Search

In this article, we analyze educators' self-reported reasons for not addressing 2SLGBTQ+ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in 2SLGBTQ+-supportive practices. Using hierarchical OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising 2SLGBTQ+-inclusive education, we found that the most common reasons for inaction reported by educators were a lack of training/resources and general fear of opposition from various sources; however, educators who had confidence in the level of support for 2SLGBTQ+-inclusive education at the school level were less likely to give these as reasons for inaction.

Using a sample of women natural sciences and engineering (NSE) faculty members from 13 Canadian universities, we investigated the impact of women academic leaders on women professors' perceptions of gender bias. Logistic regression analyses indicated that professors who perceived more workplace gender bias were more likely to feel that they needed to work harder to be seen as legitimate scholars than those who perceived less gender bias. However, professors who perceived that women were better represented amongst their faculty/college and university leadership were significantly less likely to feel that they needed to work harder for legitimacy than those who perceived greater gender bias in leadership. These results suggest that addressing gendered university hierarchies may moderate the impact of gender bias on women in NSE units.

A mixed methods analysis of Canadian natural sciences and engineering faculty's workplace experiences revealed a gendered care gap with women reporting greater responsibility for students' personal and mental health problems, including suicidal thoughts and behaviour, and sexual assault. Statistical results demonstrated that women were approached by a significantly greater number of students to discuss serious non-academic issues and experienced more stress as a result. A comparative qualitative analysis found faculty's responses to students' problems were informed by gendered cultural care expectations that require women to be more supportive than men. However, female and male faculty's care burden may also be exacerbated by institutional factors, including senior administrative positions, undergraduate class loads, and teaching courses with mental health-related content. As such, the care gap is relevant to understanding the extent to which gender inequality is embedded within the structure of universities.

The university reward structure has traditionally placed greater value on individual research excellence for tenure and promotion, influencing faculty's allocation of time and definition of worthwhile labour. We find gender differences in Canadian natural sciences and engineering faculty's opinions of the traditional criteria for measuring academic success that are consistent with an implicit gender bias devaluing service and teamwork. Most women recommend significant changes to the traditional model and its foundation, while a substantial minority of men support the status quo. However, this comparative qualitative analysis finds more cross-gender similarities than differences, as most men also want a more modern definition of success, perceiving the traditional model to be disproportionately supportive of one type of narrow research scholarship that does not align with the realities of most faculty's efforts. Thus, this study suggests a discrepancy between traditional success criteria and faculty's understanding of worthwhile labour.

This study examines the influence of religious affiliation on lesbian, gay, bisexual, trans, two spirit, queer, and questioning (LGBTQ)-inclusive practices. Using data from a national survey of educators from pre-kindergarten to grade 12, multivariate analyses of variance models were employed in order to test the effects of religious affiliation on several LGBTQ-inclusive outcome measures. Results show that religious affiliation does have a significant impact on the likelihood that educators will (or will not) practice LGBTQ-inclusive education, however, the pathways to such practices vary considerably across religious groupings. Recommendations are suggested in terms of intervention, inclusive teaching practices, visibility, and leadership.

We tested four proposed dimensions of a Culture Conducive to Women's Academic Success (CCWAS; i.e., supportive leadership, freedom from gender bias, equal access to opportunities, and support for work-life balance) on a sample of women faculty from Canadian Natural Sciences and Engineering (NSE) departments/units. The results of our serial and parallel mediation analysis confirmed the CCWAS dimensions, and further indicated that a positive NSE department/unit culture supports women's career satisfaction and may reduce their emotional exhaustion. Accordingly, our findings suggest that investing in local gender equity interventions to improve department/unit culture may be an effective way to improve women's experiences and help retain women in academic NSE positions, as a result.

