Gender flexible pedagogy in early childhood education

Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers’ implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.     

Gender issues in the interface of family experience and adolescents' friendship and dating identity

This study focuses on the role of family experience in adolescents' conception of the self in the context of friendship and dating relationships. Three issues are addressed: the extent of sex differences in adolescents' friendship and dating identity, how links between family experience and friendship and dating identity might differ for males and females, and whether mothers and fathers play distinctive roles in such development. A sample of Caucasian two-parent families, each including an adolescent who was a high school senior, was observed in a family interaction task designed to elicit the expression and coordination of a variety of points of view. Each adolescent was also given an interview assessing exploration and commitment in friendship and dating identity. Only one sex difference was found in identity, with females more committed in their conceptions of dating relationships than males. The key finding of the study concerns the distinctive patterns of family interaction associated with friendship and dating identity. For females, separateness in family interaction was related to their friendship identity exploration, whereas for males, the links between family interaction and exploration all involved connectedness. The different contingencies may reflect the interplay between different societal patterns of support and restriction of males' and females' exploration.This work was supported by grants from the National Institute of Child Health and Human Development (HD-92819 and HD-17983) and the Hogg Foundation for Mental Health and from the University Research Institute and the Institute of Human Development and Family Studies of the University of Texas at Austin.Received her Ph.D. in child psychology from the University of Minnesota. Research interests include the role of family and peer relationships in the development of individual and relational competence, and the interface of family, peer, and school contexts in the development of children and adolescents.Received his Ph.D. in child psychology from the University of Minnesota. Research interests include the role of the family in adolescent personality development and identity formation, career development, and adoptive family relationships.     

Evolution and Gender

Dupre´ considers recent attempts to explain gendered difference in human behaviour by an appeal to evolutionary theory, particularly in the context of the recent programme of 'evolutionary psychology'. It argues that the fundamental assumptions of this programme are unsupported and implausible, and the attempt it offers of providing a universal account of human behaviour does little or nothing to counter the prima facie diversity of gender difference. A more sophisticated understanding of evolutionary theory suggests that we should see gender as developing out of a complex and variable cascade of interactions between biology and environment, rather than as the expression of species-wide biological universals.     

性别歧视与性别人力资本投资差异的纠结--知识女性"玻璃天花板"现象的深层解释

长久以来,我国企业知识女性在高职升迁时面临着“玻璃天花板”现象,很少有女性可以升上总经理的高阶职位。从经济学角度,再加上社会学和心理学的帮助来探究其原因,主要是由性别歧视和性别人力资本投资的差异造成的。两者纠结,使问题变得更为复杂。     

Gender Quotas for Corporate Boards: Depoliticizing Gender and the Economy

Gender quotas for corporate boards can be seen as a way of drawing attention to gendered power within the economy as well as a way to democratize the economy, yet the debate about them has focused on the economic and business benefits of gender equality rather than on gender justice or democracy. This article examines how women’s under-representation in economic decision-making was constituted as an economic problem in the European Union’s gender-equality policies and how the economization of the debate on gender quotas for corporate boards affects understandings of gender equality and the economy. The article contributes to research on gender and neoliberalism through developing an approach for analysing the depoliticizing effects of economized gender-equality discourses. It argues that the depoliticized understandings of gender and the economy put forward in the debate water down the politicizing potential of the proposed EU gender-balance directive and that the debate about gender quotas has enhanced the neoliberalization and corporatization of EU gender-equality discourse.     

Gender,ethnicity and feminism: an intersectional analysis of the lived experiences feminist academic women in UK higher education

Studies have begun to explore how those women academics committed to social justice, namely feminist academics, are navigating the increasingly managerial Academy. To understand how these multiple social identities, including gender and ethnicity, interact and intersect, this paper adopts an intersectional approach to understanding the heterogeneity of women’s experiences in academia. Five focus groups with feminist academics (n = 6–10 in each focus group) reveal concerns of hampered career progression as a consequence of being female and openly feminist. Some ethnic minority academics felt that they were forced to choose between a feminist identity or that of their ethnic background. For some women, their feminist identity provided opportunities for challenging dominant practices. The paper concludes that the heterogeneity of feminist academics’ experiences within academia is under-researched and that the lens of intersectionality helps to illuminate this. This paper advances understanding of multiple identities at work, though demonstrating that intersectionality can lead to the accumulation of advantage as well as disadvantage in relation to social identities such as gender and ethnicity, and a political identity such as feminist.     

Negotiating Gender

This paper analyses the parliamentary debates over two key pieces of legislation on family law approved in Chile between 1994 and 2004. The aim is to identify the discursive representations on gender and family predominant in these debates. These representations and the way in which they were negotiated in Congress, it will be argued, were a key factor in determining the approval and final text of each of the bills examined. When women's demands for greater autonomy were in tension with prevalent ideas on the traditional, hetero-normative family, such tension was resolved in favour of the latter as the discursive category that allowed negotiations to progress. As a result, although the new legislation brought about positive change, it did retain the ideal of the traditional, sanctioned-by-marriage family at its basis, and as the one the State should protect. Methodologically, this paper is based on the qualitative analysis of 4000 pages of parliamentary debate and in-depth interviews with legislators and government officials directly involved in the debate on each of the laws examined here.