89f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-03T16:19:08Z No. of bitstreams: 1 Carina%20Costa.pdf: 2811322 bytes, checksum: ab29291aafeda47b7495d85318a6176b (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-09T17:40:44Z (GMT) No. of bitstreams: 1 Carina%20Costa.pdf: 2811322 bytes, checksum: ab29291aafeda47b7495d85318a6176b (MD5) / Made available in DSpace on 2013-04-09T17:40:44Z (GMT). No. of bitstreams: 1 Carina%20Costa.pdf: 2811322 bytes, checksum: ab29291aafeda47b7495d85318a6176b (MD5) Previous issue date: 2008 / A mudança no perfil epidemiológico da infecção pelo HIV/aids nos últimos anos ocorridas no Brasil, indica um intenso crescimento do número de mulheres infectadas, sendo estas na sua maioria negras. Neste sentido, acreditando ser importante conhecer as representações sociais dessas para melhor compreender suas vulnerabilidades à infecção pelo HIV e o modo como agem diante desta epidemia, busquei neste presente estudo apreender as Representações Sociais de mulheres negras e não negras sobre suas vulnerabilidades à infecção pelo HIV/aids, assim como, identificar as implicações de gênero e dos diferencias raciais nas vulnerabilidades de mulheres à infecção pelo HIV/aids. Trata-se de um estudo quantiqualitativo, com abordagem multimétodos, fundamentado na Teoria das Representações Sociais. Para realização do mesmo foram utilizados como cenários da pesquisa uma unidade ambulatorial de saúde integrante da rede de serviços oferecida pela Universidade, e uma unidade de atenção básica da rede municipal de saúde, ambas situados no município de Salvador. Participaram deste estudo 124 mulheres que compareceram a estas unidades para realização de consultas de planejamento familiar ou ginecológicas no período de julho a outubro de 2007. Foram utilizados para a coleta de dados o Teste de Associação Livre de Palavras (TALP) e a técnica projetiva do desenho estória com tema, os dados resultantes foram submetidos a análise fatorial de correspondência (AFC) e a análise de conteúdo temática, respectivamente. Para o TALP foram utilizados seis estímulos indutores: aids, sexo, sexualidade, aids e mulher negra, aids e mulher não negra e você mesma. As respostas foram processadas no software Tri-Deux-Mots, com as seguintes variáveis: faixa etária, cor, escolaridade, estado civil. A análise fatorial de correspondência revelada no jogo de oposições demonstrou que a variável cor não apresentou significância diante do percentual total de respostas, possivelmente, em decorrência de a população estudada ter sido constituída em sua maioria de pessoas que se auto-referiram como sendo negras (88,7%, das quais 40,3% eram pardas e 48,4% eram pretas), este resultado corrobora com os dados censitários que indicam Salvador como sendo a capital mais negra do país. Na análise, as mulheres representaram a aids como uma doença que não tem cura, traz perigo, causa dor e as deixa triste, reiterando representações que estão presentes desde o inicio da epidemia. O descuido relacionado ao não cumprimento de medidas preventivas, em especial, o uso do condom, usado por ela própria ou por seu companheiro requer negociação, levando-as a situações de assimetria no poder de decisão nas relações afetivo-sexuais, decorrentes das questões de gênero, imbuídas no senso comum e que afetam mulheres de todas as classes sociais, raças e crenças. Espera-se que os resultados obtidos através deste estudo contribuam na conscientização tanto das mulheres como dos gestores de políticas de saúde sobre a importância da inclusão dos estudos de gênero e raça na vulnerabilidade à infecção pelo hiv, fatores que contribuem em maior proporção na predisposição das mulheres. / Salvador

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Syftet med denna studie var att undersöka mäns ensamhet med perspektiv från yrkesverksamma på kriscentrum för män. Studien avser också undersöka hur och om dessa centrum arbetar med problematiken och om det går att identifiera kopplingar mellan den rådande mansnormen och mäns ensamhet. Sju kvalitativa semistrukturerade forskningsintervjuer genomfördes med yrkesverksamma på fem olika kriscentrum för män belägna i fem olika orter i Sverige. I studien används Connells maskulinitets teori och Hirdmans genusteori som teoretiskt verktyg. Studien identifierar i sitt resultat en koppling mellan mansnormen och ensamhet. Den enskilda orsak som enligt studien leder till ensamhet är separation från en kärlekspartner. Resultatet visar även att de yrkesverksamma på kriscentrum för män uppfattar att många av männen de möter i sin profession har en ensamhetsproblematik. / The aim of this study was to examine the issue of men’s loneliness through the perspectives of employees at crisis centers for men. The purpose of this study also relates to an inquiry into if and how these centers work with this issue and if it is possible to make a connection between the loneliness and the current norms concerning masculinity. Seven qualitative semi-structured research interviews were conducted with employees at five different crisis centers for men, located in five disparate towns in Sweden. Connell’s theory regarding masculinity and Hirdman’s theory on gender are both utilized as the theoretical framework for the study. The result section of the study identifies a connection between the norms associated with masculinity and loneliness. The primary cause which, according to this study, leads to loneliness is the separation from a romantic partner. Furthermore, the results show that the employees at crisis centers for men perceive that a majority of the men they come into contact with through their work struggle with issues surrounding loneliness.

