b) it is drawn upon various sources including ones in the early years of life: family, school teachers, university instructor, students, and social community; (c) it is culture-dependent and as such, it is influenced by factors on multiple levels, including cultural and gender stereotypes, organizational policies, racism, sexism, classicism, and other forms of discrimination. The implications of these findings speak to the need for: (a) systemic programs on how women are recognized by others and which seek to widen and diversify physics environments from the school level to the professional level; (b) research exploration of the politics of recognition and how they perpetuate the underrepresentation of women in physics; and, (c) disrupting monolithic theorizations of recognition and adopting intersectional approaches to exploring physics identity that value women's personal histories, subjectivities, and positionalities.     

抗阻训练对心梗大鼠心脏和骨骼肌NRG1表征的影响及其性别差异

摘要：目的：探讨抗阻训练对心肌梗死(myocardial infarction, MI)大鼠心脏和骨骼肌形态结构及神经调节蛋白1（Neuregulin1, NRG1）表征的影响及其性别差异。方法：3月龄Sprague Dawley大鼠,随机分为雄性假心梗组(MS)、雄性心梗安静组(MMI)、雄性心梗运动组(MMR)、雌性假心梗组(FS),雌性心梗安静组(FMI)和雌性心梗运动组(FMR),每组8只。MMR和FMR组进行为期4wk负荷渐进性递增抗阻训练。血流动力学测定心功能;组织学染色观察并计算形态学变化;检测心脏和骨骼肌中NRG1和ErbB2/4受体的表达变化。结果：MI后大鼠心功能显著降低,心肌组织出现替代性纤维化,腓肠肌质量和细胞横截面积不同程度减小。抗阻训练显著提高了MI大鼠心功能,增加了腓肠肌相对质量和细胞横截面积,同时显著上调雄性MI大鼠心肌和骨骼肌中NRG1蛋白水平及雄性和雌性MI大鼠ErbB2和ErbB4的表达(p<0.05, p<0.01)。结论：抗阻训练促进MI大鼠心功能改善和骨骼肌生长,上调心肌和骨骼肌中NRG1及其受体表达,且不同性别之间存在程度差异性。     

性别及生源地与高校非英语专业全英班学员跨文化意识的关系探究--以海南医学院全英班为例

全英班全英文授课的教学方式源自国外,其为外语教学中跨文化教学的融合提供了诸多便利,是近几年诸多高校提升教学质量,提高学生素质,扩大国际交流的一种教学形式,因此目前大多数高校非英语专业全英班皆已融入跨文化意识的培养内容。而从全英班入学选拔开始,教育决策者就必须考虑不同背景的生源对今后跨文化教学所带来的影响。本文就笔者所就职院校---海南医学院近年开设的临床专业全英班性别及生源地调查分析,就教学前期的招生准备工作进行实证研究,探讨非英语专业全英班性别及生源地差异对全英班先前的跨文化意识积淀及后期实施跨文化意识培养所可能带来的影响,并讨论这种影响与后期跨文化教学可能存在的联系,继而提出后期教学环节上的改良建议。