Seeing the system: Systemic gender knowledge to support transformational change towards gender equality in science

Scholars agree that gender inequality is systemic and that participants in gender equality interventions need knowledge on gender inequality processes. However, a detailed view on the specific characteristics of this knowledge is as yet missing. This article aims to contribute to gender equality interventions by conceptualizing and visualizing systemic gender knowledge as an important condition for transformational change. Combining gender and participatory system dynamics literature, this article first introduces the concept of systemic gender knowledge. This concept captures two main characteristics that make gender knowledge systemic: knowledge on the interaction of gender inequality processes and endogenous thinking, here implying a focus on the organization as the relevant level of analysis. In addition to this conceptual contribution, the research contributes methodologically to the gender inequality intervention literature by designing a visualization process, translating written texts into system dynamics models which enable exploration of systemic gender knowledge. Finally, the research contributes empirically by exploring the systemic gender knowledge of participants in two science research institutes of a Dutch university, finding shifts in both characteristics of systemic gender knowledge. This enables researchers to discern whether gender equality interventions lead to increases in systemic gender knowledge, thus supporting transformational change.     

Youth Participatory Action Research Findings as Mirror Material: Implications for Advancing Educational Equity Through Formative Interventions

Formative intervention research holds potential as a tool to disrupt systemic racism and advance equity in education. However, one aspect of formative interventions could be an impediment to realizing this potential, specifically the “mirror material”: data collected by outside researchers meant to provide participants a starting point to co-construct an understanding of a problem. Focusing on mirror material, this article draws insights from a youth participatory action research group to question whose knowledge should provide the grounding for formative interventions. Ultimately, we contend that youth of color should be involved in generating mirror material in equity-oriented formative interventions in education.     

Young children's career aspirations: Gender differences,STEM ambitions,and expected skill use

This study examines young children's career aspirations, gender differences in those aspirations, and children's perceptions of the amount of math and science used in careers. We asked 1634 students in first to third grades what job they wanted in the future and how much they thought they would use math or science in it. Career aspirations were sorted into 27 career categories, of which 12 showed significant gender differences. Notably, boys were more likely to indicate military, manual labor, and math/computer science careers, and girls were more likely to indicate stay at home parent, education, and animal care careers. Students aspiring to science, technology, engineering, and mathematics (STEM) careers thought they would use science, but not math, more than non-STEM-aspiring students did. School counseling interventions focused on specific STEM subfields, and education highlighting links between school subjects and careers requirements may benefit students and reduce gender inequality in STEM fields.     

Cultural (Re)production of digital inequality in a US community technology initiative

In the US, community technology centers (CTC) are a policy response to facilitate the diffusion of information and communication technologies (ICT) to citizens who might otherwise lack access to these resources. The implicit assumption guiding CTC initiatives is that access to ICT will improve the life chances of the individuals who become involved in these centers. It is, however, prudent to empirically examine this assumption because the case for community technology interventions is somewhat weakened if the benefits of ICT use fail to accrue to those who are disadvantaged. Informed by Bourdieu's theory of reproduction, this study of a CTC initiative in an inner-city community explores the role of culture in reproducing digital inequality. Digital inequality reflects not only disparities in the structure of access to and use of ICT; it also reflects the ways in which longstanding social inequities shape beliefs and expectations regarding ICT and its impacts on life chances. While this initiative is considered successful in the sense that it provided access and basic computer literacy to residents lacking these resources, it represents a technology-centric fix to a problem that is deeply rooted in systemic patterns of spatial, political and economic disadvantage.     

School Counseling Toward an LGBTQ-Inclusive School Climate: Implementing the SCEARE Model

The school environment is often perceived as hostile by sexual minority youth. Lesbian, gay, bisexual, transgender, queer (LGBTQ) students experience high rates of bullying and suicidal ideation yet are often underserved by school counselors. School counselors are uniquely situated to facilitate systemic change within a school. The proposed School Counselors: Educate, Affirm, Respond, and Empower (SCEARE, pronounced SKEER) model outlines components of an LGBTQ-inclusive school climate. It is designed to be a practical tool for helping school counselors conceptualize their interventions, and a theory of how systemic change might occur. It empowers school counselors to be catalysts of change toward an LGBTQ-inclusive school climate.     

