Patriarchy and Varieties of Violence Against Women: a Contextual Analysis

Total Page:16

File Type:pdf, Size:1020Kb

Patriarchy and Varieties of Violence Against Women: a Contextual Analysis City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2017 Patriarchy and Varieties of Violence Against Women: A Contextual Analysis Margaret Schmuhl The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2179 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] PATRIARCHY AND VARIETIES OF VIOLENCE AGAINST WOMEN: A CONTEXTUAL ANALYSIS by MARGARET A. SCHMUHL A dissertation submitted to the Graduate Faculty in Criminal Justice in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2017 © 2017 Margaret A. Schmuhl All Rights Reserved ii Patriarchy and Varieties of Violence Against Women: A contextual analysis by Margaret A. Schmuhl This manuscript has been read and accepted for the Graduate Faculty in Criminal Justice in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Date Karen Terry Chair of Examining Committee Date Deborah Koetzle Executive Officer Supervisory Committee: Karen Terry Brian Lawton Amy Adamczyk THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Patriarchy and Varieties of Violence Against Women: A contextual analysis Margaret A. Schmuhl Advisor: Karen Terry Violence against women (VAW) is a widespread social problem affecting nearly two million women in the United States each year (Tjaden & Thoennes, 2000). In recent years, feminist criminologists have called for the ‘resurrection’ of patriarchy as a theoretical explanation of VAW women (Hunnicutt, 2009) suggesting that the prior literature’s focus on gender inequality in social institutions must be broadened to include patriarchy’s ideological element. The empirical literature on VAW mostly examines the effects of gender inequality on rape and femicide often neglecting more common forms of violence that women experience. In addition, while there are some exceptions, this literature tends to treat women as a homogenous group thereby obscuring variation that may occur across victim-offender relationships and race and ethnic backgrounds. Finally, very little research examines the role of patriarchy on clearance rates of VAW, the institutional response to these incidents. Three feminist traditions and their hypotheses, the Marxist, Ameliorative, and Backlash, find mixed support throughout extant research, perhaps due data availability and varied operationalizations of gender inequality. As such, there is a need to examine patriarchy, both structurally and ideologically, as it relates to varieties of VAW and clearance rates of varieties of VAW. This dissertation tests these feminist hypotheses using data from National Incident Based Reporting System and other sources in both multilevel modelling and regressions with clustered standard errors. Ultimately, this dissertation seeks to address the gaps in prior literature on VAW, examine fuller operationalizations of patriarchy, and extend these feminist frameworks to varieties of clearance rates of VAW. iv ACKNOWLEDGEMENTS First, I would like to thank my chair Dr. Karen Terry for her unwavering support and feedback throughout this project. Your brilliance and guidance in this journey has made me a better scholar, teacher, and person; I’m so grateful you took a chance on me. I’d also like to thank my committee members Dr. Brian Lawton and Dr. Amy Adamczyk. Dr. Lawton, I will never be able to thank you enough for all of the time you’ve dedicated to me and my research. From pouring over results to our candid talks on the job market and beginning an academic career, you have given me the confidence I needed to see this dissertation through to the end. Dr. Adamczyk, I am continually inspired by your work and dedication to creating a more accepting world and am the criminologist I am today because of the example you set. Beyond my dissertation committee I’d like to thank Drs. Chongmin Na, Kevin Wolff, Hung-en Sung, Lucia Trimbur and the John Jay doctoral faculty for their mentorship and encouragement throughout my studies. A special thanks to Shari Rodriguez and Kathy Mora for their support and friendship; my success in this program is a direct result of their endless work. I also thank Professor Martin O’Connor. From the mentorship you’ve provided in class, and the fellowship to presiding over my wedding, you have taught me what it means to be a good person and I strive each day to be that person. Key to finishing a dissertation and PhD, and equally important as one’s committee, is having a “dissertation support committee”. This committee, chaired by my wonderful mom, Julie, has spent the entirety of my dissertation cheering me on through letters of support, Starbucks gift cards, care packages, and love. Writing a dissertation is exciting, exhausting, inspiring, and isolating all at the same time yet everyday was much brighter because of them. Thank you to my aunts Lisa “Lovely”, Ellen, Mary Beth, Sue, and Jane, family friends Nikki, v Judi, Betsy, my siblings Kenny and Katie, to Kristi and all my Dixon cousins. A special thanks to my parents and grandparents who’s love and encouragement to “hit the books” has molded me into the woman I am today; thank you Mom and Dad, my wonderful step parents Ken and Laurie, and my loving grandparents Peggy and Roger Dixon and Shirley and Al Schmuhl. Thank you to my high school friends, Chalsi, Meghan, Courtney, Katelyn, Marisa, Michael, Josh, Laura, and Andy who have helped me grow. Thank you to my college friends – Lauren, Allison, Sarabi, Dante, Jes, Denise, and Alyssa – who have helped me find my footing in this world. Thank you to my PhD friends – Cat, Colleen, Emily, Laura, Celinet, Ally, Chunrye, Celina, Beth, Adam, Doug, Shun, and Julie – who have made me into a fierce advocate for justice. A special thanks to Michelle Cubellis who has lifted me up when I’ve fallen down the darkest of dissertation holes – I’m so lucky to have you in my life. Thank you also to my New Haven friends, Steve, Mark, Ben, Sam, Margaret, Cuan, Brock, Tim, Christine, and Nicole who have been my side through the best and worst of times. Thank you to our late best man Todd; facing life’s most daunting tasks is easier knowing I can be “Todd Tuff” like you. All of you have shaped me into the person I am today and have believed in me when I doubted myself and for that, my life is all the more beautiful. Finally, thank you to the love of my life, Bradley James Parcella. With each passing year it’s harder to remember my life before you but easier not to mind. If I were to write all of the ways you have brought me joy on the best days and solace on the worst days throughout the past five years I may never finish writing this dissertation. A simple I love you will have to suffice. vi DEDICATION To my best friend, biggest fan, ‘dissertation support chair’, and hero – my mother Julie Dixon Cowin. When I’m uncertain you remind me that my dreams are in reach and worth fighting, and when I’m scared you keep my fears at bay and give me the courage to persist. But most of all, whenever I am anything, you are there. Thank you and I love you. vii TABLE OF CONTENTS ABSTRACT .................................................................................................................................. iv ACKNOWLEDGEMENTS ......................................................................................................... v DEDICATION............................................................................................................................. vii TABLE OF CONTENTS .......................................................................................................... viii LIST OF TABLES AND FIGURES ............................................................................................ x CHAPTER ONE: INTRODUCTION ......................................................................................... 1 CHAPTER TWO: THEORETICAL FRAMEWORK ............................................................. 6 Defining Patriarchy .................................................................................................................. 7 Structural and Ideological Patriarchy .................................................................................... 7 Patriarchy and race ................................................................................................................ 10 Patriarchy and Criminology .................................................................................................. 11 Patriarchy and Clearance Rates ............................................................................................ 13 Conclusion ............................................................................................................................... 16 CHAPTER THREE: FEMINIST EXPLANATIONS ON VAW ........................................... 17 Patriarchy and Rape Victimization ....................................................................................... 19 Economic status and rape ...................................................................................................... 20 Educational status and rape ................................................................................................... 22 Employment status and
Recommended publications
  • Education Inequalities Around the World
    Education inequalities around the world Deon Filmer Introduction projects/edattain).4 The compilation covers 216 datasets to date from 88 countries: 36 in Sub-Saharan Africa; 21 in Latin America Measured by the percentage of children who reach the last year and the Caribbean; 11 in East Asia and the Pacific; 11 in Europe of primary school, the primary completion rate, the world has and Central Asia; 6 in South Asia; and 3 in the Middle East and made substantial progress towards reaching the Millennium North Africa. The number of Commonwealth countries from Development Goals (MDG) of enabling all children to ‘complete a each of these regions, respectively, is: 15; 2; 1; 0; 4; and 0, for a full course of primary schooling’.1 The primary completion rate in total of 22. Country coverage is determined primarily by the low-income countries increased from 66 to 74 per cent between availability of data. The data are from Demographic and Health 1991 and 2004, with growth in all of the poorer regions: Latin Surveys (DHS), UNICEF’s End-of-Decade Multiple Indicator Cluster America and the Caribbean (86 to 97 per cent); Middle East and Surveys (MICS2), as well as Integrated Household Surveys (IHS), North Africa (78 to 88 per cent); South Asia (73 to 82 per cent); such as those from the World Bank’s Living Standards Sub-Saharan Africa (51 to 62 per cent).2 Measurement Study (LSMS) project. In the following analysis, only But there remain large inequalities in education across and the last year for which data are available is used (the full list of perhaps more importantly, frequently large inequalities within, countries, years, and type of data used are in Table 1).
