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Descriptors:
Admission (School); Elementary Education; Migrants; Foreign Countries; Social Class; Disadvantaged Youth; Slums; Access to Education; Prevention; Urban Areas; Poverty; Rural to Urban Migration; Gender Differences; Consciousness Raising; Indians; Parent School Relationship

Abstract:
This paper examines the factors that prevent slum children aged 5-14 from gaining access to schooling in light of the worsening urban poverty and sizable increase in rural-to-urban migration. Bias against social disadvantage in terms of gender and caste is not clearly manifested in schooling, while migrated children are less likely to attend school. I argue that the lack of preparation for schooling in the pre-schooling ages and school admission procedures are the main obstacles for migrated children. The most important implication for universal elementary education in urban India is raising parental awareness and simplifying the admission procedures. (Contains 6 tables 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:
Prediction; Photography; Discriminant Analysis; Language Patterns; Models; Gender Differences; Aesthetics; Communication Skills; Interpersonal Competence; Social Cognition; Writing (Composition); Coding; Language Usage; Sex Stereotypes; Sexual Identity

Abstract:
The gender-linked language effect (GLLE) is a phenomenon in which transcripts of female communicators are rated higher on Socio-Intellectual Status and Aesthetic Quality and male communicators are rated higher on Dynamism. This study proposed and tested a new general process model explanation for the GLLE, a central mediating element of which posits that males and females have socialized schema of how each gender normatively communicates. Participants described five landscape photographs in writing. Participants were asked to describe the first photograph with no other instructions. The next four randomly ordered photos were described under two guises: "as if you were a man," and "as if you were a woman." Under both gender guises, participants described the photograph "to a man" and "to a woman." Transcripts were coded for gender-distinguishing language features. Discriminant analysis indicated that the language used by male and female respondents in the male guise differed from that used by the same respondents in the female guise, supporting communicators' consistent gender-linked language schemata, and stereotypes, and the new process model. While the data supported the new gender-linked language model, no effects were found for predictions also made regarding communication accommodation or gender identity salience. (Contains 6 tables and 1 figure.) 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; Social Justice; Cultural Pluralism; Well Being; Foreign Countries; Social Change; Correlation; Freedom; Gender Differences; Guidelines; Personal Narratives; History; Cultural Context; Sex Fairness

Abstract:
The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers' well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching. (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:
Foreign Countries; Developing Nations; Outcomes of Education; Cost Effectiveness; Secondary Education; Higher Education; Human Capital; Educational Attainment; Gender Differences; Educational Status Comparison

Abstract:
This study provides new and more accurate information about private rates of return to education (RORE) in Malaysia. Most of the prior studies on RORE have not addressed selectivity bias, and those that have are based on an older data set. The findings suggest that for both males and females, the average private returns to education are highest at the secondary (16.5 percent and 27.2 percent, respectively) and university (15.5 percent and 16.1 percent, respectively) education levels. Thus, it is important to pursue education until the secondary level and further to the university level to capture higher returns to education. (Contains 9 tables 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:
Learning Problems; Learning Disabilities; Evaluation Criteria; Elementary School Students; Foreign Countries; Incidence; Clinical Diagnosis; Mathematics Education; Gender Differences; Mathematics Tests; Reading Tests; Mathematics Achievement

Abstract:
Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed. (Contains 5 figures and 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:
Democracy; Labor Force Nonparticipants; Females; Males; Gender Differences; Employed Women; Social Indicators; Sociometric Techniques; Sociocultural Patterns; Socioeconomic Influences; Statistical Analysis; Cross Cultural Studies; Social Change; Political Influences; Traditionalism; Social Systems

Abstract:
This paper empirically examines associations between female labor force participation (FLFP) and democracy. Using a cross-country, time series (1980-2005) data set, we find evidence that FLFP is lower in democracies. One possible explanation is that dictators promote FLFP above what traditional norms would dictate and so a greater freedom to follow custom lowers FLFP. However, we also find that the ratio of FLFP to male labor force participation (MLFP) is similar under both types of regimes and that MLFP is also lower in democracies. This outcome casts doubt on the aforementioned explanation. Instead, one possibility is that both men and women voluntarily withdraw from the labor force with greater freedoms. 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; Longitudinal Studies; National Surveys; Risk; Predictive Measurement; Crime; Predictor Variables; Victims of Crime; Unemployment; Immigration; Gender Differences; Age Differences; Educational Attainment; Social Indicators; Measurement; Sociometric Techniques; Socioeconomic Influences; Statistical Analysis

Abstract:
In a national sample of the Italian population, surveyed four times between October 2002 and January 2007 (N = 2,008), we performed a multilevel longitudinal study aimed at predicting the increase in crime risk perception as a function of three families of independent variables, respectively lying at the within individual level (direct victimization and indirect victimization), at the between-individuals level (being a woman, being an older person, being a poorly educated person and size of area of residence) and at the ecological level (county's crime rate, unemployment rate and immigration rate). Direct and indirect victimization, being a woman, being an older person, living in a large town and in a context characterized by high crime and unemployment rates positively influenced the change in crime risk perception, while the other individual and ecological predictors we used in our predictive model did not. Strengths, limitations, implications and future developments of this research 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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Descriptors:
Rating Scales; Student Attitudes; Classroom Environment; Mathematics Instruction; Mathematics Anxiety; Correlation; Gender Differences; High School Students; Student Evaluation

Abstract:
We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety-environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety. 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:
Achievement; Females; Student Attitudes; Classroom Environment; Secondary School Science; Outcomes of Education; Science Curriculum; Perception; Motivation; Males; Gender Differences; Hierarchical Linear Modeling

Abstract:
The classroom environment influences students' academic outcomes, but it is often students' perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls' motivation in junior secondary school science classes across two school terms. Girls have been found to feel less capable than boys and to under-participate in science classrooms, even though their achievement levels are similar. Four teachers and five of their classrooms of students (N = 52) reported their perceptions of the classroom environment, and trained observers rated the "actual" classroom environment. Students also completed questions regarding their motivations for science at both time points. Hierarchical linear modelling showed that students' perceptions of classroom structure were very important and exerted significant influence on science motivations. All of the six observed classroom dimensions affected students' extrinsic utility value, via perceptions of structure. Other classroom dimensions showed particular patterns of relationship with motivations. Teachers' perceptions of the classroom environment were often more positive than those of the students, which is congruent with previous research. The findings have implications for retaining girls in science and, thereby, addressing the gender gap in science-related vocations. 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; Social Class; Labor Market; Women Faculty; Role; Gender Differences; Labor Force; Social Capital; Occupational Aspiration; College Faculty; Work Attitudes; Personal Narratives; Social Mobility; Educational Attainment; Ethnicity; Family Characteristics; Success

Abstract:
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents' stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents' stories and experiences of their career success is inadequate because it has historically neglected to take account of women's position in the labour market. Drawing on an example from my data examining the influence of the respondents' familial attitudes and dispositions towards education, the paper contends that Bourdieu's concept of habitus is an invaluable tool for theorising senior female academics' pathways to career success by bringing together a cultural, social and economic understanding of social class and gender. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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