The aim of the given study is to investigate the impact of the legal as well as the sociocultural systems of Iran on the secondary victimization of rape victims in the country. As a theoretical background of the study, two feminist theories, Feminist criminology and Radical Feminist, will be used. By the help of these theories the influences of patriarchy on secondary victimization of rape victims in Iran will be explained. While case study is used to frame the design of the study, qualitative content analysis will also be used to collect the needed data through analyzing different sources and materials. The findings show that the lack of comprehensive laws regarding rape crime in Iran and the way service providers view and perceive rape victims have led to re-victimization of rape victims. Moreover, analyzing the sociocultural system of the country demonstrated that the prevalence of rape myths and gender inequality in the society have also contributed to re-victimization of such victims. The author believes that establishing new comprehensive laws regarding rape crime and changing the service providers and people’s attitudes regarding rape crime and rape victims through education are the most appropriate solutions for this problem.

Background: Although major depression is one of the leading causes of premature death and disability in India, there is little infrastructure to provide mental health services in the rural North Indian state of Uttarakhand. The worldwide burden of depression is 50% higher in women than men, however Indian women experience the double burden of gender disadvantage and poverty which restricts their autonomy and access to social support, and increases their risk for common mental disorders (CMDs). In this low resource setting, community mental health (CMH) models of care may offer the best approach to supporting women with CMDs. Objective: This study partnered with a local NGO in Uttarakhand to examine the factors influencing women’s participation in psychosocial support groups (PSSGs), and the groups’ impact on the women and their communities. PSSGs had been set up in the communities for a minimum of 6 months. Methodology: Focused ethnographic research was conducted over three months in 2016, involving ten focus group discussions (FGDs) with seven unique PSSGs, representing a total of 43 women. FGDs were conducted with PSSGs that had been active a minimum of 6 months. They included both persons with psychosocial disability and their caregivers, primarily divided into separate PSSGs. FGDs were conducted across three different sites, with predominantly Muslim and Hindu populations. Additionally, eight key informant interviews were conducted with community health workers and mental health professionals. Data was translated and transcribed from Hindi to English. Results: The principal barrier to PSSG participation was gender inequality, more specifically, women not being granted permission to leave the home to participate. In terms of impact, the women explained how learning and talking about their own depression and anxiety increased their knowledge and improved their mental health. PSSGs created safe social spaces for women to talk, which increased women’s confidence to speak freely in their community. As a result of the PSSGs, women felt that they had reimagined their roles as community members, shifting from the role of receiver of help to provider. Communities were impacted by the PSSGs as women shared their mental health (MH) knowledge widely, and referred and accompanied community members to MH services. Discussion: These findings are significant because women in PSSGs were able to work together to improve their MH in the context of high gender inequality and mental health stigma. Greater ability to speak out and act collectively may empower women to contribute to household and community decisions, and participate economically, advancing their health and social interests. This research demonstrates how PSSGs can benefit not only the women involved but their community and its mental health. It highlights the importance of understanding models for CMH services that build on local resources and can serve as a model for other underserved communities. / Thesis / Master of Science (MSc)

This research explores gender inequality in education, with a focus to examine the implications of gender disparities in schools on girls’ health and education. The study sought to investigate whether school management practices is a possible factor impacting the health behaviours of female students in senior secondary schools in Lagos, Nigeria. The study employed mixed methods design and gathered primary data in two consecutive phases, in line with sequential explanatory design. Data in Phase one was gathered through the use of questionnaire while phase 2 gathered primary data using semi-structured interviews to complement survey data. The sample frame included 2 public secondary schools, 42 students, 9 teachers, 1 vice principal and 2 principals. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS), while qualitative data were analyzed with help of ATLAS.ti. The findings of the study revealed school related barriers that influence high absenteeism and dropout among girls. Further findings also show the schools lack appropriate school management policies that promote healthful behaviours and encourage positive learning environment for girls. The researcher recommends leadership and school management training for school principals and their deputies, improving quality of health instruction in the curriculum, developing strict policy against school-related gender-based violence and adopting health-promoting policies.

