Brief Report: Gender-Based Stereotypical Roles of Parents Caring for Autistic Children in Nigeria and South Africa

Kehinde, Olumuyiwa Adekunle; Lindly, Olivia J.; Ntombela, Berrington; Hermann, Caroll

doi:10.1007/s10803-022-05582-3

Cited by 4 publications

(4 citation statements)

References 43 publications

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“…The above findings are similar to what Kehinde, et al (2022) reported about the use of language and culture to assign and perpetrate gender stereotypes against women giving care to children with autism in Nigeria and South Africa. These authors established that gender-based stereotypes are situated in most African culture, and reinforced by using certain phrases and expressions.…”

Section: Discussionsupporting

confidence: 89%

The Contribution of Sesotho Literature Books Read in Lesotho Secondary Schools in Perpetuating and Reinforcing Gender Stereotypes

Mochekele,

Matsie

2024

JEP

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Purpose: The overarching purpose of this research was to investigate the presence of gender stereotypes in the books used for teaching of Sesotho Literature in Lesotho secondary schools with a view towards recommending corrective interventions to the challenge. The study examined how physical attributes, character traits, gender roles within households and communities, and occupational roles were assigned to males and females in these books. Additionally, the research explored the power dynamics between male and female genders as depicted in these books. These categories served as the basis for coding and analysing the data. The study selected a purposive sample of four literary genres namely novels, dramas, poetry, and short stories. Methodology: Given the nature of the study, qualitative deductive content analysis was employed to gather and analyse the data from the chapters, stories, and poems within each of the genres. Findings: The findings indicated a significant prevalence of culturally constructed gender stereotypes within the examined works. The most important finding was that literature books perpetuate negative stereotypes which makes education a key contributor to some of the gender related problems. Unique contribution to theory, policy and practice: This research contributes to promotion of gender parity, reduction of gender-based violence and homicides which are problems ravaging the nation today.

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Section: Discussionsupporting

confidence: 89%

The Contribution of Sesotho Literature Books Read in Lesotho Secondary Schools in Perpetuating and Reinforcing Gender Stereotypes

Mochekele,

Matsie

2024

JEP

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“…44 In both South Africa and Nigeria women often take on the primary role of caregiving, perpetuating gender-based stereotypical roles of parenting and are more susceptible to alleviated stress and significant caregiver burden. 45 Studies conducted in South Africa and Nigeria have highlighted the unique experiences and challenges faced by caregivers of children with autism. Caregiver experiences of children with autism were strongly influenced by cultural and contextual factors.…”

Section: Dovepressmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Unmasking of Autism in South Africa and Nigeria

Adams

2024

NDT

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This review is of interest to researchers, policymakers, and healthcare professionals working in the field of autism in Africa. The review aims to describe autism in sub-Saharan Africa, focusing on South Africa and Nigeria regarding prevalence, incidence, identification, treatment, and attitudes towards autistic children. There are several challenges, such as lack of awareness, limited access to professional support and diagnostic tools, and cultural considerations in establishing the autism prevalence in the African region compared to other parts of the world. Additionally, South Africans and Nigerians exhibit diverse perspectives and attitudes that significantly influence the provision of treatment, including stigma and misconceptions held by healthcare professionals themselves. As a result, it is difficult to determine prevalence in South Africa and Nigeria. However, research has indicated that autism prevalence is rising globally, and in these contexts. Rising prevalence highlights the need to increase access to services, rehabilitation, and provide support to families of children with autism. Furthermore, research has emphasized the inequitable support and access available to families living in low-and high-income households and the need to provide contextually relevant and responsive interventions, education and training, research and policy in these countries.

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“…Furthermore, parents also play a role in ensuring consistency of approach in therapy to ensure there is a positive development in terms of social and behavioral aspects of children with autism (Kehinde et al, 2022).…”

Section: Parental Involvement From Epstein Modelmentioning

confidence: 99%

How much does parental involvement matter when autism spectrum disorder (ASD) children use artificial intelligence (AI) in the learning process?

Rusli¹

2023

Mesterséges intelligencia

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This study's objective was to demonstrate the connection(s) between parental participation in employing artificial intelligence (AI) for children with autism spectrum disorder (ASD). Statistics indicate that the number of ASD children is increasing compared to previous years and this issue has become the focal point for numerous studies into the best teaching and developmental strategies for ASD children. The development of AI technology which is becoming more prevalent nowadays is seen as one of the latest methods in helping the development and learning process of ASD children. The method taken in this study is a review of the literature that examines the role of parents in the education of children with ASD through several AI technology focuses such as language technology, games playing, robotics and also virtual reality. The article will also use EPSTEIN as a reference model to discuss the involvement of parents in the learning process and development of ASD children through the use of AI. The objective of this model is to broaden the scope of the school curriculum by including parental contributions. It also presents a significant chance for schools to enhance their current curricula by involving parents in the educational process.The results of previous studies show that parents' involvement in using AI technology for ASD children is very positive and has a great influence on their children's development. Based on this previous study, it can be concluded that the social, emotional and behavioral development of ASD children is greatly influenced by the involvement of their parents. Additionally, it is anticipated that AI technology would be used as a teaching tool to raise student achievement, self-esteem, and behavior.

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Brief Report: Gender-Based Stereotypical Roles of Parents Caring for Autistic Children in Nigeria and South Africa

Cited by 4 publications

References 43 publications

The Contribution of Sesotho Literature Books Read in Lesotho Secondary Schools in Perpetuating and Reinforcing Gender Stereotypes

The Contribution of Sesotho Literature Books Read in Lesotho Secondary Schools in Perpetuating and Reinforcing Gender Stereotypes

The Unmasking of Autism in South Africa and Nigeria

How much does parental involvement matter when autism spectrum disorder (ASD) children use artificial intelligence (AI) in the learning process?

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