Primary school children's health-enhancing physical activity patterns: the school as a significant environment?

The moderate-to-vigorous physical activity (MVPA) of 70 children (age 8.6 years; 40 boys) was measured and gender and age differences were compared. Boys spent 28 minutes per day more than girls in MVPA (p=0.02, d=0.54), and younger children accumulated 24 minutes more MVPA than older peers (p=0.0001, d=0.91). Similar gender and age-related trends were apparent during segmented periods of the day. The majority of daily MVPA was accrued during school-related time (56.4±9.1%; p=0.0001, d=1.57). The findings reinforce the significance of schools as key environments for MVPA participation and promotion.     

How Moroccan mothers and fathers view child development and their role in their children's education

Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles.     

Buzzwords at play: gender,education, and political participation in Kenya

The discourse around development is full of buzzwords, including gender and a myriad of variants that underscore the importance of development policies addressing gender imbalances. Despite their prevalence in development policy and research, terminology related to gender is often used broadly, inappropriately, and without nuance. For international education policy in particular, discussions related to gender equality and equity in education are engaged in such a way that assumes shared meanings between policy designers and policy recipients. Using Kenya as a site of analysis, and in the spirit of a vertical case study for data collection, this study explores how the abstractness of a buzzword functions in the microcosm of the school classroom. In comparing gendered representations in textbooks with students' perceptions of those representations to explore how development discourse plays out in Kenyan schools, findings here demonstrate that there is minimal impact due to textbooks' mixed messages, reinforcing women's marginal position in community and political engagement and demonstrating that broad-based understandings of gender empowerment are not always translated in application.     

Gender and IT in the Household: Evolving Patterns of Internet Use in the United States

Information technology (IT)—computers and related technologies—is the latest technology to enter the household. Like other technologies, gender is a major factor in its adoption and use as well as its perceived usefulness. Unlike prior household technologies, the computer's entry into the household has followed a different pattern. Early statistics revealed a vast gender divide, with men using computers and related technologies much more in the household. More recent statistics show a narrowing of the divide, perhaps even a reversal, particularly in the United States, with women outnumbering men in the access to and use of the Internet. In this article, the role of gender and its relationship with Internet use in the home are reviewed. In addition to overall adoption and access, the review focuses on specific Internet applications and examines the factors that contribute to gender differences in adoption and use of computers and Internet applications in the home.     

科学探究表现性评价的性别差异研究

通过研究男女学生在科学探究能力的表现性评价中的表现水平,发现男女学生的总体探究能力不存在差异,但在除识别变量之外的其他过程要素中均存在差异。因此,应针对男女学生存在的差异实施相应的教学。     

Mobile self-fashioning and gendered risk: rethinking Chinese students’ motivations for overseas education

This article complicates dominant instrumentalist understandings of international student motivation by focusing on Chinese female tertiary students in Australia. Based on longitudinal fieldwork with 56 such students, it analyses motivations described by students and their parents in interviews, showing that these far exceed instrumentalism and engage tactics of both gendered risk management and cosmopolitan self-fashioning. Discussion of the gendered risks in post-socialist China that students seek to mitigate through study abroad illustrates the complexity of students’ motivations, and underlines the limitations of western European sociological theories of risk society which assume that gender inequality tends to decrease in late modernity.     

性别秩序与奥林匹克竞赛项目

从性别差异、社会性别认同的角度阐释奥林匹克竞赛项目的变化。从项群理论对运动项目的分类来看,女性更适合参与表现唯美、精准的项目。结果表明::在尊重性别差异、结合运动项目特点、在性别生理、心理差异的基础之上、在奥林匹克文化与民族文化的统一与分野的基础之上、才能实现最有内涵的男女平等。     

时代女性的叙事与性别——20世纪二三十年代文学中的新女性叙事

20世纪二三十年代时代女性称谓首先是由男性定义、命名和阐释的,他们利用女性的特质来宣泄个人和群体的自我苦闷、创造自我形象;她们以自己的真挚的生命感受所创造的大革命时代的新女性——时代女性,既是对男性大师所创造的时代女性的呼应、补充、扩写,又是潜在的改写、解构、颠覆。     

The effects of message theme,policy explicitness,and candidate gender

Female candidates are sometimes perceived as less competent than their male counterparts, especially in races for higher political offices, and research has indicated that female candidates can face tougher standards in establishing credibility. This study explores the effects of message theme and explicitness on the perceived competence ratings of female and male Congressional candidates. An experiment with 209 college students at the University of Florida was conducted in 1997 to investigate the relationship between candidate gender, message characteristics, and perceived competence of two hypothetical candidates, one female and one male. It was hypothesized that an explicit message on a stereotypically male policy area, crime, would be advantageous to female candidates. Message theme was found to be important for both the female and male candidates, but message explicitness was found to be important for the female candidate only.     

Retaining female postgraduates in academia: the role of gender and prospective parenthood

Women remain under-represented in almost all academic levels at universities internationally, and previous evidence has suggested that women move out of the university system in increasing numbers as they progress from postgraduate study to an academic career. The current study aimed to explore the role of gender in the reports of study experiences and future career plans of Australian postgraduate research students (n?=?249). Questionnaire data indicated women were significantly less likely than men to rate an academic career as appealing. In particular, female postgraduate students without dependent children were least likely to want to pursue an academic career. On the basis of qualitative analysis, we attribute this finding, at least in part, to a perceived incompatibility between motherhood and an academic career and discuss the implications for gender equity in higher education.