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Some theories suggest that ethnic minority students who anticipate discrimination in the labour market may invest more in easily observable human capital, such as education, to signal their productivity to employers. Empirical research has been hampered, however, by a lack of direct information on anticipated labour market treatment. We link ethnic minority student expectations of facing discrimination in the labour market to subsequent performance in high-stakes certificated national exams in England. Our findings suggest that anticipating labour market discrimination is associated with better exam performance, consistent with the view that students are seeking to counteract potential future penalties. [ABSTRACT FROM AUTHOR]

ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT's strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase access to information, facilitate personalised and complex learning, and decrease teaching workload, thereby making key processes and tasks more efficient. The weaknesses are a lack of deep understanding, difficulty in evaluating the quality of responses, a risk of bias and discrimination, and a lack of higher-order thinking skills. Threats to education include a lack of understanding of the context, threatening academic integrity, perpetuating discrimination in education, democratising plagiarism, and declining high-order cognitive skills. We provide agenda for educational practice and research in times of ChatGPT. [ABSTRACT FROM AUTHOR]

In the field of disparities research, there has been growing interest in developing a counterfactual-based decomposition analysis to identify underlying mediating mechanisms that help reduce disparities in populations. Despite rapid development in the area, most prior studies have been limited to regression-based methods, undermining the possibility of addressing complex models with multiple mediators and/or heterogeneous effects. We propose a novel estimation method that effectively addresses complex models. Moreover, we develop a sensitivity analysis for possible violations of an identification assumption. The proposed method and sensitivity analysis are demonstrated with data from the Midlife Development in the US study to investigate the degree to which disparities in cardiovascular health at the intersection of race and gender would be reduced if the distributions of education and perceived discrimination were the same across intersectional groups. [ABSTRACT FROM AUTHOR]

Sexual orientation and gender identity are fundamental aspects of every individual's life, protected within the framework of human rights. Unfortunately, both categories persist as recurring grounds for discrimination, violence, and oppression, at times perpetuated even by normative regulations. In this context, education plays a crucial role in emphasizing values such as coexistence, diversity, cooperative learning, and empathy to prevent heterosexism. Educators, therefore, must have training that ensures the creation of safe, reliable, and protective learning environments for all students. It is imperative that every student has the right to develop and socialize without fear of exclusion. The focus of this study is to analyze the consensus and acceptance among experts regarding the factors influencing gender identity in the educational context, using the neutrosophic statistical method. As a result, it was concluded that a reform of current regulations is necessary, coupled with the implementation of human rights training programs, to eradicate deeply rooted prejudices. [ABSTRACT FROM AUTHOR]

This article presents the results of a qualitative research carried out with educational agents from public and private schools in central-southern Chile. By means of interviews, an attempt was made to elucidate the way in which these schools were dealing with the conflicts generated by the presence of sexually dissident students. From the methodological point of view, we opted for grounded theory to carry out the analysis; this process yielded an axial coding that refers to the integration strategies of dissident students and a second one that makes reference to the invisibilization and imposition of silence that falls on these same students. Among the main conclusions, it is worth noting that in public schools they tend to be ignored, while in subsidized and private schools they are tolerated on condition of silence. [ABSTRACT FROM AUTHOR]

In recent years, a number of states in the United States have enacted educational policies, often referred to as "critical race theory" bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental discourses and neoliberal standardization, reinforcing normative whiteness by producing further impediments to elementary literacy instruction as a space to develop critical consciousness about race. This study contributes to emerging literature on the effects of divisive concepts legislation, as well as situating this current legislative wave within existing policy contexts of restriction. In recent years, a number of states in the United States have enacted educational policies, often referred to as "critical race theory" bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. [ABSTRACT FROM AUTHOR]

Previous research makes clear that racism can be a barrier to parental involvement in education. However, it is less clear how racism can facilitate parental involvement. This study uses national early childhood education data to gauge if racial/ethnic and gender disparities exist in teacher contact with parents/guardians. The study's aims are to understand if and how race/ethnicity and gender shape teacher communication with parents/guardians, as well as if teacher-student racial matching matters. We find several racial/ethnic and gender disparities in teacher contact with parents/guardians about behavior problems, academic problems, and accomplishments. Our findings suggest that both Black boys and Black girls benefit from having a non-White teacher, although in different ways. Additionally, our findings indicate that Asian American students both benefit and are penalized by more favorable teacher perceptions. We discuss the utility of an intersectional approach for understanding teacher racial bias and student-teacher racial matching. [ABSTRACT FROM AUTHOR]

