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Descriptors:
Group Counseling; Counselors; Facilitators (Individuals); Males; Family Violence; Sex Role; Socialization; Group Dynamics; Client Characteristics (Human Services); Semi Structured Interviews; Foreign Countries

Abstract:
This article describes a study that explored the use of mixed-gender co-facilitation in intimate partner violence groups, especially regarding its potential for gender role socialization. Using an interpretive approach, interviews with men from different mixed-gender co-facilitated groups in Canada were analyzed, with a focus on the men's perceptions of the co-facilitators' attitudes and behaviors in promoting therapeutic interactions. Analysis revealed these interactions were beneficial with respect to the men's problem with violence, group leader support, and group dynamics, and that the difficulties with the group process are not insurmountable. Implications for research and practice are explored and limitations are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational History; Latin American History; Historiography; Government School Relationship; Public Education; Elementary Education; Public Schools; Privatization; Citizenship Education; Culture; Sex Role; War; Violence; Educational Research

Abstract:
ISCHE 33 was convened in San Luis Potosi to re-examine a relationship--that between society, education and the state--that had been largely taken for granted in official histories of education of modern nations. This theme was inspired by the bicentenary celebrations of the relatively early nineteenth-century movements (from 1804 to 1824) that instated independent nations in most of Latin America. National educational systems, there and elsewhere, were created largely with the aspiration of building uniform, modern nations of equal, illustrated citizens, yet research has shown that they also organised diversity and reproduced inequalities, creating and separating categories of class, gender, religion, ethnicity, race, generation, status and ability. ISCHE 33 brought historical research to bear upon the very categories used to talk about education. In this article, the authors first present discussions on this theme that have emerged in the historiography of Mexico, the venue of the conference. They then examine alternative conceptual tools, with reference to the papers in this special issue, used to study the actual configurations that have joined or opposed actors identified with the "state" or "society". By historicising these concepts, rather than assuming them as constants, one may gain insight into the particular import and alignment of the social and political collectivities involved in education. (Contains 49 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Global Approach; Foreign Countries; Social Change; Young Adults; Rural Areas; Poverty; Youth; Longitudinal Studies; Heuristics; Developing Nations; Self Concept; Sex Role; Statistical Analysis; Developmental Stages; Family Relationship

Abstract:
Global policy attention has begun to focus on young people in developing countries and much of the discourse is framed around notions of "transition to adulthood" based on the idea that individuals develop in linear ways, separate from family and community. This idea has already been widely critiqued in western contexts. This article explores the lives of children growing up in rural Andhra Pradesh, India, who are no longer in formal schooling, drawing on data from Young Lives, a longitudinal study of children in four developing countries. Analysis combines descriptive statistics and qualitative longitudinal research. This article suggests that many of the assumptions underpinning the international discourse fail to match with the realities of young people's everyday lives in rural India. It suggests that young people's obligations to family, combined with a sense of destiny, constrained by gender norms, help to explain their "transitions"--transitions that are interconnected and depend on each other. This article concurs that the concept of transition may be useful as a heuristic device, but that it must be used critically and not simply be imposed on contexts that are themselves in transition and in process of rapid social change. (Contains 2 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Pluralism; Foreign Countries; Textbooks; Gender Differences; Role; Nationalism; Interviews; Elementary School Students; Student Attitudes; Sex Role; Females; Sexual Identity

Abstract:
The roles of textbooks in postcolonial states is increasingly complicated, even more so when engaging a gendered analysis. This is in large part due the pressure national education ministries face considering the demands of the international aid community, particularly since implementation of the United Nations' Millennium Development Goals, nation-building, and cultural diversity. Using Kenya as a site of analysis, this article uses interviews conducted with Kenyan primary school students to determine how their perceptions of their textbooks relates to their lived realities. Focusing on images depicting labor in and out of the home, research shows that students' perceptions of textbooks demonstrate that there exists a continuum of gender identities, particularly visible when images of transformative gendered roles for women that are incongruent with student realities. (Contains 5 tables and 4 images.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adjustment (to Environment); Measures (Individuals); Autism; Foreign Countries; Pervasive Developmental Disorders; Intelligence; Cognitive Ability; Behavior Problems; Cultural Differences; Gender Differences; Sex Role; Daily Living Skills; Young Children; Communication Skills; Interpersonal Competence; Psychomotor Skills; Psychometrics; Test Validity

Abstract:
The Vineland Adaptive Behavior Scales-II Edition 2005 (Vineland-II) is useful in assessing abilities in autism spectrum disorder, where an accurate assessment of intelligence using standardized tools is difficult both due to the unique social and communication difficulties that these children present with and the behavioral issues that occur as co-morbidity. We describe the scale and our experience in using the scale. Difficulties in administration of the scale to Indian children are illustrated. The main reasons for these difficulties center on cultural differences in gender roles an differences in the way some self-care tasks are performed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ideology; Sex Role; Gender Issues; Social Attitudes; Sexual Identity; Males; Females; Victims; Caregivers; Individual Characteristics; Moral Values; Emotional Response; Marital Satisfaction; Spouses; Affective Behavior