    [Show full text]
  • Educational Inequality and Intergenerational Mobility in Africa∗
    Educational Inequality and Intergenerational Mobility in Africa∗ Alberto Alesina Sebastian Hohmann Harvard University, CEPR and NBER London Business School Stelios Michalopoulos Elias Papaioannou Brown University, CEPR and NBER London Business School and CEPR March 14, 2018 Abstract We investigate the evolution of inequality and intergenerational mobility in educational attainment in Africa. Using census data covering more than 50 million people in 23 countries we document the following regularities. First, since independence, inequality has fallen across countries and intergen- erational mobility has risen, reflecting the rise in education across the continent. Second, the overall drop in African inequality can be attributed mostly to declines in within-country, within-region and within-ethnicity components. Third, the initially moderate regional and ethnic differences in education persist, revealing strong inertia across these lines. Fourth, we describe the geography of educational mobility across regions and ethnic groups uncovering strong \poverty-trap" dynamics. Educational mo- bility is higher in regions and ethnicities with above-country-average schooling at independence. Fifth, we explore the geographic, historical, and contemporary correlates of intergenerational mobility both across regions and ethnic lines. Colonial investments correlate strongly with educational mobility, while geography and pre-colonial features play a lesser role. The analysis further uncovers \Gatsby Curve" dynamics with intergenerational mobility being low
    [Show full text]
  • Fair and Unfair Educational Inequality in a Developing Country: the Role of Pupil’S Effort
    Fair and unfair educational inequality in a developing country: the role of pupil’s effort Niaz ASADULLAH∗ Alain TRANNOY† Sandy TUBEUF‡ Gaston YALONETZKY§ September 3, 2018 Abstract Inequality of opportunity builds upon the distinction between fair inequality related to responsibility variables and unfair inequality related to circumstances. This distinc- tion is meaningful as long as responsibility variables are not fully determined by cir- cumstances. We attempt to check the magnitude of the correlation between child effort and family background when measuring inequalities of opportunity in education using a purposefully designed survey on secondary-school education in rural Bangladesh. The analysis comprises decomposition exercises of the predicted variance of school per- formance in mathematics and English by source and subgroup based on parametric estimates of educational production functions. Pupils’ effort, preferences, and talents contribute between a third and 40% of the total predicted variances in performance scores. The correlation between overall effort and circumstances does not matter much since the contribution of overall effort only falls by 10% when the correlation is taken into account. All in all, these results cast doubt on the common practice of reducing education to a circumstance when estimating inequality of opportunity in income at- tainment. Keywords: inequality of opportunity, education, effort, decomposition, school. JEL Classification: C01; I24; O12. ∗University of Malaya, Malaysia †Aix-Marseille University (Aix-Marseille School of Economics), CNRS and EHESS, France ‡Université Catholique de Louvain, Belgium - Corresponding author ([email protected]) §University of Leeds, UK 1 1 Introduction The last few decades have witnessed the remarkable development of new quantitative methods for the measurement of inequality of opportunity in different social settings, in- cluding income attainment, health status and education (see Ferreira and Peragine, 2016, Roemer and Trannoy, 2015, Ramos and Van de Gaer, 2016, for reviews).