Dominican-born children of Haitian descent are frequently excluded from the public education system in the Dominican Republic. Barriers to participation include poverty, discriminatory government policies, and structural barriers within school settings. Females of Haitian descent face additional barriers due to gender discrimination. The current study used modified grounded theory to analyze qualitative interviews from 32 Dominican females of Haitian descent to explore factors that promote and impede educational resilience. Barriers to school participation included: the economics of school integration and persistence, poor cultural and learning climate within school, and limited structural supports for female students who want to pursue education while pregnant, or raising children. Factors described as promoting educational resilience included: successfully balancing work and study from an early age, having supportive social networks, and holding strong beliefs about the future value of education. Findings challenge and inform dominant discourses about factors that impede and support educational resilience. [ABSTRACT FROM AUTHOR]

Implicit racial bias has gained attention as a central contributor to enduring racial disparities in various systems in the United States, such as in criminal justice, particularly regarding police violence—and in education as related to school discipline. Scholars in education have suggested multiple strategies and products (e.g., professional development modules) to raise awareness among practitioners about their implicit biases. Similar to other individualistic approaches, such as the concept of grit, the implicit-bias approach has gained popularity in academia and practice as a remedy for racial disparities. This paper criticizes these product-oriented, individualistic solutions, targeting changes in an individual's psychological traits. Building upon a collective, participatory form of knowledge production activity led by a rural high school serving American Indian youth, we call for redirection to systemic transformation in the dysfunctional discipline system to address racial injustice in discipline with—not for—educators, students, families, and community members. [ABSTRACT FROM AUTHOR]

Racism remains endemic and pervasive throughout the United States, its institutions, structures, and systems. And yet, efforts to build racial literacy have been widely absent in K-12 educational institutions. Research exploring the racial pedagogical decision making of teachers is essential for disrupting systemic educational inequalities brought on by white supremacy. Drawing on scholarship focused on racial literacy, critical race theory, and rural education, this study explored the racial literacy and racialized teaching of ten rural social studies teachers. Findings illustrate that teachers embodied racial literacy in two ways: rooted in reality and as rationalization. This research also reveals the tensions, affordances, challenges, and opportunities of teaching for racial literacy teaching in rural classrooms. [ABSTRACT FROM AUTHOR]

The scholars in Disability Studies in Education (DSE) have explored critical connections between race, disability, and other markers of identity. This article specifically explores narrative accounts of two first generation Black African immigrant students' educational navigation and their English as Second Language (ESL) and special education experiences. A pluralistic theoretical approach including Disability Critical Race Studies (DisCrit) and Ethnic Racial Identity (ERI) Formation framework is employed. The author proposes a disability-integrated ERI (D-ERI) framework. Some important findings from participant narratives suggest their awareness of the ESL as a formalized system leading to special education placement, and their acts of resistance against the deficit perceptions about their intersectional ethnic-racial identities in U.S. schools. [ABSTRACT FROM AUTHOR]

This article examines the possibilities and limits of strategies directed toward racialized healing amidst declarations of pandemics and legislative attacks on public school teachers. We question what these strategies take as a self-evident truth: that race and racism can be conceptualized in terms of health and transparently addressed through research and practice focused on racialized healing. To complicate this assertion, we locate the strategies within a race-health nexus, a form of biopower. This nexus establishes norms, categories, and classifications that justify ranking and comparing, dividing and differentially intervening on some in the name of the health and wellbeing of all. We historicize how this nexus became integral to schooling in the United States in the 19th century, normalizing populations according to civilizational values that doubled as health standards. We argue that this nexus makes possible biopolitical strategies of "tailoring treatments" and "cultivating potential" that continue to undergird health and healing strategies in educational research and pedagogical practice today, thereby reconfiguring, rather than overturning, hierarchies of human difference. The analysis demonstrates that racialized healing strategies provide no ontological guarantee for reducing racialized harm. Instead, such efforts must be reflexively situated within the interplay of biology, coloniality, and education that makes "healing" seem necessary and urgent in the first place. [ABSTRACT FROM AUTHOR]