Abstract:
This study explores the role of gender ideologies in moderating social judgments of gender norm violators. Three hundred and eleven participants evaluated a male or a female target who was either a primary breadwinner or a primary caregiver. Attributions of personal traits, moral emotions, and marital emotions were examined. Results showed that both traditional and egalitarian individuals applied a double standard when judging deviations from gendered family roles. However, and as predicted, traditional individuals evaluated the normative targets more favorably than the norm-violating targets, whereas egalitarians evaluated the norm-violating targets more favorably. These findings shed light on the important moderating role of gender ideologies and help account for the inconsistencies in previous findings regarding social judgments of gender norm violators. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Employment Patterns; Preschool Children; Employed Parents; Family Work Relationship; Census Figures; Child Care; Classification; Sex Role; Regression (Statistics); Age Differences; Educational Attainment; Housework; Gender Differences

Abstract:
Based on the 2006 Canadian Census "long form" sample of one in every five households, the authors develop a detailed typology of family strategies for employment and the care of preschool children. The analysis is restricted to opposite-sex couples with at least one child under age 6 and no older child or other adult in the household. The typology reveals the persistence of a highly gendered division of labor whereby mothers do more child care and men more paid employment. Multinomial regression reveals strong but nonmonotonic effects of age and education on a couple's strategy. When the partners differ in age or education, the family's choice of strategy depends on which partner is older and has more education. The authors interpret the findings as more consistent with gender theory perspectives on family models of employment and domestic work. (Contains 5 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Employment Level; Child Care; Foreign Countries; Sex Role; Sex Fairness; Housework; Outsourcing; Correlation; Mothers; Children; Birth; Risk; Family Work Relationship; Marital Satisfaction; Interpersonal Relationship

Abstract:
This study investigates whether gender inequality in the division of housework and child care may be an obstacle to childbearing and relationship stability among different groups of British couples. Furthermore, it explores whether outsourcing of domestic labor ameliorates any negative effects of domestic work inequality. The empirical investigation uses event-history analysis based on 14 waves (1992-2005) of the British Household Panel Study. The author finds that the association between domestic work arrangements and family outcomes vary by the presence of children, women's employment, and gender role attitudes. Gender inequality in domestic work reduces relationship stability among egalitarian childless women and among all mothers. For first and second births as outcomes, the association is weaker and depends on the level of inequality and women's employment status, respectively. Domestic outsourcing is not significant for these family outcomes with the exception of formal child care, which is positively associated with the risk of a second birth. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Hypothesis Testing; Foreign Countries; Observation; Correlation; Marital Status; Socioeconomic Status; Life Satisfaction; Minimum Wage; Social Differences; Social Indicators; Sex Role; Housework; Qualitative Research; Statistical Analysis; Questionnaires; Religion; Educational Attainment; Employment; Measures (Individuals); Age; Interviews; Wages

Abstract:
The stratification system in India has resulted in the socioeconomic inequality in society and defines women domestic workers as one of the lowest segments of society. This qualitative and quantitative study aims at describing the problems of female domestic workers, the relationship of their employers with them, and exploring the impact of socioeconomic status mainly, occupation, education, and income on life satisfaction. We used ethnographic observation and in-depth interview over a 4 year period in Mysore (a city in the south of India). Furthermore, our quantitative research was guided by convenience sampling technique with selecting 125 (65 domestic workers, 60 employers). We prepared a structured questionnaire for gathering demographic information, i.e. age, education, marital status, occupation, and religion. To measure the degree of life satisfaction, we administered Satisfaction with Life Scale (Diener et al. J Person Assess 49(1):71-75, 1985). The data were collected during September and October 2011. The hypotheses were tested by applying Pearson correlation, regression, and "t" test (SPSS, version 18). The results of our observation and interview indicate that domestic workers suffer from various problems inside and outside their homes. The relationship between domestic workers and employers is a master-servant relationship. Domestic workers remain as an unorganized job group though in 2004 the Karnataka Minimum Wage Act was passed. Our quantitative findings reveal that there is a positive correlation between socioeconomic status and life satisfaction. This type of study displays that enacting law is not sufficient; it necessitates implementing and monitoring properly. This study suggests measures for supporting female domestic workers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Violence; Youth; Bullying; Systems Analysis; Victims; Social Problems; Sex Role; African Americans; Risk; Stress Variables; Peer Relationship; Parent Child Relationship; Stereotypes; Research Needs; Educational Practices

Abstract:
School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social-ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner's ("American Psychologist" 32:513-531, 1977) social-ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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