Plural visions on gender inequality

Society is changing People’s way of thinking is changing Change can take a long time Gender inequality exists Feminist and womanist work for emancipation LGBT (=Lesbian Gay Bisexual Transgender) people exist LGBT in many places are unequal As a matter of fact(s), this paper does not try to fulfill all the aspects of the ideas and theories described, its purpose is to introduce them and start a conversation.

Social Policy and Society, 2003

Contested Concepts in Gender and Social Politics, 2002

2019

Introduction: forms of gender inequality In this chapter I am going to consider gender inequalities in the UK today. I will start with an introduction to the different ways that genders can be treated unequally, before outlining how men and women, boys and girls, are differently treated, and have different experiences, in contemporary British society. I follow this with a discussion of some of the various legislative measures that have been enacted over the past 100 years, and outline how they have improved formal, and in some respects informal, gender equality. I then move on to consider the case of Sweden, where gender equality is formally enshrined in law but where traditional practices are frequently to be found within the family. From this I argue that, while legislation is crucial for reducing gender inequalities, it is insufficient on its own. I argue that education, and, specifically, sex and relationship education and education about gender, must be central to lasting social change. 'Gender' is a term usually used to refer to a form of identity with associated social expectations. In this sense it is separate and independent from sex, which is an attribute of the body, marking it, through anatomical, genetic or brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Nottingham Trent Institutional Repository (IRep)

2016

This paper advances a theory of gender justice, defined as equality of outcomes in three domains: capabilities, livelihoods, and empowerment/agency. A pivotal requirement is for women and men to be distributed along axes of well-being, with their respective distributions possessing equal means and dispersions. An understanding of gender stratification lies behind this proposal, whereby males benefit materially from a system of gender-divided work and responsibilities. This hierarchical system, buttressed by gender ideology, norms, and stereotypes, is disturbed as we approach gender equality in outcomes, especially of livelihoods. The latter induces greater female bargaining power, which, coupled with the effect of social role incongruency on norms and stereotypes, serves to leverage change. Macroeconomic policy can support the shift to greater economic power for women by creating the conditions for class equality that is compatible with sustained economic growth.

Research Papers in Economics, 2014

Christelle Hamel, Wilfried Rault (coord.) and INED's Demography, Gender and Societies* research unit Recent decades have seen major advances in gender equality. Are men and women now truly equal? The research conducted by INED's Demography, Gender and Societies research unit confirms that much has been accomplished, but that the road ahead remains long. A demographic perspective on gender inequality Reasons for discrimination: HIV status, skin colour and sexual orientation In education, remarkable progress in gender equality has been achieved since the 1970s in France. Among the younger generations, women are now more highly qualified than men. In 2009-2011, 31% of women left the educational system with a qualification equivalent to three or more years in higher education, versus 24% of men. [1] Yet, like other contexts of child socialization, schools still generate gender inequality. Boys still form a large majority in the most prestigious academic courses that offer better future career prospects, even though they perform less well at school than girls. This paradoxical situation is explained by the gender stereotypes encountered throughout the educational trajectory: parents' and teachers' expectations, studentteacher interactions and peer relationships are all still coloured by gender representations that lead to different academic pathways for boys and girls and which narrow the range of opportunity, for girls especially. [2] Likewise, the representations in school textbooks perpetuate and lend continued legitimacy to an inegalitarian gender order. They reflect neither the reality nor the ideal of parity and equality (Box 1). At work and in the family: persistent inequality Thanks to their academic success at all levels of education, and their higher levels of qualification, women are now massively present on the labour market, and the labour force participation rate is practically equivalent for both sexes: according to Box 1. Gender stereotypes in school textbooks * Members of the Demography, Gender and Societies research unit of the Institut national d'études démographiques:

2009

Thank you to Jan Flaherty for her energy and insights. Thanks also to Sandy Ruxton, Colette Fagan and Claire Annesley, who supplied additional information and perspectives. Sue Smith from Oxfam was unfailingly supportive and helpful. The responsibility for any errors or omissions of course remains mine. GenderWorks is a two-year project (2007-09), funded by the European Commission under PROGRESS, to investigate women's experiences of poverty and social exclusion in Europe, and policy processes to improve their lives. Oxfam is the lead agency, with partner organisations in Italy and Austria.

GENDER-BASED SEGREGATION AND INEQUALITIES, 2021

The feminists consider Sex segregation and gender segregation a kind of discrimination and hindrance in practicing their religions. This chapter explains how various religions treat sex segregation and gender segregation and why they find it a good option for society. It also puts forth some of the questions raised by the feminist which challenge sex segregation at mosques, synagogues, and the church.

The aim of our analysis is to create a theoretical approach to the status of women; to popularise the Hungarian trends; to extend the results of a local research. The research focuses on the districts of Hegyhát and Komló. We use two types of empirical research. Firstly, we analyse the data of the Hungarian National Assembly from the point of view of the genders (quantitative research). Secondly, on the basis of focus groups and individual interviews (conducted with women occupying senior positions) we will try to compare the similar traits of women’s lives, to highlight the local peculiarities and to find out the opinion of the interviewees about the women’s status in Hungary today.

2011