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This thesis analyses the feminist foreign policies of Canada (2017), Spain (2021), and Germany (2023) through a post-colonial feminist perspective, and applying Carol Bacchi’s WPR approach as method of analysis. It aims to deconstruct the representations of gender inequality as a policy “problem” within these policies, identify the underlying assumptions, and silences of these representations. The thesis reveals that while these policies promote rhetoric of intersectional, inclusive, and transformative approaches, they often perpetuate tokenistic, top-down solutions to gender inequality.

The dissertation investigates gender inequalities in Italian academia concerning career progression and tenure, and how these inequalities intersect with parenthood and fertility. Structured around three empirical chapters, it examines the impact of parenthood on men's and women's academic careers and how academic progression influences men's and women's fertility behaviour. The research uses an extensive empirical dataset, including administrative records of PhD holders and unique primary data collected from Italian academics. Advanced regression-based techniques and event history analysis are applied to analyse the data. The first chapter focuses on the academic journey from PhD to employment, assessing potential gender differences in career choices. The second chapter examines gender differences in academic progression in terms of the time elapsed between obtaining a PhD and being appointed to different academic positions, assessing the role of fertility in contributing to gender disparities. The third chapter aims to understand how academic careers shape the fertility behaviour of academic women and men. The findings shed light on the complex interplay between gender, parenthood and academic careers, revealing significant challenges faced by women in academia, particularly in terms of career progression and balancing fertility decisions.

Research problem: The research revolved around the problem: What extrinsic barriers play a role in the promotion of the female educator and to what extent are these barriers experienced? Research objectives: Arising from the problem, the aim of the research firstly was to determine from the literature what the nature of extrinsic promotion barriers were within and outside the school. Secondly, to establish empirically the extent to which extrinsic barriers influenced the career promotion of female educators in secondary schools. Thirdly, to determine what the relation was between biographic variables and different extrinsic promotion barriers. Research Design: * Literature study - In the literature overview in Chapters 2 and 3 the different extrinsic promotion barriers to female educators were investigated. It transpired that the following aspects/factors in the literature occur as extrinsic promotion barriers, namely networks, mentorships, appointment procedures, organisation climate and the female educator’s career profile. These identified aspects/factors formed the basis for the compilation of a structured questionnaire. * Empirical investigation - A quantitative research approach in the post-positivistic paradigm was followed in this research. The data collection instrument was a structured questionnaire consisting of five constructs divided into 50 questions/items. The questionnaire was distributed to female educators on post level 2 and higher (n=365) of which a feedback response of (n=305; 83.6%) was obtained. This questionnaire was used to determine to what extent extrinsic barriers influence the career promotion of the female educator and to establish the relation between certain biographical variables and the different extrinsic promotion barriers. Cronbach Alpha coefficients, means, standard deviations (SD), rankings and frequencies, percentages of the responses to the questionnaire, hierarchic linear models and practical significance (d-values) were calculated. During the discussion of the results, descriptive statistics were used. Main findings: It was evident from the research that the respondents did not experience to a medium and to a large extent any aspect regarding networks, mentorship, appointment procedures, organizational culture and the educators’ career profile as extrinsic promotion barriers. Recommendations: Finally, recommendations were firstly made to the Department of Basic Education, secondly to the female educator and thirdly for further studies focussing on extrinsic promotion barriers to the female educator. Recommendations to the Department of Basic Education: * The DoBE has to provide and distribute policy documents about gender equility to members of the SGB and especialy female teachers. * The DoBE need to train the persons involved in the appointment process (SGB members and educating staff) to understand the policy documents and juridical framework of the appointment process and to apply it correctly. Such training could be considered as a prerequisite to be elected to the SGB. Recommendation to the female educator: * Female educators who hold promotion posts, and those that aspire for promotion posts, must be afforded the opportunity to indicate what they wish to be trained in. Recommendations for further research: * That research of a qualitative nature by means of interviews and focus group discussions should be undertaken on extrinsic promotion barriers found in this study and possible other extrinsic promotion barriers. Such research could be expanded by doing a mixed-methods investigation in two or three provinces. * It became evident from this research that the majority of female educators are heads of department (post level 2) and the minority of female educators fill posts on higher post levels (3 and 4). Research needs to be done on what extrinsic promotion barriers are obstructing female educators from being promoted to principal posts and vice-principal posts. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014