In addition to her contributions to the field of chemistry, Dr. Margaret-Ann Armour was the foremother of equity, diversity, and inclusion in the natural sciences in Canada and was an exemplary mentor to many women in science, technology, engineering, and mathematics. Dr. Armour emphasized that, to make progress in natural sciences and engineering fields, we also need to make advancements in workplace EDI. Dr. Armour was among the first to recognize the need to fix gender biased systems and not women. Analyses of the 2017-2018 Faculty Workplace Climate Survey, administered to approximately 700 natural sciences and engineering professors from 13 Canadian universities, supports Dr. Armour's position. We present a synthesis of the key findings from the survey, which speak to some of the gendered challenges that women faculty members in Canada still face; and discuss the implications of these findings in light of women's continued lack of access to mentors, with an emphasis on gender bias in mentorship within academic chemistry. Key words: Margaret-Ann Armour, equity, mentorship, gender. En plus d'avoir contribue a l'avancement dans le domaine de la chimie, la Dre MargaretAnn Armour a ete l'avant-garde de l'equite, de la diversite et de l'inclusion (EDI) dans les sciences naturelles au Canada et a ete un modele exemplaire pour de nombreuses femmes en sciences, en technologie, en genie et en mathematiques. La Dre Armour a souligne que, pour faire des progres dans les domaines des sciences naturelles et du genie, nous devons egalement faire des progres en matiere d'EDI dans les milieux de travail. Elle etait parmi les premieres personnes a reconnaitre la necessite de changer non pas les femmes, mais les systemes fondes sur des prejuges de genre. Les analyses du sondage sur le climat de travail dans les facultes (Faculty Workplace Climate Survey) realise en 2017-2018, auquel ont repondu environ 700 professeurs de sciences naturelles et de genie dans 13 universites canadiennes, appuient la position de la Dre Armour. Nous presentons une synthese des principaux resultats de ce sondage, qui porte sur certaines des difficultes liees au genre que doivent surmonter les femmes membres de facultes au Canada encore aujourd'hui, et nous discutons des implications de ces resultats a la lumiere des inegalites constantes que subissent les femmes en ce qui concerne l'accessibilite a des mentors. Nous nous interessons particulierement aux prejuges de genre dans le contexte de mentorat au sein de la communaute universitaire en chimie. [Traduit par la Redaction] Mots-cles : Margaret-Ann Armour, equite, mentorat, genre., Introduction This manuscript is supplemented by Shining Armour, a video celebration of the life of Dr. Margaret-Ann Armour, produced by Sheryl Peters and Angela Chalmers, in collaboration with the Prairie [...]

This article presents the findings from a national study on the experiences of educators with gay, lesbian, bisexual, transgender, and queer (LGBTQ) topics in elementary schools and recommendations for practice based in our experiences as classroom teachers and teacher educators. Using responses to open-ended questions that were part of a large-scale survey, we discuss the ways LGBTQ content is being included in PK-5 classrooms and the challenges and supports teachers experienced when introducing LGBTQ-related content or engaging in other visibility efforts and activities. These findings are placed in conversation with our experiences supporting educators preparing to do this work and inform our recommendations for practice. The importance of developing confidence and knowledge about gender and sexual diversity topics to address fear-based reasons for not engaging in this work are discussed, as well as ways to address these challenges for elementary educators.

This study reassessed the extent to which socio-economic background, gender, and region endure as sources of educational inequality in Canada. The analysis utilized the 28,000 student Canadian sample from the data set of the OECD's 2003 "Programme for International Student Assessment (PISA)". Results, consistent with previous findings, highlight the uneven distribution of educational achievement in Canada along socio-economic, gender, and regional lines, and point to the continued necessity of policy to mitigate the impact of gender, class, and regional inequalities on the educational outcomes and life chances of young Canadians. (Contains 1 table and 10 notes.)

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual participants, between participants teaching at different grade levels, and between participants in school districts with and without antihomophobia and antitransphobia harassment policies. The authors present an analysis of the findings framed in terms of problematic gaps between educators' beliefs, perceptions, and practices. These gaps are considered in light of emerging best practices in LGBTQ-inclusive education that have been developed to improve school climates for all students, and especially for sexual and gender minority students, students with sexual and gender minority parents and other loved ones, and indeed any students who are negatively affected by homophobic, transphobic, and heteronormative school climates.

This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform.

This study examined differences in suicidal behavior between lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) and non-LGBTQ university students as well as investigated the importance of risk and protective factors in the prediction of suicidality between these two groups. A total of 1,205 university students participated in the survey. Findings show, compared to non-LGBTQ respondents, sexual minority youth are at a greater risk for serious suicidal ideation (8.9% versus 23%, respectively) and suicide attempt (3.5% versus 26.2%). Among LGBTQ respondents, significant risk covariates for suicidality were depressive symptoms, socioeconomic status, being bullied, age, and childhood trauma. The only significant protective factor was self-esteem.