Inequality in mobilizing online help after a negative life event: the role of education,digital skills,and capital-enhancing Internet use

Many studies have investigated inequalities in coping with stressful life events and often education is found to play a role in this (the higher educated are usually more successful in dealing with their problems in terms of well-being consequences). We examine whether something similar occurs on the Internet, whether the higher educated are more successful in mobilizing help online, and whether this is related to their digital skills and the way in which they use the Internet. With the latter, we link online coping to digital inequality research. Researchers have investigated digital inequalities with regard to skills and types of Internet use. However, we know little about the extent to which these factors translate into inequalities in resources mobilized from the Internet. This latter type of inequality is highly relevant, since it is an intermediary step between Internet use and (improved) well-being and life chances. Using a large sample of individuals living in the Netherlands, we find educational differences in the mobilization of online problem-focused coping resources, but no differences with regard to online socioemotional or disengagement coping resources. The educational inequalities in online coping are somewhat smaller than educational inequalities in offline coping, leading to remarkable consequences for social policy. Furthermore, we find a relatively complex pattern of interrelations between offline inequality (education) and different types of digital inequality (skills, usage, resources). In our conclusions we make a plea for more research on outcomes of Internet use and we discuss the implications of our findings for further research.     

Career Development and School Success in Adolescents: The Role of Career Interventions

Using longitudinal survey data, the present study examined the effect of participation on career development skills in 6 career education experiences and school success among South Korean adolescents (2,473 young men, 2,132 young women; mean age = 15.86 years). Regression analyses indicated that students who participated in career education programs in school once or twice over a 2‐year period had the highest scores in both career development skills and school success. In contrast, there was no relationship between career education, career development skills, and school success for students who participated in career education programs only once or not at all. Results support the influence of career education interventions on students' career development skills and school success. This study provides accountability information on the effectiveness of career education interventions at South Korean secondary schools. The authors offer suggestions about more effective career interventions that can be applied in South Korean high schools.     

Inequality as an Explanation for Obesity in the United States

Over the past several decades, there has been a sharp increase in obesity across all population groups in the United States. In fact, the United States has one of the highest rates of obesity compared to other countries throughout the world. Obesity has become a national public health concern because it is related to a number of negative health, social, psychological, and economic outcomes. It is particularly concerning because racial/ethnic minorities and populations with the least education and highest poverty rates bear the largest burden of obesity. In addition, disparities in obesity tend to be gendered, with women experiencing the largest disparities in obesity by income, education, and race/ethnicity. In this review, I describe how social inequality is linked to obesity in the United States. I highlight elements of disadvantage at the individual‐, family‐, school‐, and neighborhood‐level that are linked to energy intake and expenditure, which are directly related to obesity, and draw from evidence and theories from multiple fields of the social and medical sciences. I also highlight the important role stress may play in linking disadvantage to obesity, particularly for women. I argue that understanding the complex mechanisms and processes that link social inequality to obesity requires multidisciplinary and multilevel frameworks.     

Student-Teacher Relationships

Abstract

It has been predicted that the number of students who do not complete a high school education will continue to increase. Of particular concern is the disproportionate number of poor and minority students who fail to complete high school. While the vast majority of the literature on school dropouts focuses on individual and family factors, a body of research has recently begun to examine how school factors contribute to the dropout problem. One of the most overlooked school factors is the quality of the relationship between teachers and students, especially at-risk students and the powerful impact of teacher attitudes and beliefs on student success. This article addresses how schools contribute to students' decisions to drop out of school and stresses the importance of selecting interventions aimed to improve the relationships between school personnel and students. Innovative programs designed to enhance strong student-teacher relationships are highlighted.     

Transformations of employment and occupation patterns in Taiwan's transition to an information society

This study investigates the employment and occupation patterns that have emerged as Taiwan has evolved into an information society. The study shows that the unemployment problem that arose after Taiwan's transformation to an information society is closely related to the inability of information-intensive industries (particularly information-intensive manufacturing) to absorb the labor released from labor-intensive industries. Second, the changing trends in occupation structure under the transformation to an information economy have made Taiwan's labor market unbalanced, benefiting workers who are more highly skilled in information, are more professional, and have higher levels of education. This state of unbalance negatively affects inequality and bias in the labor market.     