This study provides a comprehensive analysis of several factors that potentially contribute to attitudes toward demographic (i.e., racial, ethnic and religious) diversity in 16 advanced economies, using data from a recent survey conducted by the Pew Research Center in 2021 (N = 16,254). Specifically, the study aimed to examine 12 potential covariates of anti‐diversity attitudes, using Bayesian multilevel modelling. The results showed that the variables with the strongest positive association with anti‐diversity attitudes were perceived domestic conflict (perception of greater conflict between different groups in one's country), being older and dissatisfaction with the way democracy works in one's country. The strongest negative covariates of anti‐diversity attitudes were higher levels of education and perceiving discrimination as a problem. Household income was not associated with diversity attitudes, whereas being female was associated with more pro‐diversity attitudes. The model was tested separately in Australia, and the results were generally consistent with the findings from the multinational sample. Perceived domestic conflict emerged as the strongest covariate of unfavourable diversity attitudes both in the overall sample and in Australia. [ABSTRACT FROM AUTHOR]

In this paper, we provide evidence on attitudes toward indirect past-in-present educational discrimination (i.e., educational discrimination that took place in the past but has a negative impact on the current employment opportunities of the discriminated against workers). We use an original vignette-based hypothetical survey experiment and collect data from a representative sample of the US population. We find that a significant majority of respondents support costly compensation for past educational discrimination. Moreover, we find that respondents are as sensitive to indirect past-in-present educational discrimination as they are to present-day employment discrimination. We point out that the causal effects on attitudes are stronger for the intentionality of discrimination than for its financial consequences for the discriminated group. Finally, attitudes appear to be driven more by respondents' political perspective than by their own actual identity. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to evaluate whether there is discrimination in the dental educational environment, assess the main reasons for the discriminatory events, and if there is an association between discriminatory episodes and sociodemographic characteristics of undergraduate dental students. Materials and Methods: This observational cross‐sectional study was conducted with a self‐administered questionnaire to students enrolled in three Brazilian dental schools. Questions included sociodemographic characteristics and the occurrence of discriminatory episodes in the dental academic environment. Descriptive analysis was performed in RStudio 1.3 (R Core Team, RStudio, Inc., Boston, USA) software and the associations were tested using Pearson's chi‐square test, considering 95% confidence intervals. Results: A total of 732 dental students were included, with a response rate of 70.2%. The vast majority of students were female (66.9%), with white/yellow skin colour (67.9%), and with a mean age of 22.6 (SD 4.1) years. Sixth‐eight percent of students reported having experienced some discrimination in the academic environment and most reported feeling uncomfortable with the episode. The main reasons to have been discriminated against raised by students were specific behaviour/habit, have specific moral, ethical, and aesthetic values, gender, and socioeconomic status or social class. The occurrence of discriminatory episodes was associated with female gender (p =.05), non‐heterosexual sexual orientation (p <.001), studying in public institutions (p <.001), receiving an institutional scholarship (p =.018), and being in the final undergraduate cycle (p <.001). Conclusion: The occurrence of discriminatory episodes was common in Brazilian dental higher education. Discriminatory situations generate traumas and psychological marks, causing a loss of diversity within the academic environment that leads to loss of productivity, creativity, and innovation. Thus, strong institutional policies against discrimination are crucial to create a healthy dental academic environment. [ABSTRACT FROM AUTHOR]

Gender discrimination is more frequent among the ethnic minorities in the domain of education. This study among the Muslims in India shows that the Muslims always lag behind the Hindus in literacy rate and there is widening gap between literacy rates of men and women. With particular reference to a bi-ethnic village, it further reveals that discrimination generates from the socio-economic context of a particular community and that the Muslim women are experiencing discrimination in education due to their parents' poor economic condition, lack of awareness, conservativeness, feeling of social insecurity of their girls, and their early marriage. [ABSTRACT FROM AUTHOR]

Despite Korea's economic development, gender inequality in its society and the labour market is still prevalent. Within this context, this investigation considers the relationship between overeducation and life satisfaction by gender. Korean females are better educated than males, and they also face more discrimination in the labour market, the consequences of overeducation are likely to differ by gender. Using Korean panel data the results are consistent with females having lower aspirations despite their high levels of education, and indicate that a more female friendly labour market could address the country's currently underutilised human capital. [ABSTRACT FROM AUTHOR]

The author discusses the U.S. Supreme Court case Students for Fair Admissions, Inc. versus President & Fellows of Harvard College on applying the Equal Protection Clause that eliminates all forms of racial discrimination. He cites the Court's ruling that the Harvard programs failed strict scrutiny on required colorblindness, and that the Clause had transcendent aims. The author states that the Clause is not necessarily about colorblindness, and that it is not the right principle for the Clause.

