Gender discrimination in education, health, and labour market: a voice for equality

Khan, Haroon ur Rashid; Khan, Anwar; Zaman, Khalid; Nabi, Agha Amad; Hishan, Sanil S.; Islam, Talat

doi:10.1007/s11135-016-0384-4

Cited by 18 publications

(6 citation statements)

References 54 publications

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“…In the similar lines, the social spending on education and healthcare infrastructure, and reforms needed to reduce labor market uncertainty in the form of lessen unemployment rate is considered the viable option for crime and POV reduction across countries (Khan et al 2017). Thus, the study evaluated the question, i.e., (ii) To what extent social spending on education, health, and labor market are helpful to reduce crime rate, poverty, and income inequality across countries?…”

mentioning

confidence: 99%

Dynamic linkages between poverty, inequality, crime, and social expenditures in a panel of 16 countries: two-step GMM estimates

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Yousaf

Nassani

et al. 2020

Economic Structures

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The study evaluated different United Nation sustainable development goals (SDGs), i.e., goals 1 and 2 (poverty reduction and hunger), goals 3 and 4 (promotion of health and education), goal 10 (reduced inequalities), and goal 16 (reduction of violence, peace and justice) to access pro-poor growth and crime reduction in a panel of 16 heterogeneous countries. The discussion of crime rate in pro-poor growth (PPG) agenda remains absent in the economic development literature, though Bourguignon (2000) stressed to reduce

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mentioning

confidence: 99%

Dynamic linkages between poverty, inequality, crime, and social expenditures in a panel of 16 countries: two-step GMM estimates

Anser

Yousaf

Nassani

et al. 2020

Economic Structures

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“…Esto da cuenta de ciertos énfasis que son de interés, aunque se debe ser cuidadoso en si realmente representan avances en el abordaje de la diversidad, sobre todo si se habla de una formación exclusiva para indígenas, lo cual puede verse como pertinente para ciertos contextos, pero en otros puede interpretarse como una exclusión o desigualdad de ciertas personas en el proceso socioeducativo (Slee, 2013). En la misma línea, si bien pocos estudios consideran el género de las personas, los recientes movimientos feministas y LGBTQ+ han manifestado que una visión exclusiva para las mujeres o ciertos géneros podría, a la larga, seguir reproduciendo el sexismo y discriminación y no acortar la brecha de desigualdad (Khan et al, 2017).…”

Section: Portuguésunclassified

Multiculturalidad y liderazgo educacional en escuelas públicas: Una revisión sistemática

Queupil

Cuéllar

Ravest

et al. 2022

Rev. Electr. Educare

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Objetivo. El objetivo de este artículo es analizar la producción científica que aborda la intersección entre las temáticas multiculturalidad y liderazgo en contextos escolares, a través de una revisión sistemática. Metodología. Se identifican los estudios que exploran el cruce entre ambos fenómenos en escuelas públicas; se clasifican los objetivos de investigación de los estudios revisados, y categorizan los estudios según sus atributos bibliométricos principales, aproximaciones conceptuales al multiculturalismo, y figuras asociadas al rol de liderazgo. La revisión contempló 104 documentos publicados en los últimos 25 años (1994-2019), con empleo de la metodología PRISMA. Resultados. Se identifican tendencias y desafíos de la investigación educativa en este campo, entre los que destacan que la mayor parte de los estudios se enfocan tanto en los discursos de las comunidades escolares frente a sus problemáticas, como en los procesos de toma de decisión o acciones conducidas en estos contextos. Asimismo, se aprecia que la producción científica se concentra en países angloparlantes (68%), con predominancia de estudios realizados en EE.UU. A su vez, una gran proporción de los estudios se aproxima al multiculturalismo desde perspectivas centradas en temáticas indígenas e identifican como figura de liderazgo a los equipos directivos. Conclusiones. Estos resultados manifiestan la necesidad de mayores estudios en dimensiones poco abordadas, en particular que consideren la multiculturalidad desde la diversidad de género o socioeconómica, así como el liderazgo escolar con mayor énfasis en este rol por parte de docentes, en virtud de escenarios educativos cada vez más diversos.

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“…With its all aspects and in all levels of education from kindergarten to tertiary, gender (in)equality has been debated by educational researchers from almost all over the world (Aktaş et al, 2017;Albinsson & Arnesson, 2017;Berggren, 2011;Brunila & Ylöstalo, 2015;Connell, 2010;Cooray, 2012;Driessen & van Langen, 2013;Esen, Siyez, Soylu, & Demirgürz, 2017;Forde, 2014;Holma, 2007;Khan et al, 2017;Keogh, 2008;Licumba, Dzator, & Zhang, 2015;Teelken & Deem, 2013;Venegas, 2013). The main focus of studies on gender equality in education is to strengthen the idea that "education can address the inequalities which deprive millions of children, particularly girls, access to education and better life opportunities" (Daoud, 2013, p. 65), and it can play key role in empowering girls and women (McCleary-Sills, Hanmer, Parsons, & Klugman, 2015;Khan & Fernandez-Carag, 2016;Sihotra & Sharma, 2015).…”

Section: Gender Equality In Educationmentioning

confidence: 99%

Gender Equality in Education from Kindergarten to Higher Education: Policies and Practices

Siyez

Beycioğlu

2020

Handbook on Promoting Social Justice in Education

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Zeus made a great evil for men, a sweet and lovely thing to look upon, in the likeness of a shy maiden, and all the gods gave her gifts, silvery raiment and a broidered veil, a wonder to behold, and bright garlands of blooming flowers and a crown of gold great beauty shone out from it. Because of what they gave her they called her Pandora, which means "the gift of all." When this beautiful disaster had been made, Zeus brought her out and wonder took hold of gods and men when they beheld her. From her, the first woman, comes the race of women, who are an evil to men, with a nature to do evil. (Hamilton, 1969, p. 88) Gender equality is more than a goal in itself. It is a precondition for meeting the challenges for reducing poverty, promoting sustainable development and building good governance.

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Gender discrimination in education, health, and labour market: a voice for equality

Cited by 18 publications

References 54 publications

Dynamic linkages between poverty, inequality, crime, and social expenditures in a panel of 16 countries: two-step GMM estimates

Dynamic linkages between poverty, inequality, crime, and social expenditures in a panel of 16 countries: two-step GMM estimates

Multiculturalidad y liderazgo educacional en escuelas públicas: Una revisión sistemática

Gender Equality in Education from Kindergarten to Higher Education: Policies and Practices

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