Declining inequality? The changing impact of socio‐economic background and ability on education in Australia

The paper addresses several debates surrounding the reproduction of socio-economic inequality: (i) the persistent inequality thesis, which maintains that despite the increases in educational participation socio-economic inequalities in education have not declined; (ii) the related thesis of maximally maintained inequality, which proposes that socio-economic inequalities decline only when participation levels for the most privileged socio-economic group approach saturation levels; (iii) the meritocracy debate on the importance of ability vis-à-vis socio-economic background and changes in its influence over time; and (iv) the effect of policy changes on socio-economic inequalities in education. These issues are addressed using data from six Australian youth cohorts born between 1961 and the mid-1980s.     

Piketty comes to South Africa

One of the most valuable features of Capital and Ideology is its concern to take history seriously and consider how the emergence of different political and economic regimes relate to discourses about fairness and justice across time. This paper pushes this agenda further by acknowledging that the experience of a few developed nations should not be taken as the template for the generalized study of inequality dynamics across time and space. In this paper, we interrogate Piketty's analysis and policy proposals against specificities that are central to understanding the production and reproduction of inequalities within South Africa. We reflect on the South African case, the structure of inequality and its changes since 1994. We review a battery of policy interventions that have been implemented to address inequality in the last 25 years. We emphasize that the long shadow cast by centuries of colonialism and various forms of apartheid strongly affirm Piketty's emphasis on understanding history. But this is both affirmation and critique given the foundational, imbedded impact that this specific legacy has had on post‐apartheid society and its policies. Piketty is aware that the levels of inequality in South Africa are so high that this is “unknown territory.” We map out some of this territory to reveal how these extreme initial wealth and racial inequities inform the reproduction of inequalities in all dimensions and undermine well intentioned policies. We claim that understanding extractive histories, imbedded wealth inequalities, and complex social and political institutions allows us to understand and confront some of the reasons why even in light of progressive policies, many of which are in line with the proposals from Piketty, government interventions have thus far failed to reduce inequality.     

How Effective is Peer Education in Addressing Young People’s Sexual and Reproductive Health Needs in Developing Countries?

This review article questions the assumptions at the core of peer education interventions adopted in young people’s sexual and reproductive health programmes in developing countries. Peer education is a more complex and problematic approach than its popularity with development agencies and practitioners implies. Its rise to prominence is more indicative of the desire to find effective tools to address the HIV/AIDS pandemic, than of peer education’s proven effectiveness. The often simplistic model of social relations that underlies peer education interventions leads to the reinforcement of gendered power relations, and a failure to take account of the social dynamics of poverty. The dominant rationales for peer education are examined and contested. In spite of the mismatch between rhetoric and experience, the appeal of the approach remains powerful, stemming largely from the objective of engaging young people in health interventions in a way that increases their autonomy and capacity .     

Juvenile firesetting in schools

This article examines why, and under what circumstances, young people illegally set fire to schools. Utilizing court and police records from cases of illegal firesetting in Swedish schools where offenders were aged 21 or younger, a number of crime scene and offender characteristics are compiled and analysed using correspondence analysis. First, four main clusters of such characteristics are identified. Next, offenders’ accounts of their motives are examined and factored in, with a total of six different types of school fires identified as a result: obstructing school activities, destroying evidence of school burglary, play vandalism, vindictive vandalism, psychiatric problems and school fire as a side effect. The types of school fires obtained are then classified into two main groups: school fires related to education and school fires unrelated to education. The findings show illegal firesetting in schools to be a much more complex phenomenon than previously recognized, and that accounts of motives can help us better understand this complexity and to develop apropriate preventive measures.     

Wages of regular and irregular workers, the price of education, and income inequality

In this paper, we develop a model characterized by skill-biased technological change and increasing costs of education to investigate income inequality. Irregular workers cannot escape poverty by commencing investment in education because wage inequality between regular and irregular workers widens and the price of education increases with the average level of education. Moreover, if the productivity of elementary education is low relative to that of higher education, middle-income individuals are eventually unable to pursue higher education because the threshold for education expenditure rises with the price of education. Thus, income inequality may widen, even among regular workers.     

Extending and Expanding Parenthood: Parental Support to Young Adult Children

Today’s transition to adulthood in the United States is complex and drawn out. Current economic and social conditions favor young workers who have completed post‐secondary education, resulting in many young adults delaying exiting the family home, marriage, and parenthood. The role of parental support (both affective and instrumental) in navigating this period of development is becoming increasingly important and plays a substantial role in reproducing inequality across generations. Informed by the life course perspective, this review provides readers with a basic understanding of what types of support parents provide, when it is expected and received, and finally, how it is related to attainment and the quality of the parent–child relationship throughout young adulthood. We conclude with a discussion of how class differences in intergenerational support intersect with institutional factors to enhance the reproduction of inequality and how the new demands for parental support throughout young adulthood is more than many families can provide.     

