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The "boy turn" in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an Australian primary school classroom. Through an ethnographic lens, observational, journal entry and interview data reveal that learner identity is not a fixed thing; rather, it is contradictory in nature and constantly impacted by curricular and pedagogic regimes. In this paper, I argue that pedagogic practices, which appear to generate affects and open up spaces for embodying a desire to learn, need to be brought to the fore in classrooms. Research on the affective dimensions of boyhood can add to our understanding of boys' experiences with learning and learner identity, so as to positively influence educational practice today. [ABSTRACT FROM AUTHOR]

Background: Trans and gender-diverse people visiting pharmacies may not always receive optimum care due to pharmacists' lack of knowledge and confidence to provide such care. This situation prompts a need for training. Objectives: This paper aimed to describe a guide to the design, implementation, and evaluation of a training program on transgender healthcare for pharmacists in Australia. Methods: The Implementation Mapping Framework provided a foundation for the design, implementation, and evaluation of this training program. Through active involvement in the program development, trans and gender diverse people and pharmacists guided the program design, ensuring alignment with the cultural, social, and healthcare contexts. Results: The needs analysis highlighted the necessity for training for pharmacists to improve their cultural awareness and pharmacotherapeutic knowledge about transgender healthcare. Applying a novel Gender Inclusivity in Pharmacy Framework, online modules—(1) Transgender healthcare—language, terminology, and key healthcare issues, (2) Gender-affirming therapies, and (3) Case studies in transgender healthcare—were developed to enable the implementation of a training program. Conclusion: The Implementation Mapping Framework and the Gender Inclusivity in Pharmacy Framework proved effective tools for providing an education program for pharmacists. [ABSTRACT FROM AUTHOR]

Evaluate the utility of brief online training for facilitating mental health professionals' perceived knowledge, confidence, and comfort in working with non-binary clients, and building positive attitudes. Baseline participants were 79 Australian registered mental health professionals, of whom 38 completed online training and a one-week follow-up assessment. Participants completed an assessment of attitudes, comfort, confidence, and perceived knowledge pertaining to non-binary people before and after completing online training. The training (30-minute average completion time) provided information on non-binary people's lives using text, images, embedded video, and links to optional resources. Follow-up measures completed one-week post-intervention indicated engagement in the training may lead to increased perceived knowledge, confidence and comfort. Attitudes were positive at baseline and were not significantly different at follow-up. Providing brief online training for working with non-binary people in mental health might improve practitioner perceived knowledge, confidence and competence at low cost and with easy access. Future research is required to account for limitations and build on current outcomes. Key Points What is already known on this topic: Little is known about the effects of brief online training regarding non-binary genders on mental health practitioner's attitudes, confidence, comfort, and perceived knowledge. Previous research has shown that brief training can increase positive attitudes for, knowledge of, behavioural intent, and cultural competence for working with sexual and gender minorities, though has not specifically focused on non-binary people. Previous literature has highlighted positive associations between practitioner knowledge and the well-being of non-binary people accessing health services. What this paper adds: This paper adds to the ongoing genesis of options for training mental health practitioners about non-binary people and relevant issues. Findings suggest beneficial outcomes from both prior professional training in this area and the brief training used in the study. The brief online training used in the study was associated with higher perceived knowledge, confidence, and comfort for working with non-binary clients, but further research is needed to understand reasons for change in these variables. [ABSTRACT FROM AUTHOR]

Purpose: In this paper the authors seek to understand how academic conferences [re]produce deeply embedded gendered patterns of interaction and informal norms within the business disciplines. Design/methodology/approach: Drawing on Acker's (2012) established and updated theory of gendered organisations, the authors focus on the role of academic conferences in the reproduction of gendered practices in the business disciplines. The authors surveyed academics at top universities in Australia and New Zealand who had attended international conferences in their discipline area. Findings: Academic conferences in the business disciplines communicate organisational logic and act as gendered substructures that [re]produce gendered practices, through the hierarchy of conference participation. Even in disciplinary conferences with a significant proportion of women delegates, the entrenched organisational logic is manifest in the bodies that perform keynote and visible expert roles, perpetuating the notion of the "ideal academic" as male. Practical implications: The authors call for disciplinary associations to formulate an equality policy, which covers all facets of conference delivery, to which institutions must then respond in their bid to host the conference and which then forms part of the selection criteria; explicitly communicate why equality is important and what decisions the association and hosts took to address it; and develop databases of women experts to remove the most common excuse for the lack of women keynote speakers. Men, question conference hosts when asked to be a keynote speaker or panelist: Are half of the speakers women and is there diversity in the line-up? If not, provide the names of women to take your place. Originality/value: The contribution of this study is twofold. First is the focus on revealing the underlying processes that contribute to the [re]production of gender inequality at academic conferences: the "how" rather than the "what". Second, the authors believe it to be the first study to investigate academic conferences across the spectrum of business disciplines. [ABSTRACT FROM AUTHOR]

