The introduction of legislation aimed at decreasing gender imbalances in Mauritius has not led to an increase in women's access to parliament. While Mauritius is not unique in this, it is an interesting case to examine because Mauritius prides itself on being a leader in Africa as a democratic and strong middle-income country that has achieved success in many socio-economic areas. But Mauritius is faced with a paradox: despite its abundance of gender-related legislation, it is lagging behind in gender equality at the national level, as manifest by the few women in parliament. Regarding this issue, little research has been done to examine the challenges of translating legislative gains into actual change. Albie Sachs, former judge on the Constitutional Court of South Africa (2002), summarizes the Mauritian case by stating: Mauritius can justly be proud of the admiration which its democratic life enjoys internationally. It cannot, however, hold up its head in terms of participation of women in political life. When half the population ends up with only a one-twentieth share of representation, it manifests a grave democratic deficit (as cited in Athal, 2012, p. 17).

Іnеquаlіtіеs іn thе rерrеsеntаtіоn оf wоmеn іn hіghеr аdmіnіstrаtіvе рublіс sсhооl роsіtіоns аrе а рrоduсt оf hіstоrісаl аnd sосіеtаl раttеrns (Byrd-Blаkе, 2000). Thеsе раttеrns hаvе dеtеrmіnеd thе соnstrаіnts wоmеn hаvе fасеd аnd соntіnuе tо fасе whеn thеy аttеmрt tо оbtаіn аdmіnіstrаtіvе роsіtіоns іn рublіс educational sсhооl systеms. Shаkеshаft's (1999) study revealed thаt wоmеn rерrеsеnt thе mаjоrіty оf thе tеасhіng рrоfеssіоn in public education (83.5%), but thеy rерrеsеnt approximately 14% of thе mіnоrіty оf tор lеvеl аdmіnіstrаtіvе роsіtіоns іn рublіс еduсаtіоn. Ассоrdіng tо Dаvіеs-Nеtzlеy (1998), wоmеn соntіnuе tо bе аt thе bоttоm оf thе соrроrаtе оrgаnіzаtіоnаl сhаrts, hаvе fеwеr сhаnсеs fоr аdvаnсеmеnts, аnd еаrn lеss іnсоmе thаn mеn іn sіmіlаr роsіtіоns. Out of the nations 13, 728 k-12 public school superintendents, 1, 984 are women (AASA, 2000). Thіs lасk оf gеndеr bаlаnсе аnd rеlаtеd іnеquіtіеs rаіsеs thе quеstіоn оf whеthеr wоmеn аrе trеаtеd іnеquіtаbly wіth rеgаrd tо nаtіоnаl stаtіstісs оn аdmіnіstrаtіvе hіrіng. Ассоrdіng tо thе Lоuіsіаnа Stаtе Dіrесtоry (2007), 20 оf thе stаtе 64 suреrіntеndеnts аrе wоmеn. Yеt, the number of k-12 public school wоmеn superintendents rеmаіn disproportionate to the number of women serving as classroom teachers. This study examined thе саrееr раths оf five wоmеn suреrіntеndеnts, thеіr suссеssеs, strugglеs, аnd bаrrіеrs tо k-12 рublіс sсhооl suреrіntеndеnts іn thе stаtе оf Lоuіsіаnа. Іn аddіtіоn, thе undеr-rерrеsеntаtіоn оf wоmеn suреrіntеndеnts іn thіs stаtе wаs іnvеstіgаtеd thrоugh іntеrvіеws, оbsеrvаtіоns, аnd dосumеnt аnаlysis.

