scholarly journals International Development Volunteering as Transformational Feminist Practice for Gender Equality

2020 ◽  
pp. 0169796X2097226
Author(s):  
Rebecca Tiessen ◽  
Sheila Rao ◽  
Benjamin J. Lough
Keyword(s):  
International Development ◽  
Gender Equality ◽  
Role Models ◽  
Transformational Change ◽  
Spatial Relations ◽  
Relationship Building ◽  
Attitudes And Behaviors ◽  
Partner Organization ◽  
And Behaviors ◽  
Alternative Practices

International and transnational commitments to gender equality require strategies that tackle root causes and prevailing attitudes that perpetuate disparities. In this article, we examine the role and impact of international development volunteers (IDV) as development actors who are well-placed for feminist transformational change, as they work in transnational spaces to influence, support, or reinforce changes in attitudes and behaviors towards gender equality and women’s empowerment (GEWE). This qualitative study analyses data collected from 45 interviews in three countries (Malawi, Kenya and Uganda) to document partner organization perspectives on relational dynamics emerging from interactions with IDVs. Partner organization staff highlighted several notable positive and negative contributions to GEWE outcomes arising from day-to-day interactions with IDVs. These interactions shaped their understandings of GEWE, enhanced confidence for GEWE programming, and provided exposure to role models who can shape alternative attitudes and behaviors to gender equality. While the study revealed varying degrees of challenges and benefits for partner organizations working with volunteers specifically on gender equality, partner organization staff highlighted contributions made by IDVs to transnational spatial relations, as well as the transformational interactions that shaped these relations. Insights provided by partner country staff members offer subaltern perspectives and rich insights into the contributions of IDVs in gender equality programming and shed new light on the challenges and opportunities for fostering transnational feminist spaces of knowledge sharing, relationship building, and alternative practices.

scholarly journals Innovations in Gender Equality and Women’s Empowerment

2021 ◽  
Keyword(s):  
International Development ◽  
Gender Equality ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Unique Role ◽  
Partner Organization ◽  
Development Organizations ◽  
Transnational Actors ◽  
Promote Gender Equality ◽  
The Impact

Many studies have highlighted benefits of international volunteering, particularly the positive impacts for the volunteers themselves. Adding to this scholarship, the papers in the collection fill an important gap in our understanding of the impact of international development volunteering from the perspective of partner organization staff who work collaboratively with international development volunteers to promote gender equality and women’s empowerment. The collection provides insights into negotiated spaces and mutual learning as well as the unique role international development volunteers play as transnational actors by working closely with staff in development organizations. With contributions by Tiffany Laursen, Benjamin Lough, Tabitha Mirza, Rika Mpogazi, Lan Nguyen, Nnenna Okoli, Leva Rouhani, Khursheed Sadat, Somed Shahadu Bitamsimli, Pascale Saint-Denis und Rebecca Tiessen.

scholarly journals Evaluation of vaccine knowledge, attitudes and behaviors and vaccine confidence levels in teachers

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Çam ◽  
A Kılınç ◽  
S Aydoğan Gedik ◽  
F N Öznur Muz ◽  
M F Önsüz ◽  
...  
Keyword(s):  
Role Models ◽  
Positive Attitude ◽  
Cross Sectional Study ◽  
Study Group ◽  
Cross Sectional ◽  
Confidence Levels ◽  
Attitudes And Behaviors ◽  
Knowledge Levels ◽  
And Behaviors ◽  
Vaccine Confidence

Abstract Background In the study, it was aimed to evaluate the attitudes and behaviors related to vaccine confidence levels of teachers who are a professional group that can lead the community about vaccination in developing countries such as Turkey. Methods This is a cross-sectional study conducted on 752 teachers from 21 schools in the city center of Eskisehir in the first semester of the 2020 academic year. The questionnaire included the sociodemographic characteristics, vaccine-related information, attitude and behavior questions, and the Vaccine Confidence Scale(VCS) questions. The total score that can be obtained from the VCS ranges from 0 to 80 and high scores suggests higher confidence level towards the vaccine. The cut-off of the scale was determined by ROC Analysis according to the positive attitude towards the vaccine. It was accepted that those who scored 54 and above had confidence in the vaccine. Chi-square test and logistic regression analysis were used. Results Of the participants, 508 (67.6%) were female and their mean age (SD) was 41.7 (8.3) years. Only 6%(45) of the teachers answered 100% of the knowledge questions correctly. 49.6%(373) of the teachers had positive attitudes towards the vaccine. The total score obtained from VCS ranged from 6 to 80, with the mean (SD) of 59 (14.1). In the study group, 43.1%(324) had confidence in the vaccines. In teachers who had paid vaccinations done on their children[OR, 95%CI: 1.96 (1.37-2.81)], answered all of the vaccine knowledge questions correctly[2.27 (1.15-4.49)] and teachers who advocate the opinion that “it is necessary for teachers to take part in the fight against anti-vaccination groups and movements”[1.82 (1.21-2.76)] were more likely to have confidence in the vaccines. Conclusions The vaccine knowledge levels of the teachers were low and it was seen that approximately half of them had a positive attitude towards vaccines. Teachers with vaccine confidence constituted less than half of the study group. Key messages Increasing the knowledge levels of the individuals may increase the confidence in the vaccines. Health policy makers should organize health education programs to increase teachers' confidence in vaccination considering the fact that they are role models of the communities.