In this study I explore two understudied aspects of India's informal economy, viz. the institutions that sustain informal knowledge, and gender disparities among self-employed workers using a combination of primary survey and interview methods as well as econometric estimation. The data used in the study come from the Indian National Sample Survey (NSS) as well as from fieldwork conducted in the city of Banaras (Varanasi) in North India. The vast majority of the Indian work-force is "uneducated" from a conventional point of view. Even when they have received some schooling, formal education rarely prepares individuals for employment. Rather, various forms of apprenticeships and on-the-job training are the dominant modes of knowledge acquisition. The institutions that enable creation and transfer of knowledge in the informal economy are poorly understood because informal knowledge itself is understudied. However, the rise of the so-called "Knowledge Society" has created a large literature on traditional and indigenous knowledge and has brought some visibility to the informal knowledge pos- sessed by peasants, artisans, and other workers in the informal economy. The present study extends this strand of research. In Chapter Two, taking the weaving indus- try as a case-study, work is introduced into the study of knowledge. Thus informal knowledge is studied in the context of the production relations that create and sustain it. Further, the family mode of production and apprenticeships are foregrounded as important institutions that achieve inter-generational transfer of knowledge at a low cost. Clustering of weaving firms ensures fast dissemination of new fabric designs and patterns which holds down monopoly rents. In Chapter Three taking advan- tage of a recently issued Geographical Indication (GI), an intellectual property right (IPR) that attempts to standardize the Banaras Sari to protect its niche in the face of powerloom-made imitation products, I investigate the likely effects of such an at- tempt to create craft authenticity. Through field observations and via interviews with weavers, merchants, State officials and NGO workers, I find that the criteria of authenticity have largely been developed without consulting artisans and as a result tend to be overly restrictive. In contrast, I find that weavers themselves have a more dynamic and fluid notion of authenticity. Homeworking women are widely perceived to be among the most vulnerable and exploited groups of workers. Piece-rates and undocumented hours of work hide ex- tremely low hourly wages and workers themselves are often invisible. Though women form a crucial part of the Banaras textile industry, to the outside observer they are invisible, both because they are in purdah and because women's work proceeds in the shadow of weaving itself, which is a male occupation. In Chapter Four, using field observations, interviews, and time-use analysis I show that women perform paid work for up to eight hours a day but are still seen as working in their spare time. Because the opportunity cost of spare time is zero, any wage above zero is deemed an improvement. Hourly wage rates in Banaras are found to be as low as eight to ten cents an hour, well below the legal minimum wage. In Chapter Five, I use Na- tional Sample Survey data on the informal textile industry to test the hypothesis that emerges from ethnographic work in Banaras. If women are indeed penalized for un- dertaking joint production of market and non-market goods, women working on their own without hired workers are expected to perform much worse than men working by themselves. I find that after accounting for differences in education, assets, working hours, occupation and other relevant variables, women working by themselves earn 52% less than their male counterparts. This gender penalty disappears in case of self- employed women who can afford to employ wage-workers. I also show that women in the informal economy are more likely to be engaged in putting-out or subcontracting arrangements and suffer a gender penalty as a result.

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Thesis advisor: Eric Dearing / Despite global efforts toward improving gender equity in education, gender-based disparities in learning opportunities and academic outcomes are still prevalent. Many gender differences in learning and academic outcomes begin emerging early in life, even before children start formal schooling. Both theory and empirical evidence point toward children’s exposure to gender-differentiated treatment from caregivers that arises from gendered stereotypes, expectations, and cultural norms. As young children’s brains have evolved to detect the subtlest nuances in their environments, even small gender differences in learning experiences could have lasting consequences in their developmental trajectories and later-life outcomes. In turn, understanding gender disparities in early learning opportunities is critical to catalyzing young girls’ and boys’ positive learning trajectories from early on. A major challenge for the field, however, has been the very limited attention given to these issues in low- and- middle-income countries (LMICs), where about 90% of the world’s children live. The present dissertation consists of three empirical papers focused on young children in LMICs, providing significant contributions to the cumulative knowledge on gender differences in early learning. Respectively, the three papers: (1) provide a thorough accounting of gender disparities across and within 71 countries, (2) uncover specific caregiving mechanisms that help explain these gender disparities in early learning outcomes across and within countries, and (3) delve into the perceptions and meaning makings of mothers and fathers about gendered parenting practices at the local level. By so doing, this dissertation pushes forward our understanding of gender disparities in early learning opportunities and development across multiple ecological levels. The results may help inform global policy and practice aimed at gender equity, a matter of social justice that has proven to affect the social fabric, economic vitality, and political stability of nations. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