This paper takes as its subject the circulation of tolerance discourse within two pedagogical encounters in two Australian educational settings, and draws from the work of Wendy Brown on tolerance as a regulatory force. Brown argues that discourses of tolerance are produced within historical and cultural milieu that enable tolerance and aversion to exist simultaneously. This has significant implications for how we might come to understand the project of working towards a socially just educational system and the various struggles encountered within pedagogical sites. I also examine the pedagogical affects that are produced within different educational moments as we work to teach in or around difference and when we embody the Other in the classroom. I engage with how these experiences speak to the way in which tolerance as national ideal acts to both alleviate and circulate discourses of inequality such as sexism and homophobia. [ABSTRACT FROM AUTHOR]

This paper explores issues of gender as they relate to Technology Education in Australia. It examines the theoretical issues that have shaped gender participation and engagement in this area of learning over time. Since the 1970s there have been efforts to address the stereotyping of areas of learning according to gender, with technology being a prime example of an area that has often been regarded as a males-only activity. However, 40+ years on female students are still engaging in school studies that were traditionally regarded as gender appropriate, as are boys. This examination is concerned particularly with post compulsory students. These are students in Years 10, 11 and 12 and those ready to make the transition from school to other learning and work pathways. Three orientations are examined, the biological, socialisation and cognitive approaches with respect to students in technology education classes and what motivates girls to engage in this curriculum area. Motivation can stem from the values students hold. [ABSTRACT FROM AUTHOR]

Commentators have predicted that Australian male primary school teachers will be extinct within 50 years. Drawing upon sociological ideas about the emergence of 'caring masculinities', this article qualitatively examines popular Australian understandings about male primary school teachers, their importance, why they are declining and whether, and how, this gender imbalance can be addressed. The study analyses data from 541 comments posted in response to nine online media pieces on male primary school teachers in Australia. The article shows that commenters believe men teaching young children experience stigmatised masculine identities but misplace the cause of this as the result of women and anti-feminist 'anti-male bias' rather than the constraining impact of hegemonic masculinity. The article suggests that until more caring and progressive forms of masculinity are culturally and economically valued in Australia we will see little change in the numbers of men entering primary school teaching. [ABSTRACT FROM AUTHOR]

This article explores why women miss out in the transition from the educational system to the labour market. Using nationally representative longitudinal data (2001–18) from the Household Income and Labour Dynamics in Australia (HILDA) survey, we compare how long after graduation it takes men and women with tertiary qualifications (n = 2030) to achieve key labour market milestones: (1) getting a full-time job; (2) getting a permanent contract; (3) earning an average wage; (4) finding a job that matches their skill level. We find significant gender differences in reaching these milestones, confirming that time is a critical dimension for understanding gendered inequalities in the returns to education. We attribute findings to incompatible 'timescapes' across the institutions of education, family and employment. The more flexible timescape of education allows women to succeed, but the inflexible timescape of employment (particularly when combined with family responsibilities) impedes them from turning educational achievement into labour market progress. [ABSTRACT FROM AUTHOR]

This study explores leadership styles and gender in higher education (HE) by examining representation of female professors in Australian and Turkish universities and identifying barriers to achieving seniority. The paper explores factors, including leadership styles, which explain the higher representation of female professors in Turkey, despite legislative frameworks and strategies in Australia to improve representation of senior women. It then explores barriers to women's career advancement, including the difficult management culture, low morale, informal processes in appointment and promotion, and lack of training for management roles in Australia, and conflict between career and family roles in Turkey. Finally, the paper identifies the impact of strategic choices on leadership styles and women's career advancement. This research questions the impact of equal employment opportunity and affirmative action frameworks on women's representation as professors. [ABSTRACT FROM AUTHOR]