The Influence of Effective Teaching in Accounting on Student Attitudes, Behavior, and Performance

2005 ◽  
Vol 20 (3) ◽  
pp. 231-246 ◽  
Author(s):  
Julia Shaftel ◽  
Timothy L. Shaftel
Keyword(s):  
Role Models ◽  
Student Attitudes ◽  
Reasoned Action ◽  
Task Force ◽  
Accounting Education ◽  
Positive Role ◽  
Performance Achievement ◽  
Attitudes And Behaviors ◽  
Achievement Attitudes ◽  
And Behaviors

In 1993 the School of Business at a large midwestern university established a task force to redesign its introductory accounting/business course. The task force shared many goals of the contemporaneous Accounting Education Change Commission, which addressed desirable attitudes and behaviors for the profession. Although approaches to knowledge and skill development are well understood at universities, much less is known about the impact of effective accounting education on student attitudes and behavior. After implementing instructional interventions, student attitudes and study skills improved significantly over one semester. The causal relationship of attitudes and behaviors was modeled using the Theory of Reasoned Action. Self-reported behaviors were validated by external ratings and course performance. Achievement attitudes were strongly and directly influenced by subjective norms. Our results reflect positively on the activities and procedures used to create normative influences within the class. In particular, the use of teaching assistants (TAs) as positive role models was substantiated. After implementing instructional interventions, student attitudes and study skills improved significantly over one semester. The causal relationship of attitudes and behaviors was modeled using the Theory of Reasoned Action. Self-reported behaviors were validated by external ratings and course performance. Achievement attitudes were strongly and directly influenced by subjective norms. Our results reflect positively on the activities and procedures used to create normative influences within the class. In particular, the use of teaching assistants (TAs) as positive role models was substantiated.

Bioterrorism-Related Beliefs, Attitudes and Behaviors of Community-Based Clinicians

2002 ◽  
Vol 17 (S2) ◽  
pp. S48
Author(s):  
Robyn R. M. Gershon ◽  
Kristine A. Qureshi ◽  
Stephen S. Morse ◽  
Marissa A. Berrera ◽  
Catherine B. Dela Cruz
Keyword(s):  
Community Based ◽  
Attitudes And Behaviors ◽  
And Behaviors

The Impact of Universal Suicide-Prevention Programs on the Help-Seeking Attitudes and Behaviors of Youths

Crisis ◽  
2013 ◽  
Vol 34 (2) ◽  
pp. 82-97 ◽  
Author(s):  
Bonnie Klimes-Dougan ◽  
David A. Klingbeil ◽  
Sarah J. Meller
Keyword(s):  
Suicide Prevention ◽  
Help Seeking ◽  
Prevention Programs ◽  
Universal Prevention ◽  
Help Seeking Attitudes ◽  
Attitudes And Behaviors ◽  
Seeking Behavior ◽  
And Behaviors ◽  
Suicide Prevention Programs ◽  
The Impact

Background: While the ultimate goal of adolescent suicide-prevention efforts is to decrease the incidence of death by suicide, a critical intermediary goal is directing youths toward effective sources of assistance. Aim: To comprehensively review the universal prevention literature and examine the effects of universal prevention programs on student’s attitudes and behaviors related to help-seeking. Method: We systematically reviewed studies that assessed help-seeking outcomes including prevention efforts utilizing (1) psychoeducational curricula, (2) gatekeeper training, and (3) public service messaging directed at youths. Of the studies reviewed, 17 studies evaluated the help-seeking outcomes. These studies were identified through a range of sources (e.g., searching online databases, examining references of published articles on suicide prevention). Results: The results of this review suggest that suicide-prevention programming has a limited impact on help-seeking behavior. Although there was some evidence that suicide-prevention programs had a positive impact on students’ help-seeking attitudes and behaviors, there was also evidence of no effects or iatrogenic effects. Sex and risk status were moderators of program effects on students help-seeking. Conclusions: Caution is warranted when considering which suicidal prevention interventions best optimize the intended goals. The impact on adolescents’ help-seeking behavior is a key concern for educators and mental-health professionals.

Sign in / Sign up

Export Citation Format

Share Document