Transnational Feminism in Sociology: Articulations,Agendas, Debates

What is the current terrain of transnational feminism in sociology? This essay begins by introducing the key interdisciplinary writings that helped initiate a specifically transnational feminist approach in women’s and gender studies. It then delineates three primary ways in which these writings have been adapted and/or expanded with/in sociology, as well as some points of tension and debate among these varying approaches. It argues that although there are numerous sociologically oriented transnational feminisms, most authors do not acknowledge this multiplicity and complexity, contributing to a sometimes confusing conversation where assumptions about key concepts, causality, and processes remain unclear. The essay ends with suggestions for future research.     

Identification and Review of Sensitivity Analysis Methods

Identification and qualitative comparison of sensitivity analysis methods that have been used across various disciplines, and that merit consideration for application to food-safety risk assessment models, are presented in this article. Sensitivity analysis can help in identifying critical control points, prioritizing additional data collection or research, and verifying and validating a model. Ten sensitivity analysis methods, including four mathematical methods, five statistical methods, and one graphical method, are identified. The selected methods are compared on the basis of their applicability to different types of models, computational issues such as initial data requirement and complexity of their application, representation of the sensitivity, and the specific uses of these methods. Applications of these methods are illustrated with examples from various fields. No one method is clearly best for food-safety risk models. In general, use of two or more methods, preferably with dissimilar theoretical foundations, may be needed to increase confidence in the ranking of key inputs.     

Feminist Mentoring and Female Graduate Student Success: Challenging Gender Inequality in Higher Education

There has been much research on gender inequality in higher education and the benefits of mentoring. However, since mentoring has been a predominantly male experience, most research with female students focuses on advising relationships. For women, there is a significant difference between experiences of advising and mentoring with problematic effects for them. Attrition rates are high for both men and women but the causes of female attrition are unique and possibly related to their mentoring experiences. Mentoring remains largely an informal activity in most graduate departments, and due to the patriarchal nature of graduate education, it has been a predominantly male experience ( Lovitts 2001 ). In this paper, I provide an overview of the different types of advising/mentoring relationships for women in doctoral programs and the benefits of these for them. The paper concludes with a discussion of policy implications for graduate departments, suggestions for future research, and a call for developing and implementing feminist models of mentoring for all graduate students.     

Response to the COVID-19: Understanding implications of government lockdown policies

The rising number of COVID-19 cases and economic implications of lockdown measures indicate the tricky balancing act policy makers face as they implement the subsequent phases of 'unlock'. We develop a model to examine how lockdown and social distancing measures have influenced the behavioral conduct of people. The current situation highlights that policy makers need to focus on bringing awareness and social restraint among people rather than going for stringent lockdown measures. We believe this work will help the policy makers gain insights into the troubled COVID-19 times ahead, and based on the estimates, they can frame policies to navigate these wild waves in the best possible way.     

Uniformly implementable small sample integrated likelihood ratio test for one-way and two-way ANOVA under heteroscedasticity and normality

AStA Advances in Statistical Analysis - ANOVA under normally distributed response and heteroscedastic variances is commonly encountered in biological, behavioral, educational and agricultural...     

Beyond development impact: gender and care in the Pacific Seasonal Worker Programme

ABSTRACT

Close to 17,320 workers participate in the Seasonal Worker Programme, a temporary migration scheme between Australia and selected island countries in the Pacific. This article looks at the ways in which seasonal migration affects the social lives of migrants from Tonga and Vanuatu, in their households and communities. It explores the various barriers that women face as a result of this scheme, highlighting, in particular, imbalances in the gendered division of labour caused by the absence of males due to migration. It argues that focusing solely on the economic development discourse of seasonal labour programmes is problematic because it fails to take into account the normative dynamics and general context of seasonal workers. Such an approach also fails to take into consideration the rights of migrants to live with their families, and not to have to make choices that are shaped by physical separation from their families and communities. The article concludes with recommendations for policy reform that address the existing gender inequalities of seasonal worker programmes in the Pacific by putting work, care, and the everyday maintenance of the seasonal worker household at the centre of its analysis.     

Privilege,compromise, or social justice: teachers’ conceptualizations of inclusive education

This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers’ support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers’ beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need for a paradigm shift in teacher education, moving away from deficit models towards an understanding of inclusive education as linked with issues of social justice.