Un análisis del gasto en educación de los hogares en Paraguay: sesgos por género, brechas por idioma, y el acceso a la educación

This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap topic from a range of linguistic anthropological perspectives—theoretical, empirical, political, ethnographic, personal, and experiential. Based on an acknowledgment of the need to improve educational access for economically and culturally diverse students, the subsequent discussions provide a range of perspectives designed to move away from denouncing and altering home language skills as a panacea for academic woes and social inequity. Linguistic anthropology's focus on language learning ecologies, and the sophistication therein, provides a novel perspective on the Language Gap. The contributions included below problematize existing ideologies, demonstrate the wealth of resources within various communities, and propose new directions for school practices and policymaking in an effort to bridge the “language gap” toward a more inclusive and discerning view of linguistic practices across diverse groups.Video Abstract

Gender Bias in Artificial Intelligence-Written Letters of Reference.

Gender discrimination in household expenditure on education has led to unsatisfactory progress in educational attainment for women in many countries across the world. It has been observed that households across different states in rural and urban India prefer to incur more expenditure on education for male members than for females. Kingdon (2005) [Where has all the bias gone? Detecting gender bias in the intra-household allocation of educational expenditure, Economic Development and Cultural Change, 53(2), 409–452] has observed significant gender bias in household educational expenditure in a number of Indian states utilizing the household survey data of the National Council of Applied Economic Research, New Delhi. Other researchers, such as Chaudhuri & Roy (2006) [Do parents spread educational expenditure evenly across the two genders? Evidence from two North Indian states, Economic and Political Weekly, 41, pp. 5276–5282] and Lancaster et al. (2008) [Household expenditure patterns and gender bias: evidence from selected Indian states, Oxford Development Studies, 36(2), 133–157], have also confirmed the presence of significant gender bias in the expenses incurred on education by households in India. However, few of these studies are based on the analysis of sufficiently large, contemporary datasets, and hence they are unable to provide a picture of gender discrimination at the disaggregated level, i.e. at the state level. Since there is wide variation in social, cultural, anthropometrical, economic and many other factors among Indian states, it is important to analyse gender disparity in India at the level of the state. Here, utilizing individual-level data on educational expenditure from the 64th round of the National Sample Survey, an attempt is made to assess the current scenario in gender inequality in household educational expenditure in India at both the national and state level. It is observed that significant gender disparity exists in intra-household educational expenses and that this discrimination is not confined to the “backward” or developing states in India.

Researchers have established social media as intrinsic to fourth wave feminism. However, even as social media has created a platform for many feminist theorists to share their work, it has also created trolls who perpetuate gender discrimination and gender-biased language. Feminist Twitter users have attempted to push back on discriminatory language, but are often attacked. The Twitter user @manwhohasitall addresses gendered language by using satire, Tweeting from a fictional world where gender stereotypes are reversed. This approach, discussed through a discourse analysis of a corpus of 528 Tweets from the calendar year 2017, illustrates how @manwhohasitall engages with satire, invention, and illustration to address and critique gendered language. This study reveals five major themes that illuminate the media’s gender biases—and identifies a model to humorously address gendered language: Reparative Tweeting. This paper suggests that other forms of Reparative Tweeting or advocacy that relies on satire and community discourse may allow feminists to discuss gender bias without immediate pushback, and offer a model for showing, rather than telling, the story of gender discrimination.

Sexist language in religious texts can be meaningfully explored through the combined perspectives of sociolinguistics and translation studies. Sociolinguistics helps uncover how gendered language reflects and reinforces social norms and power dynamics, while translation studies examine how these patterns are maintained, altered, or challenged when texts are translated into other languages. Together, these approaches offer a deeper understanding of how gender bias is embedded and transmitted through sacred texts. This study examines how gendered terms from the New English Translation (NET) Bible are rendered in the Tok Pisin Buk Baibel (TPBB), focusing on the representation, translation techniques, and shifts in gendered language. In Papua New Guinea (PNG), where Tok Pisin serves as a lingua franca, biblical translations significantly influence cultural perceptions of gender. Despite widespread discussions on gender bias in major languages, limited attention has been given to Tok Pisin Bible translations. Using a qualitative approach, the study analyzed 629 gendered language instances from the Four Gospels of the NET Bible and their Tok Pisin equivalents. Findings of this study revealed that 35.77% of the linguistic data in the form of overt sexism were gender-neutral, 32.75% masculine, and 31.48% feminine. However, 57.52% of originally neutral terms shifted to masculine in Tok Pisin, revealing a gender bias. Masculine terms were preserved in 71.84% of cases, while 87.88% of feminine terms were retained. Translation techniques favored Established Equivalence, while Particularization was common in neutral terms. Quality assessments indicated high readability and acceptability, though accuracy was lower for neutral terms (average score: 2.23). Overall, this study underscores a prevailing tendency toward male-centric translation patterns commonly referred to as the patriarchal standard in the Tok Pisin Buk Baibel, despite efforts at inclusivity. These findings highlight the sociolinguistic impact of translation choices on gender representation in religious texts.