The aim of this article is to examine (re)producing social inequality based on social origin and position and the associated discrimination within the education system from a classist perspective in the context of higher educa - tion. Special challenges and (counseling) needs (e.g. cultural adaptation processes, financing of studies, self-elimination) of first-generation students are identified and central starting points of classism-sensitive student counseling (e.g. reflection of one's own class position, habitus sensitivity) are discussed. [ABSTRACT FROM AUTHOR]

The article discusses the role of diversity, equity and inclusion (DEI) in promoting changes that anti-discrimination laws have failed to achieve in the U.S. Topics discussed include the history of DEI initiatives in the country in the wake of an increased focus on social justice, the importance of DEI initiatives in legal education and law schools, and solutions to address retrenchment and attack on DEI efforts.

Title IX of the Education Amendments of 1972 promised dramatic measures to address sex-based discrimination in education. In the context of civil suits against schools involving peer sexual harassment, these measures have yet to live up to their promise. Under the existing standard, student victims of peer sexual harassment must demonstrate that their educational institutions responded to their reports of harassment with "deliberate indifference. This standard favors institutions over students as it imposes liability only in the most egregious cases. A deepening conflict between the circuit courts regarding what deliberate indifference actually requires compounds concerns over the standard's ineffectiveness. Courts like the Sixth Circuit, who adopt a narrow interpretation of deliberate indifference, require that students show they were subjected to subsequent actionable harassment, a rule that further harms students. In contrast, courts like the Tenth Circuit utilize a broader interpretation and find that a demonstration of vulnerability to further harassment is sufficient to establish deliberate indifference. After reviewing the policy motivations behind Title IX and tracing the development of the deliberate indifference standard to its recent split, this Comment argues for the codification of the Tenth Circuit's standard, which permits plaintiffs to show deliberate indifference through either further actionable harassment or vulnerability to further harassment. The amendment should also evaluate institutional responses under a standard of unreasonableness rather than clear unreasonableness. This approach would solidify Title IX's application to peer sexual harassment, encourage proactive and meaningful institutional responses, and allow plaintiffs a greater chance of obtaining relief. [ABSTRACT FROM AUTHOR]

Gender disparity is an enduring problem in engineering and construction (EC) areas. The main purpose of this study was to explore the perceptions of female students in EC programs in the US toward factors impacting their situations and investigate barriers to their academic and professional paths. A quantitative research method was used to measure the perception of participants. In the first phase of this project 369 students participated in a paper-based survey. The results emphasized the effect of role models, by engineering students. The results also highlighted several similarities and differences between male and female students in regard to factors impacting the selection of major and career, such as career characteristics, familiarity with the industry, expected growth, and discrimination that facilitate or impede women's presence in educational and professional positions. [ABSTRACT FROM AUTHOR]

Israeli policy toward the Druze has been two-dimensional since the establishment of the state. While the state enforced conscription of Druze into the military, the government's policy toward Druze in civilian areas was no different from the policy toward its Palestinian citizens in general, namely the confiscation of lands, discrimination in education and employment, and exclusion from a selfidentified Jewish state. The ambivalent reality of the Druze community thus produces a dual dynamic of protest and containment. In this article, Yusri Khaizran reads the trajectory of protest among the Druze community inside Israel, and identifies key inflection points in that trajectory. He also analyzes the primary obstacles to such protests, which undermined their momentum and helped the state to tighten its grip over the Druze, despite the discrimination and exclusion that Druze, like all Palestinians inside Israel, face. This includes not only state authorities but also the traditional religious establishment in the Druze community, which has been increasingly involved in the efforts to contain and coopt Druze protest since the early 2000s. [ABSTRACT FROM AUTHOR]