There is a lack of female police officer representation in police departments nationwide. Women's position, or lack thereof, in law enforcement is a topic of discussion in many police literature reviews. However, there were minimal studies detailing female police officers' personal experiences in the law enforcement profession. The purpose of this phenomenological study was to describe and understand the perceptions and lived experiences of female police officers, as well as the impact those experiences had on their careers. Female participants from 3 police departments formed the purposive sample that included 8 full-time female police officers. The feminist theory helped to clarify the constructed meanings the women attached to their experiences. In-depth interviews were conducted, and the data analysis was guided by the Stevick-Colaizzi-Keen method. The findings revealed that all of the women pursued law enforcement careers and remained in the profession for reasons similar to what they perceived to be the reasons among the male police officers in their respective departments. The participants also suggested that the perceived intentional institutional barriers did not impact the female police officers' job satisfaction. This study contributes to social change by raising awareness about the current status, concerns, and accomplishments of women in law enforcement. Additionally, findings may assist police administrators and legislators in creating policies and procedures that incorporate the needs of female officers.

Na pesquisa brasileira em educação científica, há uma lacuna no que diz respeito ao interesse e à participação das mulheres na ciência. Recentemente, a pesquisa internacional tem apontado que diferenças no processo de socialização podem produzir nos homens e nas mulheres diferentes maneiras de conhecer o mundo. O presente trabalho busca investigar algumas diferenças e semelhanças entre estudantes de graduação em Física com respeito ao gênero. A fundamentação teórico-metodológica desta pesquisa está na teoria da mediação de Vigotski e na filosofia da linguagem do círculo de Bakhtin. A pesquisa contou com a participação de 22 estudantes de graduação em Física. Foi proposto a esses estudantes que debatessem sobre um tema da Física tão bem como suas visões de ciência. O uso que os estudantes fizeram da linguagem científica permitiu responder às seguintes questões: (1) Existe algum indício de que, quando discutem um tema de Física, homens e mulheres estão propensos a pensar de maneira diferente? (2) Existe alguma diferença entre homens e mulheres quanto às visões de ciência que carregam? (3) Existe alguma tendência entre os homens de dominar a situação do debate? Os resultados de pesquisa, ao mesmo tempo em que denunciam a dominação masculina, ilustram como as mulheres podem resistir a essa dominação. Enfim, a partir dessa pesquisa é possível defender a inclusão das mulheres na ciência não somente como uma questão de justiça social, mas como a saída mais vantajosa para a própria ciência, que poderá ganhar novas epistemologias e estilos de linguagem baseados nas maneiras tipicamente femininas de conhecer. / There is a particular gap between Brazilian and international research in science education concerning women’s attitudes toward and participation in the fields of science. Recently, international research has asserted that gender differences in socialization may produce different ways of understanding the world amid men and women. This study aims to investigate some differences and similarities between Physics’ undergraduate students concerning gender. The theoretical framework that supports this inquiry is Vigotski’s theory of mediation and Bakhtin’s linguistic philosophy. This research was made on 22 Physics’ undergraduate students. It was suggested that these students had a debate on some topic in Physics as well as their views of science. Students’ use of scientific language let us respond the following questions: (1) Is there any sign that, while discussing physics, men and women are more likely to think in different ways? (2) Is there any difference between men and women concerning the views of science they support? (3) Are men more likely then women to dominate the debate? As well as stressing male domination, research results illustrate how women may resist to this domination. At last, from this research, it is possible to argue that an increase in women’s participation in the fields of science and science education may result in new epistemologies and styles of language based on women’s ways of knowing.

