Although everyone has the potential to be misled by false information, online misinformation is not an equal opportunity aggressor. Some of us are more likely to believe misinformation than are ...others and serve as vectors by sharing it on social media. To effectively combat misinformation on social media, it is crucial to understand the underlying factors that lead certain people to believe and share false and misleading content online. A growing body of research has tackled this issue by investigating who is susceptible to online misinformation and under what circumstances. This literature can help shape future research and interventions to address health misinformation. We provide a brief overview of what we know about who is susceptible and what we still have to learn.
The Journal for Urban Mathematics Education editorial team is responsible for deciding which manuscripts will be published, with guidance from the editorial board and external reviewers. In the ...present editorial, we provide readers, authors, and other editors an overview of the critical elements of editorial ethics that guide the Journal for Urban Mathematics Education: (1) Publication Decisions, (2) Peer review, (3) Equal Opportunity, (4) Neutrality, (5) Journal Metrics, (6) Confidentiality, and (7) Editorial Independence. Using these elements as our foundation, we hope to become the standard for equity and excellence in editorial ethics. In this editorial, we unpack these key elements and how the journal handles each, and we conclude with ten considerations for newly appointed editors.
The late 1960s can be described as a time of democratic awakening and social upheaval, also regarding discussions on education. Taking this period of critique and questioning as a starting point, the ...work proceeds to examine knowledge movements. Knowledge circulation and knowledge transformation processes between political and educational practice as well as educational theory are analysed on the basis of 9 biographical narratives of people who were active in educational or political practice projects around 1968. The first theoretical part of this thesis outlines the historical context and introduces the state of research on '1968 and pedagogy'. Subsequently, the thesis introduces its knowledge-historical theoretical approaches, from which the concept of knowledge movements developed for this thesis emerges. The first part of the thesis concludes with the presentation of the methodical and methodological premises, explains theoretically the applied procedure of an integrative coupling of discourses and biographies and shows the form of practical application in the work. The second part of the thesis includes the presentation of the empirical results and along inductively identified thematic strands, various aspects of new perspectives that can be considered as (co-)inspired/stimulated by the critical-alternative pedagogical milieu that are examined in greater detail. The third part of the paper presents the results and links them back to the theoretical premises. Thus, it is shown how knowledge of the discursive space of the critical-alternative pedagogical milieu changed through its discursive entanglements with the established educational science and how the established educational science entered a communicative process of opening through the confrontation with the new forms of knowledge. For educational science, the results and documented processes can thus can thus serve as a sample for contemplation and be referred to introspectively in the context of today's processes of theory formation or research. Disciplinary continuities and discontinuities were shown and hence it is possible to revise/identify trends or demarcations via the knowledge-historical findings of the work.
Die späten 1960er Jahre können als eine Zeit des demokratischen Aufbruchs und des gesellschaftlichen Umschwungs, auch bezogen auf die Thematisierungen von Bildung und Erziehung, bezeichnet werden. Diesem Zeitraum der Kritik und des Infragestellens als Ausgangspunkt nehmend, knüpft die Arbeit an, um Wissensbewegungen zu untersuchen. So werden, anhand von 9 biographischen Erzählungen mit Personen, die um 1968 in pädagogischen oder politischen Praxisprojekten aktiv waren, Wissenszirkulations- und Wissentransformationsprozesse zwischen politischer und pädagogischer Praxis sowie erziehungswissenschaftlicher Theorie analysiert. Im ersten theoretischen Teil der Arbeit wird einführend zunächst der historische Kontext umrissen und der Forschungsstand zu ‚1968 und Pädagogik‘ vorgestellt. Anschließend führt die Arbeit in ihre wissensgeschichtlichen theoretischen Zugänge ein, aus denen das für diese Arbeit entworfene Konzept von Wissensbewegungen hervorgeht. Der erste Teil der Arbeit schließt mit der Vorstellung der methodologischen und methodischen Prämissen, erläutert theoretisch das angewendete Verfahren einer integrativen Kopplung von Diskursen und Biographien und zeigt die Form