Student evaluations of teaching (SETs) are a ubiquitous feature of higher education. However, scholars have presented numerous challenges to the accuracy, validity, reliability and objectivity of SETs as a measure of teaching effectiveness. Given the potential for bias, the use of SETs in professional review may constitute a form of institutional discrimination. Therefore, institutions of higher learning need to develop, adopt and refine better methods for collecting and using student feedback. This paper describes the steps taken by a mid-sized comprehensive university in the USA over a three-year period to do that. We describe the work of our committee dealing with this issue, how we collaborated with the rest of the university to enact change, and the Learning Environment Survey (LENS) system that the university eventually selected and modified. We also report findings from a pilot study of the new instrument, which was favorably received by both students and faculty, and make recommendations for other institutions of higher education. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse the experiences of seven homosexual students (four boys and three girls) in Physical Education (PE). Their families are also involved in the study, looking in depth at how their children's experiences have affected their daily lives throughout their adolescence. A qualitative approach is used, exploring the students' and families' perceptions from an analytic approach called 'thinking with theory' (Jackson & Mazzei, [2012]. Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge), with which we try to highlight the networked functioning connections and tensions between some basic ideas of gender performativity theory and the data obtained from the experiences of the students and their families. The data collection instruments used are interviews with the participants and discussion groups with their families. The results show how the construction and reinforcement of gender roles and stereotypes in PE lead them to reject the subject in many cases. They show how, on many occasions, their role is relegated to the background, presenting certain fears and insecurities about taking the initiative in activities. In some cases, the relationship with their peers is clearly limited, receiving gestures of mockery and insults from others. The families admit to having suffered a lot at certain times during their children's schooling. They explain that there is still a long way to go to achieve true acceptance and inclusion in PE. [ABSTRACT FROM AUTHOR]

In 2021 the Crafts Council launched its national education programme, Craft School, alongside the pedagogical framework Make First. Both Craft School and Make First were a culmination of decades of learning, experience, and research from staff at the Crafts Council and are underpinned by anti‐racist and anti‐ableist learning methodologies. Through this we hoped to work towards methodologies for equal and equitable access to craft education, by considering flexible approaches to delivering and participating in craft activities across different key stages. This paper outlines the Make First approach and some indications of its impact on teachers and learners, as well as exploring some of the challenges and areas for further development as we continue to build anti‐racist and anti‐ableist approaches to craft education. [ABSTRACT FROM AUTHOR]

Despite national policies, de facto school segregation for racial/ethnic minority students in the West and East has continued to deepen. In Hong Kong, the segregated school system was abolished in 2013, while from 2004 reformed School Places Allocation Systems encouraged minority students to choose mainstream primary and secondary schools. However, de facto ethnicity-based school segregation continues to prevail. Most minority students in the mainstream system are stuck in low- status schools where they face discrimination and institutional exclusion. This has led many of them to retreat to a limited number of schools that have traditionally catered for minority communities. Such segregation calls forth scholarly attention to the paradoxical correlation between the physical mixing of diverse students and equality of educational opportunity, especially equal access to post-secondary education (PSE)--a key for minority youth to function in the competitive labour market. This study employed the theory of school-based social capital (SBSC) and compared the ways in which PSE-relevant institutional resources and support were rationalised and enacted by staff in de facto segregated and desegregated school contexts. Case studies of two secondary schools lead us to argue that desegregation is only effective when institutional structure, culture and agents empower minority students through access to instrumental resources and support for the pursuit of PSE. The findings confound the desegregation policy and call for structural/institutional interventions to ensure instrumental SBSC is accessible to PSE-bound minority students in all schools, and thus increase the effectiveness of school desegregation. [ABSTRACT FROM AUTHOR]

This paper investigates intersecting rights and ways of thinking in faith-based schools. It outlines current legislative attempts to manage anti-discrimination in Australian schools and proposes a dialogic model of reciprocal anti-discrimination for educational leaders and administrators. This paper proposes that reciprocal anti-discrimination will require rigorous clarity in organisational beliefs, values and philosophies of education. Differences of power, prejudice and assumptions are also addressed. The goal of the proposed model is to find a way forward where rights and values intersect while supporting student and staff wellbeing and preserving religious and moral conscience. [ABSTRACT FROM AUTHOR]

