Abstract not available.

Abstract not available.

<p> The purpose of this study was to understand and analyze the degree to which southern California women superintendents utilized networks and mentorships and the impact it had in their career advancement. More specifically, this study set out to determine: 1) what barriers do women perceive hinder their access to the superintendent position, 2) what professional supports are available to women as new superintendents, 3) what networking opportunities assist women in their pursuit of the superintendency, and 4) what are the best networking methods used by women to ascend to the role of superintendent. This study utilized a mixed-method methodology. For the qualitative data, electronic surveys were distributed to 45 superintendents for a return rate of 42%. Three interviews were conducted for the quantitative perspective. Participants represented a diverse background and diverse school districts. The lens of feminist standpoint theory and social capital theory informed the analysis. Through the process of triangulation, the study&rsquo;s findings indicate the participants utilized networks and mentorships to different degrees and with mixed results. An in-depth analysis of the impact networks and mentorships have on women&rsquo;s career trajectory provided recommendations for networks and mentors to challenge gendered professional norms, increased access to influential people in women&rsquo;s networks, and defined career pathways to the superintendency in terms of demonstrated leadership experiences over male-dominated leadership positions held. Overall, this study finds hope for women aspiring to become superintendents. Women should participate in multiple networks and develop relationships with several mentors who are willing to share the access to the superintendency.</p>

Domestic Violence and Gender Violence impact every society on many different layers, loss of capability of work, traumas, and economical losses are amongst the most talked issues. Domestic Violence is not exclusively a violence in which the perpetrator is a male and the victim is a female and they live as a married couple. A lot has been discussed in the last century regarding the equality amongst people irrespectively on their gender, sex, origin, religion. On the International legal level though, legislations protecting victims of Domestic Violence are new and not embraced for the majority of the countries. In this work the goal is to study some International Documents in order to better understand on a legal level if International Law is aiming to protect everyone who is victim of Domestic Violence equally, including members of the extended family. As an International Document there is the Council of Europe Convention on Preventing and Combating Violence Against Women and Domestic Violence (Istanbul Convention) that aims to protect everyone who is a victim of Domestic Violence. Unfortunately, it is not compulsory to the state members from the council of Europe to ratify the document and therefore people might not have their Human Rights completely guaranteed in these countries.

No description available.

Includes bibliographical references (leaves 286-297). / In the communities of the Cape Flats, it is expected that all women will bear children and become mothers. Motherhood serves as a social and cultural indicator of femininity and enables women to access social and economic networks that knit them into community. The social and cultural valorization of motherhood in these communities has informed the powerful stigmatization of infertility (or the involuntary nonconformance to motherhood). The stigma associated with infertility affects women in particular, because the inability to bear children is commonly perceived to be a woman's problem. This study explores the cultural constructions of infertility. It examines in particular, the diverse cultural meanings and the stigma associated with infertility. The examination of these cultural meanings challenges the notion that infertility should only be examined in the biomedical realm. My research was conducted over a seven month period with six infertile women and with women who have borne children from different areas on the Cape Flats. The infertile women were the primary informants. Other informants included the mothers with whom the focus group was conducted and specialist informants who were healthcare professionals. The participants were recruited through the primary health care clinic in Manenberg, the network of community newspapers, The Daily Voice and through my own social network. Qualitative research methods were used. The study also used participatory research methods involved because the participants played an active role in the construction of the research process and interview schedules. The primary information used was obtained from in-depth interviews and journals kept by the infertile women. For comparative purposes, a focus group was conducted with a group of mothers. The study illustrates that on the Cape Flats, infertility is constructed as a major cultural and social problem for women. The stigma attached to infertility draws its power from the social and cultural meanings associated with inability of infertile women to live up to the expectation that every adult woman will become a mother. The effects of the social stigma of infertility are especially profound. As I show, bio-medicine does offer some solution, but only to the few who can afford it.

No description available.

This thesis investigates how intersexed bodies are represented in internet-based sex education teachers’ materials for school years 4-6. This study also investigates how the materials reproduce and challenge which gendered subjects are marginalized and which are privileged. Using Critical Discourse Analysis, by Norman Fairclough, I analyze textual features of the materials and the discursive and social practices. The analysis of the social practices is complemented by a post-structuralist approach to norm-critical pedagogy and Nikki Sullivan’s notion of somatechnics. I contribute to the discussion also by proceeding from my own experiences as a teacher in Swedish schools and from being a student in one of the Swedish teacher’s programs. I argue that the five materials I have analyzed represent intersex bodies as marginalized. This is done by maintaining the invisibility of intersexed bodies and presenting them only in connection with medical diagnosis or juridical discussions. It is also done by implicitly excluding gendered subjects that do not follow the cultural and social standards of the binary sex order. These findings reproduce the marginalization of gendered subjects that do not follow the binary sex order. Despite the above-mentioned reproduction, the materials also challenge which gendered subjects are marginalized/privileged to some extent. This is done by explicitly and implicitly including gendered subjects that do not follow the cultural and social standards of the binary sex order, including intersexed bodies.  Understanding discourse as both constitutive of and constituting social practices, I argue that educational contexts, and these findings for educational materials, are connected to the current treatment of intersexed bodies. Keywords: intersex, sex education, norm-critical pedagogy, somatechnics, CDA

No description available.

Denna studie syftar till att analysera hur förskollärare i Tornedalen konstruerar genus i förskolan. Studien är av kvalitativ karaktär med utgångspunkt i det socialkonstruktionistiska perspektivet. Datainsamling till studien har skett genom skriftliga intervjuer med 13 förskollärare som är verksamma inom yrket i Tornedalen. Resultatet visa att förskollärarna konstruerar genus utifrån tre områden: Förhållningssätt, miljö och språk. Vidare visar resultatet på en osäkerhet kring begreppet genus men även olika utmaningar som konstrueras i förskollärarnas arbete att motverka traditionella könsnormer.