Em que pesem as conquistas observadas nas últimas décadas tanto em termos de direitos políticos quanto da crescente participação das mulheres no mercado de trabalho, desigualdades de gênero ainda ...persistem em vários aspectos da vida social, sendo o econômico talvez um dos mais visíveis deles. Fenômenos como as diferenças salariais entre homens e mulheres que desempenham idênticas funções, a segregação sexual no mercado de trabalho, a inserção feminina em trabalhos mais precários, bem como a sobrecarga nos trabalhos domésticos são alguns dos objetos de investigação da chamada economia feminista. Partindo desta perspectiva crítica e contrapondo-a com a perspectiva-padrão em economia, o presente artigo propõe-se a mapear algumas propostas teóricas e instrumentos metodológicos disponíveis para identificar estas desigualdades de gênero. Além disso, apontamos a necessidade de rever os preceitos e conceitos da economia ortodoxa à luz das críticas da economia feminista e do princípio da igualdade de gênero, considerando as esferas produtiva e reprodutiva e as relações existentes entre elas.
La copie d’expression écrite certificative est un support qui a pour fonction, théoriquement du moins, d’informer chaque élève sur sa performance dans cette compétence à un moment t, et de l’aider à ...comprendre ses erreurs pour qu’il puisse, in fine,
progresser dans son apprentissage. Dans cet article, nous analysons la copie certificative à travers différents prismes. Au niveau macro, nous abordons les réformes du système éducatif en matière d’évaluation ; au niveau méso, nous ciblons les outils d’évaluation proposés par ce même système, ainsi que la place qu’y occupe, ou pas, la remédiation ; au niveau micro,
nous traitons le problème des types de feedbacks correctifs qui sont fournis à l’élève sur sa copie d’expression écrite. Le croisement de différentes sources (prescrits légaux, entretiens, enquêtes, analyse de copies annotées…) nous conduit à penser que ce support présente des risques importants d’inégalité.
Summative writing assessment is an evaluative practice that aims, at least theoretically, to inform each student about his performance in that skill at a given time, and to help him to understand his errors so that he can make progress in his learning. In this article, we analyse summative writing assessment through various prisms. At the
macro level, we discuss the reforms of the education system pertaining to assessment ; at the meso level, we target the assessment tools offered by the same education system, as well as the attention that may or may not be paid to remediation ; at the micro level, we deal with the issue of corrective feedback which students receive on their written production. By crossing these different sources (legal provisions, interviews, surveys, analysis of students’ annotated written production, etc.), we conclude that this practice may present major risks of inequality.
Noiroux Kevin, Simons Germain. La copie d’expression écrite certificative en langue étrangère : un support équitable ? Le cas de la Fédération Wallonie-Bruxelles. In: Spirale. Revue de recherches en éducation, n°55, 2015. Supports et pratiques d’enseignement : quels risques d’inégalités ? sous la direction de Stéphane Bonnéry, Jacques Crinon et Germain Simons. pp. 105-117.
In equality, diversity and inclusion studies, there is often an underlying assumption that research will advance equality and inclusion. Yet scholars increasingly point to a gap between theory and ...practice to achieve change. While paradigmatic differences in how change is framed may in part account for this gap, we argue that ‘action knowledges’ drawn from different paradigms are both important and ‘commensurable’ once a change agenda is adopted. Placing these in tension, we develop an interplay requiring scholars to engage differences in both ontology and ideology to ‘see’ the change knowledge in other paradigms. A ‘fifth knowledge’ for research to combat inequality and contribute to more equitable organizations can result from engaging with the dynamic tensions identified in our analysis.
Recent scholarship has documented the effects of unstable scheduling practices on worker health and well-being, but there has been less research examining the intergenerational consequences of work ...schedule instability. This study investigates the relationship between parental exposure to unstable and unpredictable work schedules and child sleep quality. We find evidence of significant and large associations between parental exposure to each of five different types of unstable and unpredictable work scheduling practices and child sleep quality, including sleep duration, variability and daytime sleepiness. We are also able to mediate 35–50% of this relationship with measures of work–life conflict, parental stress and well-being, material hardship, and child behaviour. These findings suggest that the effects of the temporal dimensions of job quality extend beyond workers to their children, with implications for the mechanisms by which social inequality is reproduced and for social policies intended to regulate precarious and unequal employment conditions.