There is growing evidence on the negative effects of perceived discrimination on health outcomes and their interactions with indicators of socioeconomic status. However, less has been studied on whether income and education lead individuals of a different race to encounter different discriminatory experiences in their lifetime. Using data from the national survey of the Midlife Development in the United States-MIDUS 1 (1995-1996) and MIDUS Refresher (2011-2014)-on eight measures of perceived lifetime discrimination, this study compares discriminatory experiences of Black and White persons in two time periods. We applied generalized structural equation models and generalized linear models to test multiplicative effects of income and education by race on lifetime discrimination. In both periods, we find substantive disparities between White and Black people in all types of lifetime discrimination, with Black people reporting much higher levels of discrimination. Such disparities exacerbated in the top cohorts of society, yet these associations have changed in time, with White individuals reporting increasing levels of discrimination. Results show that, for Black people in the mid-1990s, perceived discrimination increased as education and income increased. This finding persisted for education by the early 2010s; income effects changed as now both, low- and high-income Black people, reported the highest levels of discrimination. These findings highlight a policy conundrum, given that increasing income and education represent a desirable course of action to improve overall discrimination and health outcomes. Yet, we show that they may unintendingly exacerbate racial disparities in discrimination. We also show that the U.S. is moving toward a stagnation period in health outcomes improvement, with racial disparities in discrimination shrinking at the expense of a deterioration of whites' lifetime discriminatory experiences. Our results highlight the need for a multi-systems policy approach to prevent all forms of discrimination including those due to historical, institutional, legal, and sociopolitical structures. [ABSTRACT FROM AUTHOR]

In this article, the authors utilize Miranda Fricker's conception of epistemic injustice to reexamine racial inequities in public education through the lens of testimonial and hermeneutical injustices experienced by minoritized youth. Drawing on their lived experiences as BIPOC researchers and teacher educators, the authors delineate the concept of literacies of joy as a means to describe, document, and affirm minoritized youths' creative resistance to the epistemic injustices inherent within oppressive educational systems and structures. These literacies of joy are defined as ways of being and knowing that enable BIPOC students and educators alike to reap, enact, and embody joy amid oppressive circumstances. By centering joy, we overtly link this work to expressions of mattering and survivance. By centering literacies, we call attention to the systematicity and grammar of these ways of mattering. Literacies of joy affirm and honor the profound creativity and ingenuity with which oppressed communities have carved out spaces of joy since time immemorial. To this end, this concept addresses a hermeneutical injustice of its own. The implications of these literacies of joy are discussed as means of anti-oppressive pathways to educational research and teaching. [ABSTRACT FROM AUTHOR]

Discrimination laws have long contained exceptions for otherwise unlawful discriminatory conduct. An increasing site of tension has been the exceptions granted to religious schools. These schools maintain that they should be able to adopt an approach to education which reflects the faith-based ethos of the school community. However, there are concerns that some faith-based approaches can cause harm to, and exclude, LGBTIQ+ staff and students. An approach that has been under active consideration in Australia is to allow some discrimination by religious schools so long as they give public notice of their policy of doing so. This 'notice provision' exists in several state and territory discrimination laws, and has been considered in recent law reform inquiries across the country. In this paper, we challenge the underlying idea that prior notice justifies discriminatory conduct. We argue that such an approach sits uncomfortably with the conceptual and theoretical underpinnings of discrimination law, and that transparency is an insufficient reason to permit discrimination. Notice provisions appear to evade, rather than answer, the question of how to balance competing human rights to religious freedom and equality. As such, we argue that discrimination by religious schools cannot be justified on the basis of notice. [ABSTRACT FROM AUTHOR]