Bourdieu's theory of cultural and social reproduction posits that students' habitus--learned behavioural and perceptual dispositions rooted in family upbringing--is a formative influence on how they react to their educational environments, affecting academic practices and academic achievement. Although originally conceived as a "class" variant construct, it has been argued subsequently that habitus is also conditioned by gender socialization, and so may also be characterized by significant gender differences. Working with multilevel Canadian data from the linked PISA-YITS surveys, this study investigates gender differences in a Bourdieu derived "structure-disposition-practice" model of academic achievement. For the most part gender differences in the model are modest, but several significant differences are evident: the boys outscore the girls in math and science while the girls excel in reading, students' socioeconomic stats (SES) has a relatively stronger effect on the girls' academic achievement than on the boys' achievement, while students' habitus affects the boys' academic achievement more strongly than the girls' achievement. Finally, the average SES of the schools' students attend affects both the boys' and the girls' academic achievement, but this effect is stronger for the boys, and the effect of the boys' habitus on their academic achievement diminishes slightly as the average SES of the schools they attend increases; no such contextual interaction was evident for the girls. Overall, the results suggest that habitus and the "structure-disposition-practice" model may still offer a worthwhile contribution to our understanding of gender differences in educational and occupational outcomes, and indeed, merit further empirical investigation.

Research on welfare state regimes and research on educational policy share a common concern for the reduction of social inequality. On one hand, welfare state research is typically designed within a comparative approach where scholars investigate similarities and differences in social institutions across selected countries. On the other hand, the basic model of educational policy research is usually country specific and seldom identifies why and how we are to understand cross-national differences pertaining to social inequality. The goal of the research is to bridge these two areas by testing socio-economic gradients and educational outcomes among 15 industrialised countries (using 2003 PISA data) from a welfare state perspective. Results support Esping-Andersen's "three worlds" typology in that the level of between-school educational inequality is the highest in conservative welfare states and is the lowest in social-democratic countries. (Contains 4 tables and 1 figure.)

Suicide and parasuicides (i.e. suicidal ideation and suicidal attempt) have long been recognized as serious social problems, especially among youth. A series of logistic regression models were developed incorporating various internalizing and externalizing risk factors experienced by young people with the goal of predicting parasuicides among Canadian youth. The main objective of the research is to determine whether or not there are significant sex differences between these internalizing and externalizing influences on suicidal behavior. Data were used from the National Longitudinal Study of Children and Youth--Waves 3 through 6, for a total sample of 2,499 15-year olds (48.9% male). Results show that both suicidal ideation and attempt are more frequent for girls compared to boys. Contrary to expectations, externalizing problems had a greater impact on girls and internalizing problems had a marginally greater impact on boys. This casts doubt on the notion that "bad boys" and "sad girls" are at greater risk for suicidal behavior. These results are discussed in light of their substantive importance, policy implications, and suggestions for future research.

The objective of this article is to compare male- and female-perpetrated sexual abuse in terms of victim and abuser characteristics, type of abuse, family structure, and worker information. Bivariate tests of significance were performed on the 1998 Canadian Incidence Study of Reported Child Abuse and Neglect, which included 308 male and 37 female abusers. Results show a prevalence rate of 10.7% for female-perpetrated sexual abuse. Girls were more likely to be victimized for both male- and female-perpetrated sexual violence and females tended to abuse younger children. The majority of children came from families with lower socioeconomic status although one in five victims of female-perpetrated sexual abuse came from middle-class homes. Referrals to child welfare agencies were more likely to be made by nonprofessionals when females abused. (Contains 3 notes and 4 tables.)

Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a major Canadian Research-1 university. Multiple regression analyses assessed the effects of gender and several other independent variables on coping strategies, academic control, self-esteem, and grade point averages. Few differences emerged between the genders on the psychosocial dispositions or on academic achievement. The results suggest that both male and female students can improve their coping strategies and academic control, which together directly affect their academic achievement.