    [Show full text]
  • School Quality, Educational Inequality and Economic Growth
    International Education Studies May, 2008 School Quality, Educational Inequality and Economic Growth Ramesh Rao (Corresponding author) Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-17-879-2159 Email: [email protected] Rohana bt Jani Department of Applied Statistics Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-3-7967-3747 Email: [email protected] Abstract Realizing the importance of education in developing a country, many governments had begun to pay more attention in improving the education quality in their country. However whether the desired level of education quality is equally distributed is still debated on. On top of that, current literature on which level of education, either basic or tertiary education, brings greater return to the society is still inconclusive. It is not the objective of this paper to answer or add on the debate. On the other hand this paper would like to explore the relationship between school quality, namely at primary education and secondary education, and economic growth. Educational inequality at primary and secondary education would be measured with using the concept of education Gini. Using GDP as the dependent variable and regressing it with Gini coefficient of primary education and secondary education, would be able to show which level of education inequality is significant in explaining the economic growth of a country. Using Malaysian data, for the last 20 years, the relationship between education inequality of different level of education and the economic growth would be postulated. Keywords: Inequality, Gini, economic growth 1. Introduction Economics is basically the study on how limited resources are used to fulfill human’s unlimited wants.
    [Show full text]
  • Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity
    Race, Diversity, and Policy Brief Educational Policy 2017 Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity Tina Trujillo Jabari Mahiri Zeus Leonardo Kris D. Gutierrez Janelle Scott Na’ilah Nasir HAASINSTITUTE.BERKELEY.EDU About Special Thanks This policy brief reviews scholarship by members of the Race, Diversity, and Thank you to the Walter and Evelyn Haas Jr, Fund, for Educational Policy Cluster of the Haas Institute for a Fair and Inclusive their generous support of the Haas Institute cluster Society at the University of California, Berkeley to advance a broader research and work. and more complex understanding of the persistent failure of U.S. schools for youth from non-dominant communities. Members of the Race, Diversity, and Editors Educational Policy Cluster include: Na’ilah Nasir Taeku Lee Tina Trujillo Na'ilah Suad Nasir Graduate School of Education Vice Chanceller, Equity & Inclusion, Layout & Design African American Studies & Jabari Mahiri Graduate School of Education Graduate School of Education Image Design Works Rucker Johnson Zeus Leonardo Goldman School of Public Policy Images Graduate School of Education Christopher Edley, Jr. Kris Gutiérrez FatCamera , Demachi Berkeley Law Graduate School of Education Lisa Garcia Bedolla Citation Michael J. Dumas Graduate School of Education Graduate School of Education Responding to Educational Inequality, Berkeley, CA: In memory of the late W. Norton Mark Brilliant Haas Institute for a Fair and Inclusive Society, University Grubb, Professor Emeritus of History of California, Berkeley, September 2016. UC Berkeley’s Graduate School haasinstitute.berkeley.edu/raceeducationpolicybrief Janelle Scott of Education, was a founding African American Studies & member of the Race, Diversity, and Graduate School of Education Educational Policy Cluster Executive Summary This report takes up a critical issue in education: the continuing reproduction of educational inequality in relation to race and social class.
    [Show full text]
  • Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments
    DISCUSSION PAPER SERIES IZA DP No. 11730 Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments Philipp Lergetporer Katharina Werner Ludger Woessmann AUGUST 2018 DISCUSSION PAPER SERIES IZA DP No. 11730 Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments Philipp Lergetporer ifo Institute and CESifo Katharina Werner ifo Institute Ludger Woessmann University of Munich, ifo Institute, CESifo, CAGE and IZA AUGUST 2018 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 11730 AUGUST 2018 ABSTRACT Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments* To study how information about educational inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population.