This study seeks to investigate factors influencing gender representation patterns in educational leadership positions in high schools around Phokeng. In South Africa and some other countries, teaching in schools remains a profession where women are highly represented, but women continue to be under-represented in educational leadership p9sitions. Male over-representation in the leadership and management of educational institutions is internationally known and documented and persists despite the availability and implementation of gender equity acts and policies. The study used the case study approach, underpinned by feminist theory to investigate factors that influence gender representation patterns in high schools around Phokeng. Semi-structured interviews and open-ended, qualitative questionnaires were used to collect data. A total of 12 purposefully selected participants were included in the study: four principals, four deputy principals and four heads of departments. Data was collected on the following areas: The nature and extent of gender representation patterns in educational leadership positions; possible reasons for the current gender representation patterns in educational leadership positions in high schools in areas around Phokeng; strategies that can be applied to address the current gender representation patterns in order to suit gender equity concerns in education. The findings reveal that women represent a high percentage of employees of the education system, but women continue to be under-represented in educational leadership positions. Furthermore, the study found that gender stereotypes, family responsibilities, low self-image and self-esteem as well as lack of confidence are some of the reasons for under-representation of women in educational leadership positions. The investigation also established that the implementation of the Employment Equity Act and similar policies should be intensified in all educational institutions as one of the strategies to close the gap of under-representation of women in educational leadership positions. The main recommendations emanating from the study are that women teachers need training to equip them with appropriate knowledge and skills; therefore they should be capacitated to improve their self-image, self-esteem and should acquire strategies to balance their family responsibilities with their work life. In that case, society can improve its perception about women, practical affirmative action strategies could be employed to improve the representation of women in educational leadership and to promote non-discriminatory working relationships and respect for diversity in a job situation. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013

No description available.

This mixed method study explored the perceptions of African Caribbeans towards choosing careers as counselling psychologists. 131 (N = 131) African Caribbeans aged 16-55 contributed to this study. Firstly, an online and paper survey questionnaire was designed and administered to (N =121) participants. This comprised of (N = 41) parents; (N = 41) undergraduate psychology students and (N = 39) 16-18 year olds. An ANOVA Test indicated a significant effect between participatory groups. Semi structured interviews were carried out to explore these identified differences. 4 parents; 4 16-18 year olds; and 2 undergraduate psychology students were interviewed. Qualitative data was analysed using Braun & Clarke (2006) thematic analysis. Themes identified as significant across all groups were centred around participants’ perception of psychology; interest or otherwise in studying psychology and choosing it as a career option; knowledge about counselling psychology and choosing it as a career; the participants’ experiences of school; the attraction of particular careers such as sports and music for 16-18 year olds when compared to counselling psychology; the importance of support; attitudes towards mental health and the importance of having role models from the community that are counselling psychologists. Recommendations for the Division of Counselling Psychology, BPS, training and future research are outlined.