This paper studies the extent of graduate overeducation in Australia utilising both the objective and mean methods. As well, the paper tests for non-linear returns to overeducation. It is found that the rates of graduate overeducation vary by both gender and with the methods utilised, and stand between 21% and 46%. Non-linear returns to overeducation were evident among some groups of graduates. Young male graduates seem to suffer no penalty for overeducation compared with their matched peers, but this may be a reflection of technological change altering workplace requirements faster than changes in occupational titles. [ABSTRACT FROM AUTHOR]

This paper draws on related research studies in two urban centres (Melbourne and Adelaide, Australia) with South Sudanese men and women engaged in varying degrees with higher education. The co-authors examine some gendered differences in the process and demands of resettlement, including within employment and education, and its implications for rapidly changing public versus private gender roles. We argue against essentialising discourses of the ‘liberatory’ nature of education in the west, versus constructions of ‘cultural knowledge’ as innate, burdensome, and less useful in western contexts. Drawing on Ahmed's critique of discourses of the ‘melancholy migrant’ which position western knowledges and gendered practices as progressive and therefore more desirable, the authors interrogate the possibility of multiple forms of knowledge and new migrants – especially South Sudanese – as enriched by their previous experiences and knowledges, rather than impoverished by them. [ABSTRACT FROM PUBLISHER]

The majority of the still limited literature on education in non-metropolitan areas adopts an understanding of rurality as a fixed and known geographic entity. This paper departs from such a functionalist perspective to explore how rurality is constructed in a programme for at-risk teenagers in remote Australia. Drawing on a range of texts about the programme, including a documentary series entitledOutback Kids,we examine how the rural space is imagined as simultaneously therapeutic and disciplining and therefore appropriate for troubled youth. Alongside this discussion we map the way in which other qualities and values associated with bifurcated definitions of the rural as a place of tradition and authenticity, and the urban as a place of disorder and pretence, are engaged in the texts to endorse the programme and its practices. [ABSTRACT FROM PUBLISHER]

Purpose: Health and social care professionals are ideally placed to identify and address gender-based violence (GBV), yet research continues to demonstrate that the subject is being poorly covered at undergraduate level. This qualitative study explored health and social care students' and educators' views on GBV education, with a view to identifying 'best practice'. We aimed to capture students' and educators' experiences and perceptions of GBV education across participating countries; how participants thought GBV should be taught/learned within their curricula; and their views on how GBV education might be 'optimized'. Methods: We conducted nine focus group discussions and one semi-structured interview with 23 students and 21 academic staff across the UK, Australia and Chile. Results: Thematic analysis yielded three themes: (1) GBV addressed in all but name, (2) Introduce sooner, explore later and (3) A qualitative approach to learning. Educators and students indicated that GBV is largely being overlooked or incompletely addressed within curricula. Many participants expressed a wish for the subject to be introduced early and revisited throughout their study, with content evolving as cohorts mature. Lastly, our findings indicate that GBV education could benefit from adopting a 'qualitative' approach, prioritizing survivor narratives and incorporating dialogue to facilitate student engagement. Conclusion: Though time constraints and competing demands within undergraduate curricula are frequently cited as barriers to moving away from traditional didactic methods, our findings suggest that teacher-centered strategies are insufficient and, in some regards, inappropriate for GBV education. The need for a paradigm shift in GBV education is discussed. [ABSTRACT FROM AUTHOR]

Recognition of human rights on the basis of sexual orientation, gender identity and intersex status by the United Nations has led to the development of new policies concerning homophobia and transphobia in educational contexts. This paper examines new Australian education policies impacting gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) teachers. A policy review uncovered a range of protections for GLBTIQ teachers in contexts such as the State of Victoria, alongside restrictions. Experiences of policy discussed in pilot study data from surveys of 63 Victorian GLBTIQ teachers, and in-depth interviews with nine Victorian GLBTIQ teachers, revealed that GLBTIQ teachers were relatively unaware of the protections available to them, compared to their awareness of protections for students. Many teachers were out as lesbian or gay to some staff members but fewer had come out to students. Teachers in religious schools had more difficulties, causing some to leave the sector. Further promotion of protections and more research are recommended. [ABSTRACT FROM AUTHOR]