Na pesquisa brasileira em educação científica, há uma lacuna no que diz respeito ao interesse e à participação das mulheres na ciência. Recentemente, a pesquisa internacional tem apontado que diferenças no processo de socialização podem produzir nos homens e nas mulheres diferentes maneiras de conhecer o mundo. O presente trabalho busca investigar algumas diferenças e semelhanças entre estudantes de graduação em Física com respeito ao gênero. A fundamentação teórico-metodológica desta pesquisa está na teoria da mediação de Vigotski e na filosofia da linguagem do círculo de Bakhtin. A pesquisa contou com a participação de 22 estudantes de graduação em Física. Foi proposto a esses estudantes que debatessem sobre um tema da Física tão bem como suas visões de ciência. O uso que os estudantes fizeram da linguagem científica permitiu responder às seguintes questões: (1) Existe algum indício de que, quando discutem um tema de Física, homens e mulheres estão propensos a pensar de maneira diferente? (2) Existe alguma diferença entre homens e mulheres quanto às visões de ciência que carregam? (3) Existe alguma tendência entre os homens de dominar a situação do debate? Os resultados de pesquisa, ao mesmo tempo em que denunciam a dominação masculina, ilustram como as mulheres podem resistir a essa dominação. Enfim, a partir dessa pesquisa é possível defender a inclusão das mulheres na ciência não somente como uma questão de justiça social, mas como a saída mais vantajosa para a própria ciência, que poderá ganhar novas epistemologias e estilos de linguagem baseados nas maneiras tipicamente femininas de conhecer. / There is a particular gap between Brazilian and international research in science education concerning women’s attitudes toward and participation in the fields of science. Recently, international research has asserted that gender differences in socialization may produce different ways of understanding the world amid men and women. This study aims to investigate some differences and similarities between Physics’ undergraduate students concerning gender. The theoretical framework that supports this inquiry is Vigotski’s theory of mediation and Bakhtin’s linguistic philosophy. This research was made on 22 Physics’ undergraduate students. It was suggested that these students had a debate on some topic in Physics as well as their views of science. Students’ use of scientific language let us respond the following questions: (1) Is there any sign that, while discussing physics, men and women are more likely to think in different ways? (2) Is there any difference between men and women concerning the views of science they support? (3) Are men more likely then women to dominate the debate? As well as stressing male domination, research results illustrate how women may resist to this domination. At last, from this research, it is possible to argue that an increase in women’s participation in the fields of science and science education may result in new epistemologies and styles of language based on women’s ways of knowing.

Na pesquisa brasileira em educação científica, há uma lacuna no que diz respeito ao interesse e à participação das mulheres na ciência. Recentemente, a pesquisa internacional tem apontado que diferenças no processo de socialização podem produzir nos homens e nas mulheres diferentes maneiras de conhecer o mundo. O presente trabalho busca investigar algumas diferenças e semelhanças entre estudantes de graduação em Física com respeito ao gênero. A fundamentação teórico-metodológica desta pesquisa está na teoria da mediação de Vigotski e na filosofia da linguagem do círculo de Bakhtin. A pesquisa contou com a participação de 22 estudantes de graduação em Física. Foi proposto a esses estudantes que debatessem sobre um tema da Física tão bem como suas visões de ciência. O uso que os estudantes fizeram da linguagem científica permitiu responder às seguintes questões: (1) Existe algum indício de que, quando discutem um tema de Física, homens e mulheres estão propensos a pensar de maneira diferente? (2) Existe alguma diferença entre homens e mulheres quanto às visões de ciência que carregam? (3) Existe alguma tendência entre os homens de dominar a situação do debate? Os resultados de pesquisa, ao mesmo tempo em que denunciam a dominação masculina, ilustram como as mulheres podem resistir a essa dominação. Enfim, a partir dessa pesquisa é possível defender a inclusão das mulheres na ciência não somente como uma questão de justiça social, mas como a saída mais vantajosa para a própria ciência, que poderá ganhar novas epistemologias e estilos de linguagem baseados nas maneiras tipicamente femininas de conhecer. / There is a particular gap between Brazilian and international research in science education concerning women’s attitudes toward and participation in the fields of science. Recently, international research has asserted that gender differences in socialization may produce different ways of understanding the world amid men and women. This study aims to investigate some differences and similarities between Physics’ undergraduate students concerning gender. The theoretical framework that supports this inquiry is Vigotski’s theory of mediation and Bakhtin’s linguistic philosophy. This research was made on 22 Physics’ undergraduate students. It was suggested that these students had a debate on some topic in Physics as well as their views of science. Students’ use of scientific language let us respond the following questions: (1) Is there any sign that, while discussing physics, men and women are more likely to think in different ways? (2) Is there any difference between men and women concerning the views of science they support? (3) Are men more likely then women to dominate the debate? As well as stressing male domination, research results illustrate how women may resist to this domination. At last, from this research, it is possible to argue that an increase in women’s participation in the fields of science and science education may result in new epistemologies and styles of language based on women’s ways of knowing.