    [Show full text]
  • The Power of Circumstance a New Approach to Measuring Educational Inequality
    CENTER FOR UNIVERSAL EDUCATION WORKING PAPER 5 | JANUARY 2012 Center for Universal Education at BROOKINGS THE POWER OF CIRCUMSTANCE A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY Kevin Watkins Center for Universal Education at BROOKINGS Kevin Watkins is a nonresident senior fellow with the Center for Universal Education. CONTENTS Introduction . 1 Deprivation and Marginalization in Education Indicator . 3 Patterns of Disadvantage in Education . 7 Conclusion . 14 References . 15 Endnotes . 17 LIST OF FIGURES Figure 1: Scale of Disadvantage: The Shares of the Population aged 17–22 with Less than Four Years and Less than Two Years in School . 6 Figure 2: Nigeria’s Inequality Tree: Patterns of Disadvantage in Education . 8 Figure 3: Unequal Opportunity in Turkey . 9 Figure 4: Education Poverty for Pastoralists in Selected Countries . 10 Figure 5: Armed Conflict and Inequality in Education: Evidence from North Kivu Province, Democratic Republic of Congo . 11 Figure 6: Regional Disparities in Education . 13 THE POWER OF CIRCUMSTANCE A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY Kevin Watkins INTRODUCTION for improving health, literacy, political participation and other areas. Education is one of the most basic n recent years, there has been a resurgence of building blocks for the “real freedoms” that Sen de- Iinterest in the issue of inequality. Part of this resur- scribes. People denied the chance to develop their gence can be traced to new evidence of persistent potential through education face diminished pros- and widening wealth gaps. Average incomes may pects and more limited opportunities in areas rang- be converging globally as a result of high growth in ing from health and nutrition, to employment, and emerging markets, stronger growth in many poor participation in political processes.
    [Show full text]
  • The History of Inequality in Education and the Question of Equality Versus Adequacy
    University of Central Florida STARS Honors Undergraduate Theses UCF Theses and Dissertations 2016 The History of Inequality in Education and the Question of Equality Versus Adequacy Diana Carol Dominguez University of Central Florida Part of the Civil Law Commons, Civil Rights and Discrimination Commons, Educational Methods Commons, Education Law Commons, Ethics and Political Philosophy Commons, Legal Commons, Political History Commons, Social History Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/honorstheses University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by the UCF Theses and Dissertations at STARS. It has been accepted for inclusion in Honors Undergraduate Theses by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Dominguez, Diana Carol, "The History of Inequality in Education and the Question of Equality Versus Adequacy" (2016). Honors Undergraduate Theses. 143. https://stars.library.ucf.edu/honorstheses/143 THE HISTORY OF INEQUALITY IN EDUCATION AND THE QUESTION OF EQUALITY VERSUS ADEQUACY by DIANA C. DOMINGUEZ A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Philosophy in the College of Arts and Humanities and in the Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term, 2016 Thesis Chair: Dr. Nancy A. Stanlick ABSTRACT Although the U.S. Constitution espouses equality, it clearly is not practiced in all aspects of life with education being a significant outlier. In the Declaration of Independence, Thomas Jefferson wrote about inalienable rights to life, liberty, and the pursuit of happiness.
    [Show full text]
  • Democratic Education Through the Eyes of the Poor: Appraising the Post-Apartheid Experience
    Universal Journal of Educational Research 1(3): 191-199, 2013 http://www.hrpub.org DOI: 10.13189/ujer.2013.010308 Democratic Education through the Eyes of the Poor: Appraising the Post-Apartheid Experience Vuyisile Msila College of Education, University of South Africa, UNISA, ooo3, South Africa *Corresponding Author: [email protected] Copyright © 2013 Horizon Research Publishing All rights reserved. Abstract Arguably, one of the major achievements in the hard working mother is one of the working class mothers 1990s in South Africa was the final toppling of apartheid who are spending their last cents to make use of the government and the triumph of democracy over the unjust opportunity to bus their children to better resourced and and unequal past legislation. Since then schools are some of “more effective” schools outside the historically black the institutions that have infused democracy ideals into their African areas or townships. Democracy has accorded this policies, curriculum and other aspects of school life. The opportunity to many black African parents who want to post-apartheid education was formulated with direct links to exercise the choice of choosing schools outside the the Constitution of the Republic. “Education is the key townships. As the two girls stride forward, they soon split because it empowers us to exercise our democratic rights, into different directions at the crossroads; Sihle joins a line and shape our destiny, by giving us the tools to participate in of languid learners sauntering on the dusty road to Ndaba public life, to think critically, and to act responsibly” [1]. The High School1 and many other schools around the township, post-apartheid education policy proclaimed in 1997 also while Zola turns her back to her cousin as she joins the bus declared that education and the curriculum in particular have queue of sprightly looking learners going to the city.
