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Gender Differences in Perceptions of School Life and Self-Concept

Considerations for Addressing Gender in Secondary School Settings

Victoria Clay

It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.

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Anxious Breath

An Autoethnographic Exploration of Non-binary Queerness, Vulnerability, and Recognition in Step Out

Lara Bochmann and Erin Hampson

points to, recognition from the outside world is understood as necessary or at least beneficial for retaining a coherent self-concept. This clearly states the way that gender or sexuality cannot be possessed but instead become a form of relating to and

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Wyatt Moss-Wellington

actions and self-concept (counter-attitudinal behavior) and conflict between two beliefs revealed as contradictory (such as the accommodation of new information that invalidates past commitments) might both cause dissonance. There is, thus, a distinction

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Girlhood and Ethics

The Role of Bodily Integrity

Mar Cabezas and Gottfried Schweiger

which she sees how women are more likely to become victims of a kind of violence ( Pinheiro 2006 ) will modulate whether she sees herself as a potential victim or not, which, in turn, will shape her self-concept and agency by filtering the decisions that

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Dis-orienting Western Knowledge

Coloniality, Curriculum and Crisis

Zeus Leonardo

every nook and cranny of the colony, inner city or township, including the colonial subject’s self-concept, a decolonizing violence of the same magnitude, what Fanon ([1961 ] 2005) calls a ‘ cleansing force ’ (51; italics in original), must take place

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Explicating Ecoculture

Tracing a Transdisciplinary Focal Concept

Melissa M. Parks

Monreal-Bosch . 2015 . “ Ecocultural Effects on Self-concept: A Study with Young Indigenous People from Different Sociodemographic Contexts .” International Journal of Psychology 50 ( 4 ): 319 – 24 . 10.1002/ijop.12109 Foucault , Michel . 2005

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Erin Ash

argument and extend them to the universal orientation that occurs in response to witnessing elevating acts. The process may also be understood in terms of social identity theory, which suggests the portion of one’s self-concept that is acquired through

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Israel's Ground Forces in the Occupied Territories

Policing and the Juridification of Soldiering

Eyal Ben-Ari and Uzi Ben-Shalom

courts. In fact, this internalization has led to concrete organizational structures and mechanisms centering on training, preparation, and control of field units. Accomplishing missions must fit the professional ‘self-concept’ of commanders and soldiers

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The Many Faces of the State

Living in Peace and Conflict in the Chittagong Hill Tracts, Bangladesh

Nasir Uddin and Eva Gerharz

the CHT. (Shamsul Alam, 11 March 2010) This quote reveals how deeply the idea of a Pahari adivasi threat to national homogeneity is entrenched in the Bengali settlers’ self-concept, which has continued to reflect ethnic relations since the late 1970s

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Ayşe Durakbaşa, Rochelle Goldberg Ruthchild, Ana Pajvančić-Cizelj, Evgenia Sifaki, Maria Repoussi, Emilia Salvanou, Tatyana Kotzeva, Tamara Zlobina, Maria Bucur, Anna Muller, Katarzyna Stańczak-Wiślicz, Lukas Schretter, Iza Desperak, Susan Zimmermann, and Marina Soroka

abilities. In her study on young Australians’ educational and professional choices, Joanna Sikora demonstrates serious gender divides in secondary and postsecondary education. She proves that occupational expectations, science self-concept, and parental