Made available in DSpace on 2016-03-15T19:34:29Z (GMT). No. of bitstreams: 1 Patricia Cristina Brasil.pdf: 2909675 bytes, checksum: da0fd14c5885c633137ebc076ec0f33d (MD5) Previous issue date: 2016-02-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Despite all progress made in regards of the recognition of women's rights in recent decades, yet there is a deep gap between the formal recognition of equality between men and women and its real achievement. By the various reported and exposed indexes in this research, it is perceived that there is a culture in transition, with strong patriarchal traits and male domination, which are reflected on the organization of social life, especially in politics and law, always considered territories inherent to men. The persistence of gender inequality in public spaces of power a situation which, from the consolidation of Brazilian democracy and especially after the 1990s, is of concern to government's agenda, movements for women rights and the international community motivates this work. The publishing of several national and international reports informs the maintenance of under-representativeness of women in Brazil, especially in places of representation such as the Legislative Power, despite inclusion efforts such as the establishment of application quotas. The lack of presence and, therefore, the absence of women experience in spaces of political construction as well as in Law impact negatively on the quality of democracy built in Brazil after the military regime. We intend, with the presented study , analyze and understand the dynamics of inclusion and existing gender inequality in Brazilian politics , trying to capture the role of institutions in the production and reproduction of this discrepancy and how it relates to the process of government in presidentialism coalition , pointing partisan barriers that hinder women's access to public office , as well as the quantitative impact of this under-representation in the activities of the Senate, as the legislative production and the establishment of agendas. Much of studies conducted in the country on the theme , focuses on the underrepresentation of women in politics restrictively the scope of the Chamber of Deputies, bypassing the analysis of gender relations in the Senate. Thus, the study aims the understanding of a social justice issue, which is gender inequality in positions of power, from an institutional point of view of the Democratic State of Law, having the Brazilian Federal Senate in its 54th Legislature, covering the years 2011-2015, as the research locus. / A despeito de todos os avanços obtidos em relação ao reconhecimento dos direitos das mulheres nas últimas décadas, ainda há uma profunda distância entre o reconhecimento da igualdade formal entre homens e mulheres e sua concretização. Percebe-se, pelos diversos índices noticiados e expostos nesta pesquisa, a existência de uma cultura em transição, com fortes traços patriarcais e de dominação masculina, que se refletem sobre a organização da vida social, especialmente na política e no direito, sempre considerados territórios inerentes aos homens. Constitui motivação ao presente trabalho, a persistência da desigualdade de gênero nos espaços públicos de poder, situação que, a partir da consolidação da redemocratização brasileira. A publicação de diversos relatórios nacionais e internacionais informa a manutenção da subrepresentatividade das mulheres no Brasil, em especial nos locais de representação, como o Poder Legislativo, a despeito de tentativas de inclusão, como o estabelecimento de cotas de candidatura. A diminuta presença das mulheres e, portanto, das suas experiências, nos espaços de construção da política e do Direito impacta, em termos de representação por presença, sobre a qualidade da democracia erguida no Brasil após o regime militar. Pretendemos, com o estudo apresentado, analisar e compreender a dinâmica de inclusão e desigualdade de gênero existente na política brasileira, procurando captar o papel das instituições na produção e reprodução dessa discrepância e de que forma ela se relaciona com o processo de governo no presidencialismo de coalização, apontando os entraves partidários que dificultam o acesso da mulher aos cargos públicos, bem como, a repercussão quantitativa dessa sub-representação nas atividades do Senado Federal, como a produção legislativa e o estabelecimento das agendas. Grande parte estudos realizados no país, sobre o tema, foca a sub-representação das mulheres na política restritivamente ao âmbito da Câmara dos Deputados, passando ao largo da análise das relações de gênero no Senado Federal. O estudo ambiciona, portanto, apresentar um diagnóstico preliminar acerca de um problema de justiça social, que é a desigualdade de gênero nos espaços de poder, sob o ponto de vista institucional do Estado Democrático de Direito, tendo como locus de pesquisa o Senado Federal Brasileiro, na sua 54ª Legislatura, abrangendo os exercícios de 2011-2015.

The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.

The purpose of this exploratory study was to measure the cultural competence of nurse educators in accredited baccalaureate (BSN) nursing programs in Tennessee (TN) and investigate the relationship, if any, between nurse educators' cultural competence and the percentage of minority nursing students recruited into and graduated from these schools in the previous 5 years. With the rapid rise of the minority population in the United States, more minority healthcare providers, including nurses, are needed to provide culturally congruent care in underserved communities. Literature has implied that nurse educators' lack of cultural competence and sensitivity regarding minority nursing students' educational needs could be a contributing factor to minority nurses' underrepresentation. Nurse educators in 9 accredited colleges of nursing in TN completed the "Cultural Diversity Questionnaire for Nurse Educators." Some of the participating schools and the American Association of Colleges of Nursing Research Data Center provided the percentage of students recruited and graduated in each school by ethnicity. The findings revealed that the majority of respondents were at least moderately culturally competent. There was no correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students recruited into BSN programs in the past 5 years. But there was a significant statistical correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students graduated from BSN programs in the past 5 years (p = .015). There was a statistically significant difference between the mean cultural competence score of respondents who had lived in a culture different from the United States and those who had not (p = .01). There was also a statistically significant difference between the mean cultural competence score of respondents who had attended multicultural education seminars in the past 5 years and those who had not (p = .0005). The researcher recommended that nursing faculty engage in activities that would increase their cultural competence, enabling them assist students from diverse cultural backgrounds stay in school and graduate.