This paper examines the provision of distance education to young people studying from their isolated properties in remote areas of Australia. While Australia's innovative approach to remote education is well established, this paper challenges the gender and structural assumptions underpinning this approach. A sustained period of rural restructuring and a long period of drought have changed the social relations of agriculture in a number of significant ways that ultimately undermine distance education as it is currently constructed. The assumption that mothers are available to provide home tutoring is no longer valid given the pressures on them to work on properties due to staff cutbacks and off properties to earn additional income. Further, the trend for farm family properties to be amalgamated into larger holdings and for these holdings to be run by farm workers also undermines the assumption that parents are willing, able and resourced to home tutor their children for long periods. This paper raises significant questions about the adequacy of current distance education provisions in remote areas. [ABSTRACT FROM AUTHOR]

In this study, first year commerce students in Australia were surveyed about their perceptions of their accounting studies and their perceptions of the attributes required of professional accountants. The paper specifically addresses the factors important in determining whether first year students intend to become accountants. The study uses a logistic regression model incorporating demographic and academic factors, as well as students' perceptions of the work of accountants, to predict intention to become an accountant. The results show that the perception of importance of generic skills, intrinsic interest in the discipline area, and course satisfaction were significant in determining intention to pursue a career as an accountant. As many students formed their judgments about the work of accountants from their accounting studies, the findings have implications for accounting educators in terms of the enthusiasm and motivation required in teaching accounting, as well as curriculum development that reflects the skill set required for an increasingly sophisticated business environment. [ABSTRACT FROM AUTHOR]

This paper explores the potential conflict classroom teachers face in their dual roles as ‘guardians of grammar’ and as ‘agents of social language reform’ with reference to third person singular generic pronouns in English. We investigate to what extent teachers (primary, secondary and tertiary) experience tensions between these roles in relation to their own and students' use of generic pronouns, and if they do, how they resolve the issue. Drawing upon survey and interview data from Australian classroom teachers we find substantial adoption of gender-inclusive alternatives to generic he with a clear preference for and tolerance of singular they in their own and their students' writing. Remnants of social gender and the use of generic he and generic she are found for the antecedents real estate agent and teacher respectively. Younger teachers are by and large unaware of grammatical prescriptivism arguments while all teachers have awareness of the need to address and reform linguistic discrimination. Female educators lead the way as ‘agents of change’ and intervene in students' writing to promote the avoidance of gender-exclusive generic he. [ABSTRACT FROM AUTHOR]

Australian Muslim women are far more likely to be the target of Islamophobic attacks than men, and common narratives often paint Muslim women merely as victims of Islamophobia. This article takes a new approach and considers how Muslim women may counter Islamophobia and the various audiences they must contend with in their work. Using de Koning's interpellation framework, this research investigates why Australian Muslim women believe gender matters in public countering Islamophobia work and proposes new developments to the framework based on the way Australian Muslim women must mediate the ascriptions of both non-Muslims and Muslim men. This research draws on in-depth interviews with Sunni, Shi'i, and Ahmadiyya women from around Australia who are active in public countering Islamophobia education initiatives. [ABSTRACT FROM AUTHOR]

The role, place, and often invisible contributions of women working in the outdoor learning profession have become an area for increased scrutiny. Alarmingly, there is an underrepresentation of women cited in research and practice, yet women make up approximately half those involved in outdoor education and outdoor recreation. A male-dominated narrative seems to prevail. The intention of this paper is to serve as a focal point for critical analysis and discourse about the status of women in the outdoor learning profession. We investigate the prevalence of females presenting keynotes at Australian national and state outdoor education conferences, complemented by dialogical engagement with women working in the outdoor learning profession regarding the opportunities for their voices to be heard. Our analysis clarifies some of the key issues and identifies constructive ways to recognise and support women's contributions with the aim of enabling both women and men to be valued for their unique and shared involvements in the outdoor learning profession. [ABSTRACT FROM AUTHOR]