    [Show full text]
  • Fat Is a Queer Issue, Too": Complicating Queerness and Body Size in Women's Sexual Orientation and Identity
    University of New Mexico UNM Digital Repository Communication ETDs Electronic Theses and Dissertations Spring 5-18-2020 "Fat is a Queer Issue, Too": Complicating Queerness and Body Size in Women's Sexual Orientation and Identity Hannah R. Long University of New Mexico - Main Campus Follow this and additional works at: https://digitalrepository.unm.edu/cj_etds Part of the Communication Commons Recommended Citation Long, Hannah R.. ""Fat is a Queer Issue, Too": Complicating Queerness and Body Size in Women's Sexual Orientation and Identity." (2020). https://digitalrepository.unm.edu/cj_etds/131 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Communication ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. i Hannah R. Long Candidate Communication & Journalism Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Shinsuke Eguci, Chairperson Dr. Myra Washington Dr. Jaelyn DeMaria Dr. Shadee Abdi, External member, San Francisco State University ii “FAT IS A QUEER ISSUE TOO”: COMPLICATING QUEERNESS AND BODY SIZE IN WOMEN’S SEXUAL ORIENTATION AND IDENTITY by HANNAH R. LONG A.A. Liberal Arts, Lehigh Carbon Community College, 2010 B.A. Psychology, Bloomsburg University of Pennsylvania, 2013 B.A. Communication Studies, Bloomsburg University of Pennsylvania, 2013 M.A. Speech Communication, Southern Illinois University, Carbondale, 2015 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Communication The University of New Mexico, Albuquerque, New Mexico July, 2020 iii DEDICATION This dissertation is dedicated to my fellow queer fat folks.
    [Show full text]
  • Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice Among Vulnerable Groups in Higher Education
    Journal of Education and Learning; Vol. 4, No. 4; 2015 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice among Vulnerable Groups in Higher Education René Pedroza Flores1, Guadalupe Villalobos Monroy2 & Ana María Reyes Fabela1 1 Instituto de Estudios Sobre la Universidad, Universidad Autónoma del Estado de México (UAEMéx), Estado de México, México 2 Facultad de Ciencias de la Conducta, Universidad Autónoma del Estado de México (UAEMéx), Estado de México, México Correspondance: René Pedroza Flores, Instituto de Estudios Sobre la Universidad, Universidad Autónoma del Estado de México (UAEMex). Paseo Tollocan N° 1402 Poniente, Ciudad Universitaria Puertas “F1 y F2”, C.P 50110, Toluca, Estado de México, México. Tel: 52-722-214-5351. E-mail: [email protected] Received: August 10, 2015 Accepted: October 2, 2015 Online Published: October 28, 2015 doi:10.5539/jel.v4n4p53 URL: http://dx.doi.org/10.5539/jel.v4n4p53 Abstract This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population.
    [Show full text]
  • Educational Inequality and Gendered Disability in Nigerian Community: What Guidance Counsellors and Mass Communicators Must Do for Concerned Pupils?
    International Journal of Education, Learning and Development Vol. 9, No.1, pp.15-29, 2021 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online) EDUCATIONAL INEQUALITY AND GENDERED DISABILITY IN NIGERIAN COMMUNITY: WHAT GUIDANCE COUNSELLORS AND MASS COMMUNICATORS MUST DO FOR CONCERNED PUPILS? Bamidele Chika Agbakuribe1 University of Abuja Emmanuelar Onyinyechi Agbakuribe 2 Department of Guidance and Counselling, Faculty of Education, University of Abuja, Abuja, Nigeria and a Programmes Department, Federal Radio Corporation of Nigeria (FRCN), Abuja, Nigeria. ABSTRACT: This research explored educational inequality among male and female disabled pupils in Southern Nigeria. Situating the literature on special, mainstream and inclusive education, various dynamics that intersect with their schooling were examined. Reviewing how guidance counsellors and mass communicators could synergise and sensitise the community in order to boost educational access for disabled people, phenomenological research with semi- structured interviews were applied. Twelve male and female mainstream secondary school pupils who participated in special pre-secondary education volunteered information on their school experiences. After a thematic content analysis of data, these findings were made. The pupils understand the dynamics that interplay with their education. Distant-located special pre-secondary schooling and mono-gender mainstream secondary education expose them to exclusion. Mature ones are mostly educated alongside children. Education
    [Show full text]