This holistic single‐case study aimed to understand the impact of digital story telling (DST) on the identity expressions of Native American youth. The question that guided the study asks, 'How do Native American adolescents in a rural, tribal‐run after‐school programme for Indigenous youth explore and express who they are through digital story telling?' Five Indigenous youth enrolled in a tribal‐run after‐school programme participated in the study and completed a digital story telling project that contained multiple components and interviews. Data sources included funds of knowledge maps, shields, story scripts, storyboards, interview transcripts, and digital videos. Thematic analysis was the overarching method used to identify themes. The researchers also conducted constant comparison, content analysis, and/or intertextual transcription to analyse specific data types. Findings indicate the youth enjoyed the DST process, explored and solidified their personal identities, and discovered personal strength. The findings also suggest that DST enabled the youth to draw upon cultural knowledges, literacies, and personal experiences to establish their identities and make sense of the world around them. Furthermore, findings reveal the continued presence of racism in society and schools and the need to transform schools into sites that embrace and support Indigenous knowledges, languages, literacies, and identity development of Indigenous students. [ABSTRACT FROM AUTHOR]

The article discusses the intersection of Latina/o/x criminology and criminal justice education. Topics include underrepresentation of Latina/o/x students, emphasizes the growth of Criminology and Criminal Justice (CCJ) programs and the need to address racial/ethnic disparities, underrepresentation of Latina/o/x students, and the challenges faced by scholars of color. and the importance of centering race/ethnicity in education and research.

Beyond simply passing laws, the authors highlight an array of legal strategies individuals and civil society organizations have used to improve enforcement of existing laws, as well as the complementary laws that allow legal action to be effective (Who is able to sue? There is always a tension between focusing on the inherent value of an objective (gender equality is good) and the instrumental value, whether economic (gender equality will generate more global income) or otherwise (gender equality will make both women and men healthier). Equality Within Our Lifetimes: How Laws and Policies Can Close - or Widen - Gender Gaps in Economies Worldwide. [Extracted from the article]

This article draws from a qualitative case study, focussing on the educational experiences of urban refugee children in Mozambique. The fieldwork conducted in Maputo and Nampula during 2018–2020 found that urban refugee children fail to relationally integrate into Mozambican schools as they are subjected to stereotypes, bullying and discrimination at schools and its surroundings. This is critical since effective integration entails more than sharing education structures. Therefore, the government of Mozambique must implement policies that maintain social cohesion and belonging among refugees and their native peers. Only then will refugee education in Mozambique provide urban refugee children with security, stability and protection. [ABSTRACT FROM AUTHOR]

The dichotomy of 'autonomous men' and 'relational women' is a long-lived social construction that is often taken for a fact. It is also suggested to relate to the reproduction of gender inequality in academia. Through the lens of dialogical self-theory, and based on our narrative data, we show that subtle gender inequality causes tension in the dialogical structure of the self. The tension is enforced by material and structural barriers and is rooted in the multiplicity of competing self-narratives. This tension is not an indication of lack of agency, and is linked to the interplay between self, organization and society. Those with a higher degree of multiplicity and democratic relations among their key I-positions are more prone to facing tension in career progression because of competing self-narratives. In this context, we introduce a distinction between 'being autonomous' and 'having reduced multiplicity'. This distinction shifts the focus from women only to selfhood, and to men and the reduction of multiplicity of I-positions to address gender inequality. [ABSTRACT FROM AUTHOR]

Definitions of 'religious freedom' around schools' treatment of lesbian, gay, bisexual, transgender, intersex, queer and asexual (LGBTIQA+) students have been regularly debated internationally, with little input from LGBTIQA+ students. Transformative theories of religious freedom around sex, gender and sexuality in education suggest religious freedom cannot counter equality. This study uses data from the 2022 Gender and Sexuality Expression in Schools Survey to explore 1293 Australian LGBTIQA+ students' relevant experiences and definitions around religious freedom in schools. Basic descriptive and correlative statistical analyses were undertaken for quantitative data in SPSS and Excel including chi square tests; alongside Leximancer-supported thematic analyses and poetic transcription of qualitative responses. LGBTIQA+ students defined 'religious freedom' as positive freedoms of religious (non-)memberships and (non-)beliefs, without interpersonal/institutional harm or coercion. They often framed freedom using 'transformative' pro-LGBTIQA+ ideals. LGBTIQA+ students were less likely to experience 'religious freedom' in religious schools; where policy and educational interventions appear necessary. [ABSTRACT FROM AUTHOR]

