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SECONDARY VICTIMIZATION OF RAPE VICTIMS IN IRANOnsi, Atousa January 2017 (has links)
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.
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“HOW CAN WE SHARE WHEN WE DON’T GO OUT?” PSYCHOSOCIAL SUPPORT GROUPS FOR NORTH INDIAN WOMENGailits, Nicola S January 2017 (has links)
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)
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Gender inequality in education: An Investigation into the effects of School Management Practices on Health Behaviours of Female Students. (A Study of Selected Senior Secondary Schools in Lagos State)Eyanuku, Julius P. January 2020 (has links)
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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The Impact of Civil War on Institutionalized Gender Inequality: Taking a New ApproachFelker, Deborah 03 August 2010 (has links)
No description available.
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Breaking the Glass or Sealing It? Hegemony and Resistance among College Women Anticipating CareersBush, Hannah January 2015 (has links)
No description available.
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“Welcome to Womanhood!” The Impact of (Trans) Gender at WorkYavorsky, Jill 20 June 2012 (has links)
No description available.
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Lost in Litigation: Untold Stories of a Title IX LawsuitShort, Kylee Jo 25 June 2012 (has links)
No description available.
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Deconstructing Gender Inequality in Feminist Foreign Policy. : A WPR and Postcolonial Analysis of Canada, Spain, and Germany’s Policy DocumentsAngelini, Rita January 2024 (has links)
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.
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Ekstrinsieke bevorderingshindernisse by die onderwyseres / Mariska EwartEwart, Mariska January 2014 (has links)
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
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Je úmrtí matky důležitější pro dívky a úmrtí otce pro chlapce? Analýza z rozvojových zemí / Is Maternal Death more important for Girls and Paternal Death for Boys? An Analysis from Developing CountriesKlepetko, Tomáš January 2016 (has links)
Parental death has the potential to deteriorate various outcomes of children in the developing world. One of such outcomes is education: when a parent dies, resources are reduced, psychological distress increased, so is the necessity to replace the parent in some of their duties. Literature commonly distinguishes impacts of maternal and paternal death on education of children. Nevertheless, no papers focus directly on the interaction between gender of the deceased parent and of the orphaned child. This thesis tests empirically the hypothesis that maternal death is more important for girls and paternal death for boys. The reasoning is that mothers typically spend more time caring about little children and about household generally, so after maternal death it is necessary to find a substitute for this role and it is more likely to find one among the daughters than among the sons. Subsequently, the daughter is at a higher risk of dropping out of school due to higher responsibilities at home. Fathers, on the contrary, are primarily income-earners, so after paternal death it becomes more likely that one of the sons replaces the deceased father on labour market than one of the daughters. The son then becomes more likely to stop attending school than any of the daughters. Using cross-sectional data from...
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