Global ETD Search

1	Violence symbolique, sexe et religion : la féminisation de l'armée française à l'épreuve des discriminations sexistes / Symbolic violence, sex and religion : the feminization of the french army to the test of sex discrimination Bella Ambada, Mireille 30 November 2016 (has links) L’armée et la religion sont deux institutions dans lesquelles s’exerce la violence symbolique. Les femmes militaires comme la plupart des agents sociaux pratiquent la religion d’une part sur le plan individuel avec la subjectivité de leur rapport au religieux et d’autre part sur le plan collectif avec les pratiques cultuelles institutionnelles. Ce travail a pour but d’analyser l’utilisation du dispositif religieux ou le recours au religieux par les femmes militaires pour faire face à la violence symbolique. Nous avons choisi une démarche socio anthropologique adossée sur une perspective historique pour évaluer les incidences, les mutations ainsi que les ruptures d’une institution qui est présentée comme misogyne. Les analyses ont été produites à partir des enquêtes qualitatives et quantitatives sur le terrain principal que constitue la France notamment dans deux camps militaires de la région Rhône-Alpes au sein de trois régiments, et secondairement la Grande-Bretagne. Après un détour historique sur les enjeux de la féminisation des armées, nous axons notre étude sur les rapports entre les femmes militaires et le religieux. La subjectivité religieuse et les pratiques cultuelles institutionnelles des femmes militaires ont permis de mettre en exergue les ruptures ainsi que le simulacre des mutations des armées à l’égard de la gent féminine notamment en leur imposant une sorte de douane ou péage d’intégration. / The Army and religion are two institutions in which symbolic violence is exerted. Military women, like most other social agents practise religion. At the individual level, their religious practice is intertwined with the subjectivity of their own rapport with religion whereas, at the collective level, this religious practice stems from their cultural and institutional norms. This doctoral thesis aims to analyse the use of the religious device or religious recourse by military women in order to tackle symbolic violence. We have chosen a socio anthropological approach backed by a historical perspective to assess implications, mutations and « divides » of an institution that is presented as misogynist. Analyses were based on qualitative and quantitative surveys on the research field in France specifically in two military camps in the Region Rhône Alpes within two regiments and secondarily Great Britain. Religious subjectivity and cultural institutional practices of military women helped to highlight/stress the divides as well as the sham related to the mutations military women imposing on them a kind of a « cost » which compell military women to « bear the cost » of professional integration. Violence symbolique Religion Genre Armée Discrimination Symbolic violence Religion Gender Army Discriminiation 300
2	Longitudinal and Reciprocal Effects of Ethnic Identitiy and Experiences of Discrimination on Psychosocial Adjustment of Navajo (Diné) Adolescents Jones, Matthew D 01 December 2008 (has links) This study examined the relationships among ethnic identity, cultural identity, experiences of discrimination, their interactions, and their effects on various psychosocial outcomes (self-esteem, depression, sense of school membership, social functioning, substance abuse, substance related problems, delinquent behaviors, and grade point average [GPA]). Data were collected twice over a 2-year period. Change across time was observed in male adolescents' experiences of discrimination. Affirmation and belonging to Navajo culture was the strongest protective predictor at Time 1, but at Time 2 less consistent patterns of association emerged. Also at Time 2, experiences of discrimination emerged as a powerful negative predictor of psychosocial functioning for boys only. Finally, there were very few longitudinal links between ethnic identity, discrimination experiences, and psychosocial functioning, suggesting that more complex and sophisticated analyses and designs may be necessary to more clearly delineate the longitudinal implications of ethnic identity development. Adolescents American Indian Discriminiation Ethnic Identity Social Psychology
3	Gender-Pay-Gap Eicker, Jannis 02 May 2017 (has links) (PDF) Der Gender-Pay-Gap ist eine statistische Kennzahl zur Messung der Ungleichheit zwischen Männern* und Frauen* beim Verdienst. Es gibt zwei Versionen: einen "unbereinigten" und einen "bereinigten". Der "unbereinigte" Gender-Pay-Gap berechnet den geschlechtsspezifischen Verdienstunterschied auf Basis der Bruttostundenlöhne aller Männer* und Frauen* der Grundgesamtheit. Beim "bereinigten" Wert hingegen werden je nach Studie verschiedene Faktoren wie Branche, Position und Berufserfahrung herausgerechnet. Neben dem Gender-Pay-Gap gibt es noch weitere Kennzahlen von Einkommensdiskriminierung wie dem Gender-Pension- oder auch dem Racial-Pay-Gap. Gender Arbeit Arbeitsmarkt Feminismus Geschlechterdifferenz Gleichstellung Ungleichheit Benachteiligung Diskriminierung Gleichheit Chancengleichheit Gleichberechtigung Gender Mainstreaming Politik Frauenpolitik Patriarchat Wirtschaft Bezahlung Entgeltlücke Arbeitsmarkt Ökonomie Segregation Differenz Beruf Berufswahl Erwerbsbiographie Hierarchie labour labour market feminism gender differences equalization inequality discriminiation equal opportunities equality politics economy payment segregation difference profession career career choice employment history hierarchy ddc:301
4	Gender-Pay-Gap Eicker, Jannis 02 May 2017 (has links) Der Gender-Pay-Gap ist eine statistische Kennzahl zur Messung der Ungleichheit zwischen Männern* und Frauen* beim Verdienst. Es gibt zwei Versionen: einen 'unbereinigten' und einen 'bereinigten'. Der 'unbereinigte' Gender-Pay-Gap berechnet den geschlechtsspezifischen Verdienstunterschied auf Basis der Bruttostundenlöhne aller Männer* und Frauen* der Grundgesamtheit. Beim 'bereinigten' Wert hingegen werden je nach Studie verschiedene Faktoren wie Branche, Position und Berufserfahrung herausgerechnet. Neben dem Gender-Pay-Gap gibt es noch weitere Kennzahlen von Einkommensdiskriminierung wie dem Gender-Pension- oder auch dem Racial-Pay-Gap. info:eu-repo/classification/ddc/301 ddc:301
5	Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada Wang, Lurong 13 June 2011 (has links) This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy. situated learning and literacy practice multimodal uses of language and literacy social domains and discursive discourses language and literacy in the workplace discourse analysis consequences of literacy literacy, positioning, power relations social reproduction and categorization language and literacy in the job market reading and writing literacy and orality literacy artifacts home, school, job market, workplace gatekeeping process, social selection 0516 0282 0275 0727 0535 0340 0747 0628 0326 0745
6	Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada Wang, Lurong 13 June 2011 (has links) This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy. situated learning and literacy practice multimodal uses of language and literacy social domains and discursive discourses language and literacy in the workplace discourse analysis consequences of literacy literacy, positioning, power relations social reproduction and categorization language and literacy in the job market reading and writing literacy and orality literacy artifacts home, school, job market, workplace gatekeeping process, social selection 0516 0282 0275 0727 0535 0340 0747 0628 0326 0745

1

Page generated in 0.1389 seconds