Determining the depth of discrimination against gender and sexual minority groups in Catholic schools of selected western nations is best undertaken from an international-comparative perspective. In this article, we compare the Canadian case of Alberta's 'washroom wars' and a 'gender row' over uniform changes in an Australian Catholic high school. In each case, practises inclusive of gender diversity in Catholic schools were framed as a departure from Catholic doctrine. To explore how oppressive structures exist and operate within schools, we examine media accounts of each case using Critical Discourse Analysis and contextualize this analysis by examining Canadian and Australian educational and legal settings. We find that despite differing legal frameworks, some Catholic schools continue to place Canonical law above the rights of transgender and gender-diverse students in both countries. We therefore argue that it is the Catholic system's institutional stance on gender and sexual diversity that perpetuates discrimination. [ABSTRACT FROM AUTHOR]

Gender stereotypes in the natural sciences may discourage girls from pursuing STEM fields, thus contributing to the differential STEM pathways of males and females. This paper exploits quasi‐experimental data from a vignette study to investigate teachers' gender bias in STEM at the transition to upper secondary school in Denmark—a key stage in students' educational trajectories. I investigate if teachers have a higher probability of recommending a STEM track to a (vignette) male student compared with a (vignette) female student and if teachers' STEM recommendations interact with their demographic characteristics. Results show that, while there is a gender gap of 10 percentage points in the likelihood of being recommended a STEM track, the difference is not statistically significant. Furthermore, teachers' gender bias is influenced by the teacher's own gender and cultural capital. Consequently, the paper shows that teachers' gender bias varies with teachers' demographic characteristics and teachers with high levels of cultural capital can push back against gender stereotypes in STEM. [ABSTRACT FROM AUTHOR]

Textbooks use images, in addition to text, for delivering knowledge, thereby convey attitudes and values of students including those on gender bias. The gender bias presented in textbook images affects in subtle ways the students' learning outcomes, career choices, and how they perceive science. However, prior research has relied on explicit information presented by textbook images of several subjects to investigate gender representation, overlooking the implicit meaning behind images with a very limited attention to science textbooks. Therefore, this study uses the social semiotic framework to analyse the implicit meaning that images convey related to gender representation in Chinese and Egyptian science textbooks. Specifically, four (two for each country) science textbooks of grade nine were coded and analysed. The findings revealed that gender gap still exists in the images of both Chinese and Egyptian science textbooks. Specifically, females were less represented in the textbook images compared to males, and their role was mostly a caring role. Notably, unlike the Chinese females and the common gender stereotype, Egyptian females were represented in a more active and powerful way compared to males. The findings of this study could help in better designing science textbook images to reduce gender bias. [ABSTRACT FROM AUTHOR]

Students of Turkish descent suffer various forms of discrimination in education in Flanders (the northern part of Belgium). Nevertheless, few studies have documented how these discrimination experiences are situated within structures of ethnic inequality in education. Adopting a critical race theory approach, experiences of Turkish Belgian university students were analysed to expose deficit assumptions towards ethnic minorities and push against inequity in education. The accounts of students show the exclusionary treatment they were exposed to despite the dominating discourses of colorblindness in education. Students' experiences with peers highlight the pervasiveness of racism that targeted ethnic minority students based on their ethnic and social class background. Lack of minority representation, ubiquitous microaggressions, and exclusionary curriculum shape students' experiences at university context and affirm White normativity. These findings highlight the urgency of challenging against systems and structures of racism in education. The implications for research and practice are detailed in the concluding section. [ABSTRACT FROM AUTHOR]

The educational system plays a key role in the reproduction of gender inequality, as it transmits sexist norms and stereotypes on a daily basis. Gender-sensitive education seeks to transform educational contents and practices in order to create school environments where the principles of respect, equity and social justice prevail. The objective of this paper is to examine the agroecology curriculum taught at the Universidad Autónoma Chapingo, Mexico. Data was obtained through a survey, content analysis of course syllabi, and in-depth interviews. Results identified an androcentric bias in teaching contents, and gender discrimination in classroom interaction. It is concluded that gender mainstreaming in higher education is essential to counteract sexism and other forms of social inequality. [ABSTRACT FROM AUTHOR]

The article discusses the history, implementation, and unintended consequences of the U.S. federal law known as Title IX of the Education Amendments of 1972. Topics explored include the prohibition of sex-based discrimination in federally funded educational institutions, the applicability of Title IX in the U.S. Supreme Court case Bostock v. Clayton County, and the Title IX changes under the administration of U.S. President Barack Obama.