Author(s): |
Train, Kelly Amanda |
Source: |
Diaspora, Indigenous, and Minority Education, v7 n1 p6-20 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Females; Jews; Day Schools; Judaism; Foreign Countries; Religious Education; Self Concept; Cultural Background; Cultural Context; History; Geographic Regions
Abstract:
This article explores the North African Jewish community's establishment of Or Haemet Sephardic School as a response to the forced "Ashkenazification" of Sephardic students in the Orthodox Jewish day school system. The establishment of the school signifies the North African Jewish community's refusal and resistance to an essentialist Jewish identity as reflective solely of Ashkenazi identity, culture, and ways of being. The author argues that homogenous and exclusive claims of authentic Jewish identity marginalize diverse realities of Jewish experiences and identities that reflect different social, historical, geographic, economic, and cultural contexts. (Contains 7 footnotes.)
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; Living Standards; Ethnic Groups; Foreign Countries; Skill Development; Income; Economic Development; Global Approach; Census Figures; National Surveys; Social Differences; Geographic Regions; Gender Differences; Socioeconomic Status; Predictor Variables; Place of Residence; Rural Areas; Urban Areas; Social Indicators
Abstract:
In an increasingly knowledge-based globalized world, higher education, advanced training and skill development are critical priorities for Vietnam. This paper aims to estimate the participation in higher education and its regional distribution in Vietnam, and to identify its determinants at the individual and contextual levels. Data used were from Vietnam Population and Housing Census 2009 linked with Vietnam living standard survey 2009. The participation rate overall in the colleges/universities among 19-22 year olds in Vietnam was 16.3%, but this rate varied significantly across the provinces. Household socioeconomic status, gender, ethnic group, migrant status, and urban/rural residence were significant individual level predictors of participation while indicator of fertility stabilization, income distribution, and average education level were significant predictors at the contextual (provincial) level. The results show that individual, social and regional inequalities are important impediments to higher education participation among the Vietnam youth. The government needs to pay more attention to promoting higher education and training in order to position Vietnam in the global economy.
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Author(s): |
Koster, Ferry |
Source: |
Social Indicators Research, v111 n2 p579-601 Apr 2013 |
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Social Indicators; Census Figures; Cross Cultural Studies; Surveys; Religious Cultural Groups; Classification; Trust (Psychology); Interpersonal Relationship; Scores; Correlation; Geographic Regions; Cultural Pluralism; Ethnicity; Second Languages; Statistical Data
Abstract:
For a long time, researchers investigate the impact of diversity on society. To measure diversity, either archival data at the national level of census data at the neighborhood level, within a single country are used. Both approaches are limited. The first approach does not allow to investigate variation in diversity within countries and the second approach misses the possibility to investigate cross national differences. The present study aims at bringing these two approaches closer together by constructing diversity measures based on the European Social Survey (ESS). The ESS is collected every 2 years since 2002 and includes individual level data that allow replicating earlier measures of ethnic, linguistic, and religious diversity for 30 European countries. Furthermore, since respondents are asked to indicate in what region they live, measured with the Nomenclature of Territorial Units for Statistics classification, it is possible to construct disaggregated measures. Comparing the new indicators with existing diversity scores leads to the following conclusions. First, the new and old measures are strongly correlated at the national level. Secondly, investigating the relationship between diversity and different kinds of sociality (interpersonal trust, institutional trust, and support for government redistribution) shows that regional diversity is more strongly related to them than diversity at the national level. (Contains 10 tables.)
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Pub Date: |
2013-05-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Racial Segregation; Developing Nations; Foreign Countries; Disadvantaged Environment; Social Indicators; Rural Areas; Census Figures; Geographic Regions; Comparative Analysis; Case Studies
Abstract:
This paper presents a spatial analysis of multiple deprivation in South Africa and demonstrates that the most deprived areas in the country are located in the rural former homeland areas. The analysis is undertaken using the datazone level South African Index of Multiple Deprivation which was constructed from the 2001 Census. Datazones are a new statistical geography designed especially for this Index using techniques developed in the United Kingdom. They are smaller in population size than wards, enabling fine-grained spatial analysis of deprivation across the whole of South Africa. The spatial scale used is the smallest to be used in a developing country to date. Levels of deprivation are compared between former homeland areas as a whole, the rest of South Africa and a case-study township, as well as between each former homeland. Individual dimensions of deprivation and an overall composite measure are presented. Municipality-level analysis shows that this spatial pattern of multiple deprivation continued to persist in 2007, demonstrating the ongoing spatial legacy of apartheid.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Intelligence; Age Differences; Foreign Countries; Inferences; Geographic Regions; Correlation; Genetics; Academic Achievement; Surveys; Role of Education; High School Students; Comparative Analysis
Abstract:
Recent results of international assessment programs (e.g., PISA) have shown a large difference in high school students' performance between northern and southern Italy. On this basis, it has been argued that the discrepancy reflects differences in average intelligence of the inhabitants of regions and is associated with genetic factors ( and ). This paper provides evidence in contrast to this conclusion by arguing that the use of PISA data to make inferences about regional differences in intelligence is questionable, and in any case, both PISA and other recent surveys on achievement of North and South Italy students offer some results that do not support Lynn's conclusions. In particular, a 2006-2009 PISA data comparison shows a relevant decrease in the North-South difference in only three years, particularly evident in the case of a single region (Apulia). Other large surveys (including INVALSI-2011) offer different results; age differences suggest that schooling could have an important role. (Contains 5 tables and 1 figure.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Females; Teaching Methods; United States History; American Indians; Primary Sources; Textbooks; History Instruction; Case Studies; Geographic Regions
Abstract:
History teachers may well feel challenged with the task of bringing women into their American West curriculums due to the great diversity of women in the West during the nineteenth century. At the same time, the past thirty years or so have produced a plethora of monographs, articles, and primary source collections on women in the American West. So even though many textbooks persist in telling the traditional "great men and great deeds" western history with women relegated to the background, source materials continue to become available on women in the West--though, regrettably, still not in large quantity on all groups of those women. Where teaching methods are concerned, the author finds micro-histories very effective as a means of bringing women into her western curriculums. Micro-histories are also useful when source materials on specific groups of women are in limited supply. Primary source material pertaining to Native American women in the early to mid-nineteenth century, for instance, is scarce, making the micro-history method, perhaps, the best available for conveying the desired information. Finally, for micro-histories to be most effective, teachers must take care to impart this important point to their students: "a micro-history is neither a survey nor is it intended to act in the place of a synthesis; instead, it is a case study intended to assist students in understanding a greater, general history." In order to provide clear and concise thoughts and suggestions on ways teachers might incorporate women more fully into their western history curriculums, the author focuses here on women from three western regions: the Native American region, the overland trail and settlement region, and the western mining towns region. While these represent but a small sampling of nineteenth-century women, and nineteenth-century western regions, the thoughts and suggestions are effective for bringing most groups of western women, from most western regions, into the curriculum. (Contains 17 notes.)
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