This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender‐related post‐migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta‐ethnographic synthesis approach to data analysis and synthesis. Using a socio‐ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro‐level, by relationships with family, educators and peers; at the meso‐level, by public perceptions of refugee learners and home‐school interactions; and at the macro‐level, by administrative barriers, the asylum system, socio‐economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.

<em>Learning Arabic is a complex process that not only involves linguistic aspects, but in the context of learning Arabic, it also requires important aspects, such as the relationship between language, gender bias, and identity. Language is important because it functions as a means of communication for people in their daily lives, so learning Arabic is closely related to gender bias and language identity. This research aims to explain language, gender bias, and identity in the book Al-Arobiyyah lil Induniysiyyin. This type of research is qualitative and uses a library research approach by obtaining data from journals, books, and other sources relevant to the research. The results of this research reveal that the function of language, apart from being a means of communication, also includes self-expression, identity, and culture, as well as education and learning. An important aspect of learning Arabic is gender bias. Forms of gender bias in the book Al-Arobiyyah lil Induniysiyyin include the role of men being more dominant in terms of work, nature, and role in Arabic texts compared to the role of women. Forms of gender bias are divided into three categories: </em><em>mudzakar </em><em>(masculine), </em><em>muanats</em><em> (feminine), and functional (neutral). Apart from gender bias, another aspect is language identity. The forms of language and identity learned in Arabic can be summarized as religious identity, cultural identity, and national identity.</em>

Purpose This paper aims to detect gender bias in education expenditure on “students”, who are children and young adults, in a household in the rural and the urban sectors of West Bengal. Outlay equivalent ratios have been calculated using the Engel curve approach, where the budget share function is log quadratic in income, to identify items relating exclusively to education of school/college going students. Heckman’s (1979) two-step procedure is used for estimation to address selection bias The 68th round (July 2011 to June 2012) household level consumption expenditure survey data of the National Sample Survey Organisation have been used for the analysis. Design/methodology/approach Engel curve approach is used to capture parental preference for student’s welfare and to find the existence of male student favouritism in the field of education. In case of exclusive adult goods, the addition of a student will reduce the resource allocated for adult goods leading to negative income effect. If a household favours males over females, then that household is likely to sacrifice more for a male student’s education than that for a female student. To address selection bias, Heckman’s two-step procedure has been used. Findings The authors find that not all education items relate exclusively to students of a household. Expenditure on books is not exclusively for students, whereas other educational items, such as stationary and photocopy charges, tuition fees and private coaching fees, are found to be students’ items only. Transport cost is found to be an adult good. Further, we find evidence of pro male bias in expenditure on educational items, and the extent of gender bias is more in the urban sectors compared to the rural sectors in West Bengal. Originality/value The objective of this paper is to identify the educational items exclusively for “students” and to test the difference in the allocation of resources in education, with respect to these items, between a male student and a female student for both sectors in West Bengal, using the outlay equivalent ratios.

The study investigates the effects of grammatical gender on bilingual processing. Native speakers of Russian (a gendered language) learning English and monolingual English controls performed a self-paced reading task in English (a non-gendered language). As predicted, bilingual speakers showed delayed latencies to gendered pronouns (he or she) that were incongruent with the noun's grammatical gender in Russian, indicating that first language (L1) grammatical gender assignment can be interpreted as biological gender in nonnative (L2) processing. The L1 gender bias was only found in sentences containing animate, but not inanimate, nouns. These results speak against the syntactic mechanism being solely responsible for gender biases, but rather support a semantic transfer account due to coactivation of linguistic and conceptual features as proposed in the sex and gender hypothesis (SAGH, Vigliocco, Vinson, Paganelli & Dworzynski, 2005). Overall, the study provides clear evidence for the L1 grammatical gender bias in bilingual processing, albeit constrained by animacy.

Reference letters play an important role for both postgraduate residency applications and medical faculty hiring processes. This study seeks to characterise the ways in which gender bias may manifest in...