Globally, it is estimated that 5% of adults suffer from depressive disorder. The current study aimed to investigate the association of sociodemographic factors with depression from the Australian national survey data. The analysis utilized the 2007 Australian National Survey of Mental Health and Wellbeing data upon 8841 participants aged 16 to 85 years. The outcome measures were lifetime depression and depression symptoms in the 12 months prior to the survey. Analytical techniques included binary logistic regression technique. The prevalence of lifetime depression was 15.2% (18.2% in females vs. 11.5% in males, p < 0.001) and a 12-month depression was 6.1% (7.4% in females vs. 4.5% in males, p < 0.001). For every year increase of age, there was a 1% decrease in the odds of lifetime depression and a 2% decrease of 12-month depression. There was a 20% less chance for lifetime depression and 33% less chance for 12-month depression for the fifth quintile compared to the first quintile of household income. Level of education was not significant. Depression is more common in younger aged people in Australian population, and significantly higher among females, and in people with low socioeconomic status. Appropriate intervention programs need to be conducted among this specific group. [ABSTRACT FROM AUTHOR]

Food and nutrition insecurity occurs when healthy and safe food cannot be obtained by socially acceptable means and arises as a result of complex interactions between socioeconomic and demographic determinants. These factors contribute to discrepancies in health and well‐being between men and women and may also explain differential rates of food insecurity. The objectives of this cross‐sectional study were to investigate the intersection between gender, education, nutrition knowledge and food security status within a high‐income country context. Australian adults over 16 years of age who identified as having primary responsibility for food in their household were recruited via social media and a panel. Respondents completed a self‐administered survey that included sociodemographic data, nutrition‐related knowledge and food security status. Food security was measured using the Australian Household Food and Nutrition Security Scale an adapted version of the United States Department of Agriculture Household Food Security Survey. Among the 1010 survey respondents, household food insecurity (HFI) was highly prevalent (43% were food insecure, with 26% of these severely food insecure). Gender may affect associations between education, nutrition knowledge and HFI. Education was significantly associated with HFI among women but not among men. Conversely, nutrition knowledge was significantly inversely associated with food security among men but not among women. Differences in determinants of HFI exist between men and women, and programs aimed at addressing food insecurity may be more effective if tailored accordingly to account for the social and demographic factors associated with HFI. [ABSTRACT FROM AUTHOR]

This paper suggests that, at least amongst employees, social classes may be thought of as having effects on labour market outcomes because they create segmented labour markets. Thus each social class of employees defines the boundaries of a labour market which is at least partially separated from those defined by other employee social classes. This implies that standard labour market variables such as education and labour market experience may have impacts on earnings which vary across class-defined labour markets. Based on a three class picture of the employee class structure (experts, managers/bureaucrats, workers), predictions about the relative impact of education, Labour market experience, gender, sector of employment and unionisation on earnings in each class are outlined. These are then tested on data from two Australian national representative samples. Results show that, as predicted, the impact of important variables (notably education and labour market experience) on earnings appear to be quite different for workers than for experts or managers. This supports the view that the labour market is segmented between workers and the middle class. There are other interesting variations in the impact of variables across class-defined labour markets, variation in gender effects being notable. However, evidence for a sharp differentiation of expert and managerial labour markets is more limited than predicted. Overall, the equations used explain far less of the variance in working-class earnings than of expert and managerial earnings, primarily because education and labour market experience appear to be less closely tied to earnings for workers than for experts and managers. Implications of these results for class theory and human capital theory are outlined. [ABSTRACT FROM AUTHOR]

Mortality rates are often disaggregated by different attributes, such as sex, state, education, religion, or ethnicity. Forecasting mortality rates at the national and sub-national levels plays an important role in making social policies associated with the national and sub-national levels. However, base forecasts at the sub-national levels may not add up to the forecasts at the national level. To address this issue, we consider the problem of reconciling mortality rate forecasts from the viewpoint of grouped time-series forecasting methods (Hyndman et al. in, Comput Stat Data Anal 55(9):2579-2589, 2011). A bottom-up method and an optimal combination method are applied to produce point forecasts of infant mortality rates that are aggregated appropriately across the different levels of a hierarchy. We extend these two methods by considering the reconciliation of interval forecasts through a bootstrap procedure. Using the regional infant mortality rates in Australia, we investigate the one-step-ahead to 20-step-ahead point and interval forecast accuracies among the independent and these two grouped time-series forecasting methods. The proposed methods are shown to be useful for reconciling point and interval forecasts of demographic rates at the national and sub-national levels, and would be beneficial for government policy decisions regarding the allocations of current and future resources at both the national and sub-national levels. [ABSTRACT FROM AUTHOR]