der praktischen Anwendung in der Arbeit auf. Der zweite Teil der Arbeit umfasst die Darstellung der empirischen Ergebnisse und entlang von induktiv identifizierten Themensträngen werden verschiedene Aspekte neuer Perspektiven, die als durch das kritisch-alternative pädagogische Milieu mit angeregt betrachtet werden können, näher in den Blick genommen. Im dritten Teil der Arbeit werden die Ergebnisse vorgestellt und an die theoretischen Prämissen rückgekoppelt. So wird dort aufgezeigt, wie Wissen des Diskursraums des kritisch-alternativen pädagogischen Milieus sich durch seine diskursiven Verschränkungen mit der etablierten Erziehungswissenschaft veränderte und sich auch die etablierte Erziehungswissenschaft über die Auseinandersetzung mit den neuen Wissensformen in einem kommunikativen Prozess der Öffnung begab. Für die Erziehungswissenschaft können die Ergebnisse und dokumentierten Prozesse somit eine Kontemplationsfolie bieten, um sich im Kontext heutiger Prozesse der Theoriebildung oder der Forschung selbstreflexiv auf diese zu beziehen. Disziplinäre Kontinuitäten und Diskontinuitäten konnten sichtbar gemacht werden und so ist es möglich über die wissensgeschichtlichen Erkenntnisse der Arbeit Trends oder Abgrenzungen gegenzulesen.
To examine whether the gender of corresponding authors, reviewers, and editors led to differential publication recommendations and outcomes for original research articles and invited editorials ...submitted to The Journal of Pediatrics in 2015 and 2016.
Names of corresponding authors, reviewers, editors, and editorial writers in The Journal of Pediatrics databases for 2015-2016 were analyzed to determine gender using computer algorithms and Internet searches. Reviewer recommendations and final editor dispositions were stratified by their gender and the gender of the corresponding authors.
Of 3729 original manuscripts, 54.3% had female corresponding authors. Women were the associate editor (40.2% of submissions), guest editor (34.8%), or primary reviewer (37.4%), with no gender difference in editor or reviewer assignments for submissions by female vs male corresponding authors. There were no outcome differences by author gender for manuscripts overseen by female (P = .71) or male (P = .62) editors nor recommendation differences by female (P = .18) or male (P = .71) reviewers. Female editors had a lower acceptance rate overall than male editors (20.1% vs 25.6%; P < .001). Women were statistically less likely to accept and complete the invitation to peer review original articles (34.0%; 2295 of 6743) compared with men (40.0%; 3930 of 9823; P < .001). Women wrote 33 of 107 editorials (30.8%).
There were no differences in reviewer recommendations or editor decisions for original research articles based on corresponding author gender. However, women had fewer opportunities to serve as peer reviewers and editorial writers than would be expected given their representation as academic pediatric faculty.
The under-representation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines has been well documented. We discuss an affirmative action recruitment strategy from the ...University of Melbourne's STEM disciplines where only female applicants were eligible to apply for academic positions. This strategy has been very successful in attracting high-calibre female applicants, with more than the original target of women being recruited. This affirmative action recruitment strategy was not intended to be undertaken on an ongoing basis. We show that by undertaking one round of affirmative action recruitment, it signalled to prospective female applicants that the university is committed to gender equity. This resulted in more female STEM applicants applying in subsequent open recruitment rounds. We discuss the rationale behind this strategy, its allowance under the Equal Opportunity Act 2010, Victoria, Australia, and the results achieved. We also address challenges faced and lessons learned.
Purpose
The purpose of this paper is to map the barriers to women leadership across healthcare, academia and business, and identify barriers prevalence across sectors. A barriers thematic map, with ...quantitative logic, and a prevalence chart have been developed, with the aim to uncover inequalities and provide orientation to develop inclusion and equal opportunity strategies within different work environments.
Design/methodology/approach
A systematic literature review method was adopted across five electronic databases. Rigorous inclusion/exclusion criteria were applied to select relevant publications, followed by critical appraisal of the eligible articles. The geographical target was Europe, with a publication time range spanning the period from 2000 to 2015. Certain specialized international studies were also examined. The key themes were identified using summative content analysis and the findings were analyzed using qualitative meta-summary method to formulate hypotheses for subsequent research.