Urban forest and environmental inequality in Campos dos Goytacazes,Rio de Janeiro,Brazil

Social and spatial inequality regarding environmental resources and services is one of most complex issues affecting contemporary urban life. The objective of this research is to study the spatial distribution of trees in public areas in Campos dos Goytacazes, Rio de Janeiro, Brazil. This research presents data gathered in ten neighborhoods in Campos. These neighborhoods were split into three distinct groups using wealth levels. Data obtained include the number of trees and private gardens and tree species diversity per neighborhood street. Our results demonstrate that the wealthier neighborhoods have both the highest tree biodiversity and number of trees. In contrast, the poorer neighborhoods present a low biodiversity level and fewer tree species. Our results also showed that age of the neighborhoods was not a factor in explaining the number of trees in public spaces. Socioeconomic and education levels of the population seem to play a more causal on tree quantity and species diversity. This inequality stresses a problem with environmental justice, a characteristic of Brazilian cities intrinsically connected to urban sustainability.     

埃及高等教育所面临的挑战及应对之策

埃及是阿拉伯世界高等教育比较发达的国家,相继培养出多位诺贝尔奖获得者.20世纪八十年代中后期,在埃及较早进入高等教育大众化阶段的同时,其高等教育系统也面临着许多严重的问题与挑战,如高等教育中央集权管理体制与大学自治的矛盾,以世俗教育和宗教教育为中心的双轨教育体制所带来的不平等和混乱等.针对其高等教育的历史与现状,埃及政府坚持实施教育兴国的现代化发展战略,积极探索应对之道,努力摆脱困境.但如何使教育和经济社会协调发展,依然是摆在埃及政府面前的一道难题.     

ECONOMIC RESTRUCTURING,THE EDUCATIONAL INCOME GAP,AND OVERALL INCOME INEQUALITY

An important consequence of the economic structure transformations of recent decades is increased income inequality. While an extensive literature has explored the relationship between economic restructuring and inequality, the unique contribution of this article is that it develops and tests a model that explores the mechanisms by which this process occurs. Specifically, the intervening role of the income gap between the well-educated and those with lower levels of education (the educational income gap) and other moderating factors are explored. The 5 percent Public Use Microdata Sample (PUMS) data from the 2000 Census of Population and Housing was used in the analysis. The data provided strong support for the model. It was found that economic structure and the moderating variables were strongly related to the educational income gap, which in turn was strongly related to overall income inequality. Generally, both the educational income gap and overall income inequality were greater in geographic areas with higher proportions of the labor force employed in services, and both were lower where greater proportions of the labor force were employed in goods-producing industries.     

Parenting Disputes After Separation and Divorce: Who Needs a Family Lawyer?

Australia's family law system continues to be plagued by serious delays. This article acknowledges the need for legal interventions in post‐separation parenting disputes in which individuals may be at risk, or in cases of genuine emergency. The article next contrasts cases involving significant risk or urgency with the many ‘ordinary’ (even if sometimes complex) post‐separation disputes over parenting in which these circumstances are not present. I argue that in such cases, legal advice, legally informed dispute processes, and court hearings are remnants from earlier attitudes to separation and divorce. These interventions are expensive, frequently destructive of ongoing parental relationships, and at their heart, inappropriate for considering the needs of children. They also divert time and resources from the critical investigative and legal decision‐making processes needed in urgent or risk‐related cases. I propose that legal narratives in ‘ordinary’ post‐separation parenting disputes be replaced by narratives focused on the main drivers of these disputes, which are invariably expressed in terms of relationship difficulties. Such narratives are amenable to facilitative, therapeutic, and systemic interventions aimed at achieving self‐determined resolutions. They contrast markedly with narratives reflecting common law notion of normative resolutions derived from the application of legal precedent. Key issues in the first section of the article are then teased out via the reflections of an imaginary separated parent in an ‘ordinary,’ albeit difficult and emotionally intense, dispute about how to care for the children. In the final section, I offer brief clinical and systemic reflections on past practice and on future narratives focused on individual self‐determination.