This research both develops new methods and expands upon existing methodologies in order to improve our understanding of voting patterns and party competition in Britain. The thesis comprises five sections, each of which relates to a particular research focus. The first and principal section describes the process of determining a new method for decomposing electoral bias for three-party competition under simple plurality rules of voting. The study of electoral bias is important for voting systems that requires periodic boundary reviews intended to equalise electorate and to remove malapportionment. These papers describe both the process for developing the threeparty bias method and later its application to UK general elections from 1983 onwards. The second section uses aggregate data gathered for the elections to the Greater London Authority in order to understand the patterns of electoral support across the capital, particularly support for minor parties. A considerable amount of research effort has been expended upon providing reliable models for electoral forecasting both in the UK and elsewhere. The third section includes a paper that develops a forecast model that utilises aggregate local election data to estimate national vote shares for the three main parties in the UK. A fourth section brings together a series of papers that are linked by the themes of voter behaviour, either in terms of geographical or ballot context. A study of voter turnout in a London borough describes the relationship between proximity to polling station and electoral turnout at different types of election. A 8 number of papers included in this section also detail the effects of candidate ballot order on electoral support. The fifth and final section groups together two papers that using individual-level survey data to describe the pattern of candidate recruitment for local elections in Britain and, specifically, the under-recruitment of both women and Black, Asian and other minority ethnic candidates.

La production scientifique sur les rapports des femmes à la politique est aussi importante que variée, comme en attestent les nombreuses recherches menées dans les différents champs disciplinaires qui se sont saisis de cette thématique (histoire, science politique, sociologie, psychanalyse….). Il n’existe cependant que très peu d’écrits sur lareprésentation politique des femmes africaines en ce qu’elles ont peut-être de spécifique dans leur capacité d’agir dans ce domaine. L’intérêt de cette recherche est donc de contribuer à l’avancement des connaissances en sociologie politique–s’agissant des femmes en général, des Africaines et notamment des Gabonaises en particulier–. À cet effet, cette thèse se propose d’explorer les mécanismes par lesquels les femmes accèdent aux fonctions électives dans un pays marqué par des pratiques et logiques socio-culturelles limitant leur accès aux sphères de décision. La construction socio culturelle du rapport au pouvoir des élues a été interrogée. Les capitaux personnels et professionnels, la culture sociale et politique, ont été tour à tour examinés afin de ressortir les éléments de l’identité de femme au Gabon et leur articulation avec les exigences de leur métier. L’analyse de genre, a permis de rendre compte de la dimension genrée des rapports sociaux de sexe, des phénomènes politiques, et des pratiques en œuvre non seulement dans les sociétés moderne et traditionnelle, mais aussi dans les institutions, tours à tours lieux de construction et d’expression des rapports de genre. / The scientific productionon women and politics is as important as diverse. Indeed, many research have been conducted in various disciplines such as history, political sciences, sociology, and psycoanalysis that have studied that duo theme. However, there are very few writings on the representation of the specifics of african women to act as a female politician. This research work aims at contributing to the adavancement of knowledge by exploring the mechanisms through which women access elected functions in a country charactirized by socio-cultural practices and logics that restrict women access within the decision-making spheres. The elected socio-cultural constuction relation to powerhas been scrutinized. Proessional and personnal assets, the socio-political culture, all have been scrutinized in order to highlight the components of the woman’s identity in Gabon and their interaction with the requirements of their profession. The gender analysis has enabled to report on the gender-based dimension of the social relationship of sexe, political phenomena and the ongoing praticises in traditional and modern societies and institutions, areas of construction and expresion of gender relations.