Schools are central, public institutions. On any given day, about 20 percent of the Canadian population spends at least part of its day in a school building. By age 18, students will typically have spent about 15 percent of their lives in schools. Administrators and teachers in contemporary schools face significant challenges. Globalization pressures have raised the public profile of the importance of educational achievement at the same time as changes in diversity, curriculum, and authority patterns have made the challenge greater. In short, the demands on schools to perform have increased as the difficulties in doing so have multiplied. Many factors affect the academic achievement of students, including gender, early childhood learning, parental support, race and ethnicity, social class, teacher qualifications, and curriculum. Not only is the list of factors affecting student outcomes lengthy, the effects are interacting and many are not amenable to systemic intervention. The socio-economic status of students is a good example. No one knows how to reliably mitigate the effects of this important predictor of student performance. The same is true of students' gender, or race and ethnicity, or disparities in early childhood support. Given that many important determinants of effective learning are beyond systematic control, it becomes all the more important that school divisions optimize the effects that they can control. One underappreciated determinant is the quality of school facilities. The current literature indicates that one important mediating variable in determining student achievement is the learning environment, or the school's social climate. Facility conditions affect the climate of a school through such things as student morale and teacher commitment; when morale, commitment, pride of place, and enthusiasm are raised, the important work of teaching and learning is made more effective. As always, effective teaching and learning are embedded in the character of the interactions between teachers and their students. The "built environment" of school facilities support (or hinder) those interactions, and through them the learning processes. (Contains 2 notes.)

Canadian law protects people from discrimination on the grounds of sexual orientation, but our public schools do not fulfill their ethical and legal obligations where sexual and gender minority youth are concerned. This article reports on a national survey study on homophobia and transphobia in Canadian high schools. Participants (n = 3,607) were questioned about school climate, harassment, school attachment, and institutional interventions. We found that schools were neither safe nor respectful for sexual and gender minority students, and we argue that ongoing exposure to this situation undermines students' respect for the Charter of Rights and their faith in adults. La loi canadienne protege contre la discrimination en raison d'orientation sexuelle, mais nos Zcoles publiques ne rZpondent pas leurs obligations morales et 1Zgales en lien avec la diversitZ des sexualitZs et des genres aupr[]s des adolescents et adolescentes. Cet article rapporte une Ztude de sondage national sur l'homophobie et la transphobie dans les Zcoles secondaires aux Canada. Les participants et participantes (n = 3,607) ont ZtZ sondZ(e)s au sujet du climat de l'Zcole, l'harc []lement, l'attachement l'Zcole, et les interventions institutionnelles. Nous avons dZcouvert que les Zcoles ne sont ni sZcuritaires ni respectueuses en ce qui concerne la diversitZ des sexualitZs et des genres et nous argumentons que la continuation de cette situation sape le respect des Zl[] ves pour la Charte des droits aussi bien que leur confiance envers les adultes., THE CANADIAN CHARTER OF RIGHTS AND Freedoms (Canada 1982) asserts the right of all people to 'equal protection and equal benefit of the law without discrimination and, in particular, without [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.wsif.2005.10.001 Byline: Tracey Peter Abstract: The prevalence and impact of domestic violence have been actively addressed in Western democracies, especially since the early 1990s. Although almost all Western countries have responded to this form of violence, little work has studied the issue comparatively on a state or societal level. Comparing the variations of state responses to domestic violence allows for a better understanding of how governments, and their respective agencies such as the police and judiciary, differ in terms of how social provisions are provided. Through a feminist critique, this article addresses this issue through a content analysis of related domestic violence legislation in the United States and Sweden. Specifically, the article argues that differences in how the United States and Sweden respond to domestic violence is best understood when variations of welfare state regimes are examined (needs-based versus universal-based) through a Power Resources perspective (altered to incorporate a feminist perspective), which is based on de-commodification, full employment, and full citizenship. Author Affiliation: Department of Sociology, University of Manitoba, 320 Isbister Building, Winnipeg, Manitoba, Canada R3T 2N2

Little is known about gender inequality in Canadian professors’ workloads in particular whether or not women perform more service than men. To address this gap, we explore the distribution of research and service work amongst Natural Sciences and Engineering (NSE) professors from the Atlantic and Prairie provinces. We further investigate whether women are disproportionately responsible for activities intended to improve gender equity (for example, youth recruitment targeting girls to account for women’s underrepresentation in NSE); and ascertain the professional and personal effects of heavy service demands. Statistical analyses of a cross-sectional online workplace experiences survey indicated that men spent significantly more time on research than women, while women spent significantly more time on service than men. Women reported significantly more time spent on professional development and outreach activities than men, specifically. Women’s heavier service load was associated with decreased research productivity, longer terms as assistant professors; and below average salaries, as compared to men of similar rank and experience. Moreover, women’s well-being was negatively affected by heavy service. Accordingly, women’s disproportionate responsibility for service is an obstacle to gender equity in academic NSE in Canada; and suggests that initiatives intended to improve gender equity in NSE may be detracting from women’s research time. [ABSTRACT FROM AUTHOR]