scholarly journals Gloria Velásquez’s Roosevelt High School series: towards quality multicultural literature through rainbow coalitions

2020 ◽  
Vol 18 ◽  
pp. 59-81
Author(s):  
Carolina Fernández Rodríguez
Keyword(s):  
High School ◽  
Multicultural Education ◽  
Ethnic Minorities ◽  
Gender Stereotypes ◽  
Role Models ◽  
Multicultural Literature ◽  
Potential Capacity ◽  
And Gender ◽  
Problematic Situations ◽  
Homophobic Harassment

The goal of this paper is to study several YA novels by Chicana writer Gloria Velásquez, the Roosevelt High School series (1994-2018), as an educating tool within the framework of multicultural education. The analysis takes into account Velásquez’s choice of problematic situations (related to racism, sexism, or homophobic harassment, among others) and the solutions her novels propose, which include both individual responses and community-organized measures. Special attention is given to the criticism according to which Velásquez’s Latinx and multi-ethnic characters are steeped in stereotypes, which would cancel the books’ potential capacity to inspire social change. In contrast with this negative vision, this paper proves that Velásquez’s series offers empowering role models for teen Latinxs of various ethnic backgrounds and effectively calls for the neutralization of race, class and gender stereotypes, thus contributing to the implementation of Jesse Jackson’s 1984 proposal that ethnic minorities should form a “rainbow coalition”.

scholarly journals Mathematics Motivation and Gender Stereotypes of Junior and Senior High School Girls

2017 ◽  
Vol 65 (3) ◽  
pp. 375-387 ◽  
Author(s):  
YASUKO MORINAGA ◽  
KIRIKO SAKATA ◽  
YOSHIYA FURUKAWA ◽  
KODAI FUKUDOME
Keyword(s):  
High School ◽  
Gender Stereotypes ◽  
Senior High School ◽  
High School Girls ◽  
School Girls ◽  
Mathematics Motivation ◽  
And Gender

scholarly journals Adolescents Voice Preference in Auditory Advertisements

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Sydney Lynch
Keyword(s):  
High School ◽  
Gender Stereotypes ◽  
Age Groups ◽  
Research Process ◽  
Future Research ◽  
Generational Change ◽  
Descriptive Research ◽  
High School Juniors ◽  
Gender Perception ◽  
And Gender

This study aimed to gauge if adolescents' bias or prejudice towards a particular gender could be observed through narrator preference in auditory advertisements to ascertain if the perception of gender and its stereotypes has changed among younger generations. Prior research shows that when adult subjects are presented with multiple advertisements that they demonstrate a preference towards male narrated advertisements; however, these previous studies were performed on adults; therefore, narrator preference remains unknown for most teenagers. For this study, research data were collected through a mixed media survey in which a descriptive research process was completed. Participants in this study included 135 high school juniors and seniors both male and female. Initial results showed that statistically there was no preference for either male or female narration. From this data, one can conclude that today's teenagers do not show an overt bias for a narrator of a specific gender. Therefore, the conclusion can be drawn that the perception of gender and gender stereotypes have changed towards more egalitarian views in today's younger generations. However, this study was limited to high school-aged teenagers and did not encompass youth of all age groups. Future research should compare perceived gender stereotypes among various age groups to identify a more precise pattern of generational change of gender perception.

Media representation and gender bias in science

2021 ◽  
Vol 2 (1) ◽  
pp. 7-15
Author(s):  
Catherine Macdonald
Keyword(s):  
Gender Bias ◽  
Gender Stereotypes ◽  
Role Models ◽  
Cultural Beliefs ◽  
White Men ◽  
Media Representations ◽  
Women In Science ◽  
Working Environments ◽  
And Gender ◽  
And Mathematics

Research on gender bias in science has often focused on the effects of gender stereotypes or a lack of female role models on the recruitment and retention of women in science, technology, engineering and mathematics fields, or on the discrimination women scientists face. Systemic bias fuels, and is cyclically reinforced by, media representations of scientists (who are most often presented as white men). While many proposed interventions to address gender inequality in science focus on changing women’s beliefs or behaviour to help them succeed, more inclusive representation of scientists could meaningfully contribute to reshaping the cultural beliefs that act on both genders to deny women opportunities and produce inhospitable learning and working environments.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

The Combination of Gender and Ethnic Quotas in Electoral Politics

2018 ◽  
Author(s):  
Melanie M. Hughes
Keyword(s):  
Ethnic Minority ◽  
Ethnic Minorities ◽  
Minority Women ◽  
The Political ◽  
Gender Quotas ◽  
Ethnic Minority Women ◽  
Multicultural Feminism ◽  
Ethnic Quotas ◽  
And Gender ◽  
National Legislatures

Around the world, countries are increasingly using quotas to enhance the diversity of political representatives. This chapter considers the histories and policy designs of ethnic and gender quotas that regulate national legislatures. Most countries with quotas target only one type of under-represented group—for example, women or ethnic minorities. Even in countries with both gender and ethnic quotas (called ‘tandem quotas’), the policies typically evolved separately and work differently. Women and ethnic minorities are treated as distinct groups, ignoring the political position of ethnic minority women. However, a handful of countries have ‘nested quotas’ that specifically regulate the political inclusion of ethnic minority women. The second half the chapter focuses explicitly on nested quotas. It lays out how nested quotas work, where and how they have been adopted, and the prospect for their spread to new countries in the future. The chapter concludes with reflections on the promises and pitfalls of nested quotas as a vehicle for multicultural feminism.

scholarly journals Custody and Care of Children in Spain: Can the Two Rights be Reconciled?

2021 ◽  
Author(s):  
Marcela Jabbaz Churba
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Parental Authority ◽  
Decision Making Process ◽  
Gender Based Violence ◽  
Judicial Process ◽  
Gender Based ◽  
And Gender ◽  
Children’S Voices ◽  
The Impact

AbstractThis study aims to analyse the legal decision-making process in the Community of Valencia (Spain) regarding contentious divorces particularly with respect to parental authority (patria potestas), custody and visiting arrangements for children, and the opinions of mothers and fathers on the impact these judicial measures have had on their lives. It also considers the biases in these decisions produced by privileging the rights of the adults over those of the children. Three particular moments are studied: (1) the situation before the break-up, focusing on the invisible gender gap in care; (2) the judicial process, where we observe the impact of hidden gender-based violence and gender stereotypes; and (3) the situation post-decision, showing how any existing violence continues after divorce, by means of parental authority. The concept of ‘motherhood under threat’ is placed at the centre of these issues, where children’s voices are given the least attention.

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