Findings
In total, 26 barriers were identified across the aforementioned sectors. A high degree of barriers commonalities was identified, with some striking differences between the prevalence of barriers across sectors.
Research limitations/implications
The results of this study may need further validation using statistical methodology given the knowledge base gaps regarding the range of barriers and the differences in their prevalence. Bias and interpretation in reporting anchored in different theoretical frameworks ought to be further examined. Additional variables such as ambiguously stated barriers, sector overlap, women’s own choices, cultural and educational background and analysis in the context of the economic crisis, ensuing austerity and migratory pressure, are also worth exploring.
Practical implications
Women’s notable and persisting underrepresentation in top leading positions across sectors reflects a critical drawback in terms of organizational and societal progress particularly regarding inclusion and balanced decision making. Practice-related blind spots may need to be further examined and addressed through specific policies.
Originality/value
The comparative nature of barriers to women leadership across three sectors allows the reader to contrast the differences in gender inequalities and to comprehend inclusion challenges in healthcare, academia and business. The authors draw attention to varying degrees of barriers prevalence that have been understudied and deserve to be further explored. This gap in knowledge extends to policy, thus, highlighting the need to address the gender equality and inclusion challenges in a context-specific manner across work environments.
While providing equal opportunities to all members of society independent of an individual’s socio-economic background is a major objective of German policy makers, educational opportunities of ...children with a non-academic family background are still unequally obstructed. When analysing the labour market implications of this disadvantage, social capital as an additional source of inequality often lacks attention. Drawing on the instrumental value of rather loose contacts (i.e. weak ties) on the labour market as revealed by Granovetter (Getting a job. A study of contacts and careers, The University of Chicago Press, Cambridge, 1974), this paper goes beyond the human capital approach and includes a measure of instrumental social capital in the form of weak-tie career support in the earnings function. Applying an Oaxaca-Blinder decomposition and quantile regressions, we find a significant average wage gap between those with and without an academic family background. A large part can be explained by deficits that those from less educated families incur with respect to human and instrumental social capital: Lower educational attainment accounts for more than half of the wage gap between the two groups while fewer career support explains around five percent of the differential. Additionally, a non-academic family background is associated with a significant deficit in returns to their instrumental social capital along the wage distribution. The findings therefore suggest that inequalities of opportunity on the German labour market occur beyond the education system, as not only the quantity but also the quality of career supporting networks of those from a non-academic family are inferior.
The civil rights and women's movements led to momentous changes in public policy and corporate practice that have made the United States the global paragon of equal opportunity. Yet diversity in the ...corporate hierarchy has increased incrementally. Lacking clear guidance from policymakers, personnel experts had devised their own arsenal of diversity programs. Firms implicated their own biased managers through diversity training and grievance systems and created a paper trail for personnel decisions, but they maintained the deeper structures that perpetuate inequality. Firms that changed systems for recruiting and developing workers, organizing work, and balancing work and life saw diversity increase up the hierarchy, but those firms are all too rare. The courts and federal agencies have found management processes that do not explicitly discriminate to be plausibly unbiased, and they rarely require systemic reforms. Our elaborate corporate diversity programs and public regulatory systems have largely failed to open opportunity, but social science research points to a path forward.
This article examines the role of anti-discrimination legislation in the negotiation of religious difference in the Australian state of Victoria. We argue for the importance of a relational ...conceptualisation of the negotiation of religious diversity that draws on concepts of etiquette and limitations, deep equality, and substantive equality. The Victorian legislation allows the Victorian Civil and Administrative Tribunal (VCAT) to 'mediate' the relationships between the people and groups that come before it. VCAT mediates relationships in three ways: 1. Providing a forum for constructive intervention in cases of problematic tension between groups, and in doing so facilitating the development of an 'etiquette' for the negotiation of power dynamics, typically between (historically) empowered and disempowered groups in Australia. 2. Providing a forum for making transparent examples of latent and covert discrimination and exclusion, encouraging participants to engage in reflection upon potential future courses of action. 3. The provision (or refusal) of exemptions to the Equal Opportunity Act, providing guidance about the management of religious difference in the public sphere.
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