Although a large number of studies have explored the main causes of gender inequality in academia, less attention has been given to the processes underlying the failure of gender equality initiatives ...to enhance gender representation, especially at the professorial level. We offer a critical discourse analysis of recently promulgated gender policy documents of the five Flemish universities, and demonstrate that defensive institutional work is a fundamental process underlying resistance to gender equality in the academic profession. That is, powerful organizational actors resist gender change by (un)intentionally deploying a combination of discursive strategies that legitimate what we describe as non–time-bound gender equality initiatives: The expected outcomes are undetermined in time, and they delegitimate concrete, time-bound measures that define specific outcomes against well-defined deadlines. By explicitly bringing a temporal dimension into our analysis, we argue that defensive institutional work deflects questions regarding what ought to be achieved when, and contributes to the slow pace of gender change in academia.
In the social and behavioral sciences, it is often not interesting to evaluate the null hypothesis by means of a p-value. Researchers are often more interested in quantifying the evidence in the data ...(as opposed to using p-values) with respect to their own expectations represented by equality and/or inequality constrained hypotheses (as opposed to the null hypothesis). This article proposes an Akaike-type information criterion (AIC; Akaike, 1973, 1974) called the generalized order-restricted information criterion approximation (GORICA) that evaluates (in)equality constrained hypotheses under a very broad range of statistical models. The results of five simulation studies provide empirical evidence showing that the performance of the GORICA on selecting the best hypothesis out of a set of (in)equality constrained hypotheses is convincing. To illustrate the use of the GORICA, the expectations of researchers are investigated in a logistic regression, multilevel regression, and structural equation model.
Translational AbstractEvaluation of Inequality Constrained Hypotheses Using a Generalization of the AIC: Researchers are interested in evaluating equality and/or inequality constrained hypotheses in the context not only of normal linear models, but also of the families outside of normal linear models using a suitable information criterion. However, the available information criteria in the literature are not capable of evaluating (in)equality constrained hypotheses under such a broad range of statistical models. The main aim of this paper is to close this research gap by proposing a new information criterion named the GORICA which can be utilized to evaluate these hypotheses for generalized linear (mixed) models and structural equation models. The GORICA enables researchers to quantify the evidence in the data for two or more (in)equality constrained hypotheses. Like all the other information criteria, the GORICA has the log likelihood and penalty parts. The superiority of the GORICA over the other information criteria lies behind the use of a simple formula when calculating its log likelihood. We investigated the performance of the GORICA on choosing the true hypothesis out of a set of competing hypotheses using simulation studies for logistic regression, multilevel regression, and structural equation model. The findings in these simulation studies suggest that the GORICA has a convincing performance on choosing the true hypothesis. The use of the GORICA is illustrated for (real) data sets in line with these simulation studies.
The belief in meritocracy – that advancement is based solely on individual capabilities and hard work – remains ingrained in organizations despite evidence that it is a flawed concept perpetuatings ...gender and other social inequalities. Critical streams of research have highlighted the ideological character of meritocracy discourse, its entrenched nature and acceptance as ‘common-sense’. Less is known about how this ‘meritocracy myth’ is maintained, that is, how this hegemonic discourse retains its potency in day-to-day talk in organizations. We argue that leaders, given their active discursive roles and opportunities to establish and control discourses, play an important but underexamined role in the reproduction and legitimization of this seemingly progressive yet ultimately destructive discourse. We conduct a critical discourse analysis (CDA) drawing on qualitative interviews with leaders in higher education institutions in the United Kingdom focusing on their talk about women’s recruitment and progression in academic roles. We identify three discursive interventions through which leaders routinely maintain and reinforce and on occasion challenge the existing system of meritocracy: invisibilizing gender inequality through gender-neutrality; denying constraints through individualization; and problematizing meritocracy to uphold or challenge the status quo. We argue that by uncovering the means through which meritocracy discourse retains its resilience, our paper offers the opportunity to scrutinize and challenge these discursive underpinnings that uphold the ‘meritocracy myth’. We suggest that it is possible to re-imagine what might be considered ‘merit worthy’ in universities, recognizing and centring structural gender and other social inequalities to create more equal institutions.
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