Objective: Men present with complex, diverse and often contradictory expressions of masculinity that are relevant to their health status. This article argues for the inclusion of masculinity into mental health curricula in Australia. Masculinity mediates health outcomes by influencing help seeking and engagement with treatment.Conclusion: An online curricula audit of publicly available information from Australian medical programs and their professional bodies reveals increasing awareness of the needs, but limited practical inclusion of masculinity models in training and practice. Described are the elements essential to training and subsequent clinical practice to curb the poor mental health outcomes of Australian men. [ABSTRACT FROM AUTHOR]

The under-representation of women entering into information and communication technology (ICT) programmes is a long-standing problem. While ICT continues to be increasingly accepted and integrated into everyday life, gender stereotypes prevail in ICT turning female students away from ICT as an occupation. Based on existing literature on factors influencing girls' career choices and on an empirical qualitative study in three schools in Australia, a conceptualisation of the influence of middle-school experiences on girls' ICT study and career choices is presented. This conceptualisation is used as a guide to evaluate a recent intervention programme aimed at promoting ICT study and work opportunities to middle-school girls. A number of recommendations for future programmes are provided, highlighting the need to study how subcultures that support ICT career choices develop and are supported in Australian schools. [ABSTRACT FROM AUTHOR]

Hegemonic masculinity is Connell’s key concept in a hierarchical framework of masculinities which has had a significant influence on thinking about gender. This article draws on Connell’s theories, previous research and my empirical research to argue that there are limitations to using the concept of hegemonic masculinity, and even hegemonic masculinities, when examining boys and masculinity. Boys are rarely mentioned in definitions and theoretical writing about hegemonic masculinity, yet much research examining primary school boys and masculinity uncritically draws on the concept. My research in Australia with 6- and 7-year-old children found that boys had limited access to hegemonic masculinity. As a possible explanation for its usage by researchers with primary school boys, I explore the potential usefulness of multiple and local hegemonic masculinities. [ABSTRACT FROM PUBLISHER]

This study examined the continued gender imbalance in mathematics participation in senior high, which has implications for adolescents' future careers. It confirms persisting greater male participation in maths-related educational and occupational choices among this sample of Australian youth. Gendered course-taking in maths, along with participation intentions for maths-related careers, were explained using the Expectancy–Value framework of Eccles and colleagues (Eccles (Parsons) et al., 1983; Wigfield & Eccles, 2000). The influences of maths-related self-perceptions, intrinsic and utility values, and perceived task difficulty were assessed using longitudinal data from a sample of 442 adolescents spanning Grades 9 through 11 in Sydney, Australia. Gendered maths-related self-perceptions and intrinsic values were the major influences on gendered educational participation in senior high maths, which subsequently predicted maths-related career aspirations—over and above prior mathematical achievement. Utility value showed a curvilinear relationship with maths-related occupational intentions moderated by gender, whereby girls with the highest utility values planned for highly maths-related careers, while boys with mid through high utility values planned similarly highly maths-related careers. Recommendations focus on ways to enhance participation in maths, especially for girls. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate science achievement of Australian students and how this achievement can vary from school to school. The proposition that gender and socioeconomic inequities in Australia are the result of school systems designed to reproduce an unequal social order was examined with reference both to current sociological literature and methodological techniques which account for the hierarchical nature of students nested in schools. Additionally, student-level and school-level variables are investigated for their ability to explain gender and socioeconomic differences in science achievement, as well as general student variability. Even after adjusting for the students' individual characteristics and home backgrounds, as well as the context of the school, there were significant gender and socioeconomic differences in science achievement across Australian schools. The importance of variability in science achievement between schools is shown in this study, with specific reference to how this variability can be attributed to the school system. [ABSTRACT FROM AUTHOR]