It was previously hypothesized that gender differences -- and thus gender discrimination -- would disappear if communication was no longer in person, and instead was transmitted and received in the same format for all. Yet, even online, researchers have identified gendered language styles in written communication that reveal gender cues and can lead to unequal treatment. In this work, we revisit these past findings and ask whether the same gendered patterns can be found on modern communication platforms, which present a new set of engagement features and mixed synchronous capabilities. We quantitatively analyze 335,000 Slack messages sent by 845 individuals as part of 46 teams, collected over six years of a product design capstone course. We found little evidence of traditionally gendered communication styles (characterized as elaborate, uncertain, and supportive) from the minority-gender participants. We did identify relationships between message author gender, communication style, and message engagement --- women and minority genders were more likely to have their messages engaged with, but only when using certain communication styles --- suggesting complex power dynamics exist on these platforms. We contribute the first study of gendered language styles on Enterprise Communication Platforms, adding to the community's understanding of how new settings and emerging technology relate to team collaborative dynamics, and motivating future tool development to support collaboration in diverse teams.

Critical scholarship has elevated the problem of gender bias in data sets\nused to train virtual assistants (VAs). Most work has focused on explicit\nbiases in language, especially against women, girls, femme-identifying people,\nand genderqueer folk; implicit associations through word embeddings; and\nlimited models of gender and masculinities, especially toxic masculinities,\nconflation of sex and gender, and a sex/gender binary framing of the masculine\nas diametric to the feminine. Yet, we must also interrogate how masculinities\nare "coded" into language and the assumption of "male" as the linguistic\ndefault: implicit masculine biases. To this end, we examined two natural\nlanguage processing (NLP) data sets. We found that when gendered language was\npresent, so were gender biases and especially masculine biases. Moreover, these\nbiases related in nuanced ways to the NLP context. We offer a new dictionary\ncalled AVA that covers ambiguous associations between gendered language and the\nlanguage of VAs.\n

Intergenerational mobility and equality of opportunity are essential for achieving inclusive and sustainable economic growth. However, disparities in education access, quality, and outcomes persist, hindering social mobility and perpetuating inequality. This study employs data mining techniques to investigate the role of economics of education in promoting intergenerational mobility and equality of opportunity. Our findings highlight the importance of addressing these disparities through targeted policies and interventions. Investing in teacher training, technology access, and parental education initiatives can enhance education outcomes and intergenerational mobility. Implementing inclusive and equitable education policies, such as need-based scholarships and affirmative action programs, can promote equal opportunities for marginalized groups. The economics of education plays a vital role in shaping individual and societal outcomes. Education expenditure, access, and quality significantly influence human capital development, labor market outcomes, and social mobility. However, inequities in education systems and policies exacerbate existing socioeconomic disparities, limiting opportunities for marginalized groups.

This paper examines the situation of school dropout students at basic level in Nepal. The term dropout refers to a person who has abandoned a course of study. The focus of the analysis has covered one of the most privileged groups of Nepalese society in a community schools of Nepal, which is known as Dalit. In this paper the dropout refers to Dalit students who dropout of school before completing a course of instruction. . For this purpose, quantitative research design was applied to collect data. Both primary and secondary data were used and questionnaire method was applied to collect primary data. Secondary data were collected from the official records of schools. The finding shows that Dalit students are facing the dropout problem before completing basic level. The finding also indicates that Dalits are considered one of the disadvantaged group of Nepalese society as well as backwards in terms of socio-economic status and education. The caste and gender discrimination has also played a significant role to increase dropout of Dalit students. The government of Nepal has declared various lows, policies and program to increase students' participation and to ensure equal access in education of Dalit students. However, the rate of dropout Dalit students are higher than other groups of people. As a result, at the basic level continues to grow, yet its high dropout rates remain a pressing and complex problem in Dalit community.

The paper contributes in exploring the beliefs of prospective teachers regarding nature, causes and solution of prevailing social problems of Pakistani society. Qualitative research method was used administering open ended questionnaire to 387 post graduate teacher education learners enrolled in Allama Iqbal Open University Islamabad, Pakistan. Respondents were asked to write paragraphs about reasons and solution of different social problems including corruption, unemployment, gender discrimination, domestic and sectarian violence, women harassment, injustice and intolerance. Content analysis of the manuscripts reveals that future teachers are well aware of the existing social problems of the country and have suggestions to eliminate these problems. The student teachers propose expansion in the access of education; legislation and its strict implications to reduce different social crimes; social justice as well as thoughtful understanding of Islamic preaching to eliminate most of the current social problems from Pakistani society