Gender Disparity In Enrolment Research Articles

Gender Disparities in Nephrology Trials: A Meta-Analysis of Enrollment Trends between 2000 and 2021.

Gender disparities in the incidence and complications of kidney diseases are well described. However, analysis to elucidate gender disparities in enrollment in nephrology randomized clinical trials (RCTs) has not been performed. We performed a systematic review and meta-analysis of high impact nephrology RCTs published between 2000-2021. We. included RCTs enrolling participants age ≥18 in the following categories: 1) chronic kidney disease (CKD); 2) acute kidney injury (AKI); 3) glomerulonephritis (GN); 4) maintenance dialysis; and 5) kidney transplantation. We summarized trial characteristics according to reporting and enrollment of participants, enrollment site, publication year, trial category, and intervention type. Outcomes of interest include the proportion of enrolled male and female participants overall and according to trial category. Additionally, we compared enrollment trends in the United States and globally to estimates of kidney disease prevalence. The majority of qualifying trials (373/380, 98%) reported the distribution of male and female participants. Enrollment was imbalanced overall with male participants accounting for 62% (n=215,850) of the enrolled participants and female participants for just 38% (n=133,082). Male participants formed the majority of trial cohorts in AKI (65%), CKD (62%), Dialysis (55%) and transplant trials (65%), whereas women were majority enrollees in glomerulonephritis trials (61%). CKD trials under-represented women in both US trials and worldwide. Women are under-represented in high impact nephrology trials with the exception of GN trials. This imbalance may contribute to disparities in outcomes and gaps in the care of women with kidney disease.

The Relationship between Socio-Cultural Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

This study attempted to establish the relationship between socio-cultural factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. The study was guided by Social Demand Theory. The study adopted a descriptive survey research design. The study targeted 124 mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined using Kerlinger’s 30 per cent rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. There exists a statistically significant relationship between Socio-Cultural factors and Gender Disparity (r=0.536; p<0.05). The study found out that, early pregnancies among girls had the highest mean score of 3.28, and this was followed by students' negative attitude towards education with a mean of 3.02. This was followed by peer influence with a standard of 2.98. Parent's preference to educate a boy at the expense of a girl with a mean of 2.92. The study recommended that stakeholders and especially the county education ministry should develop and fund peer education programs through which they can outreach students from all over the county and encourage them to complete their secondary education cycle. Education providers and stakeholders should address early marriages, early pregnancies and domestic chores among girls to address gender disparity in enrolment.

Relationship between Economic Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

This study attempted to examine the relationship between economic factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. Social Demand Theory guided the study. The study adopted a descriptive survey research design. The study targeted 124 public mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined by applying Kerlinger (1986) 30% rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. The study revealed that there exists a statistically significant relationship between Economic Factors and Gender Disparity (r=0.768; p<0.05). From the findings, in connection with economic factors, it was established that child labour had the highest mean of 3.21 and therefore was the major factor related to gender disparity in enrollment. This was followed by parents' reluctance to pay fees due to the false notion of free education with a mean of 3.10. The study concluded that the government, through quality assurance and standards officers alongside local administration, should ensure that policies on child labour are well implemented. That child labour is not practised so that all school age going children irrespective of their gender attend school uninterrupted.

Gender Disparity in Enrolment into Basic Formal Education in Nigeria: Implications for National Development

Research studies have pointed to inequality in access to formal Education in Nigeria in favour of the male; despite the nation's commitment to equality of all, irrespective of race, sex or gender as buttressed by section 18, of the 1999 Nigerian constitution. This situation has grave implications for national development in Nigeria. The enlarged access to qualitative and functional educational opportunity for all, boys and girls inclusive, is perhaps one of the most effective means to combat poverty, reduce misunderstanding, political and religious intolerance as well as lack of respect for others, which had been the major causes of friction, revolts and intermittent civil crises in the nation. Girls education would not only contribute to move the nation forward economically, politically and technologically; it would also go a long way to liberate the women folk from their natural way of dependency, inferiority, superstition and other shackles that impede national development. This paper therefore examines the issue of gender disparity in enrolment into formal education in Nigeria with special focus on enrolment in basic education that is at the primary and junior secondary schools level, the reason for the imbalance in enrolment and its implications for national development. Recommendations are also proffered on how to ameliorate the situation. Key words : Gender, Disparity, Enrolment, Formal Education, Development.

Abstract PL02-03: Overcoming cultural and geographic barriers to participation in clinical trials among Native Hawaiians

Abstract The Native Hawaiian population of Hawaii has disproportionately high cancer incidence and mortality rates. Native Hawaiian women with breast cancer present at an advanced stage and have death rates that are 52 % above the state average. Prostate cancer among Native Hawaiian men is diagnosed at more advanced stage. Native Hawaiian participation in cancer clinical trials was historically low. Reasons for this were varied including access, health literacy, lack of primary and referring physician awareness/time constraints and cultural barriers. Since the establishment of the University of Hawaii Minority Based Clinical Oncology Program (UHMBCCOP) participation in cancer clinical trials has definitely increased. MBCCOP provided clinical trial promotion, increased access and clinical trial support for a group of hospital and office based oncologists across the islands of Oahu and Kauai have all contributed to the increase. Education programs in Hawaii by multiple organizations, in particular, Imi Hale, the Native Hawaiian Cancer Network Program have enhanced knowledge of cancer and clinical trials in the Native Hawaiian community. Imi Hale's emphasis has focused on community based patient training, patient navigation and referring physician cancer clinical trial training. In fact, a recent program was recently initiated in conjunction with Education Network to Advance Clinical Trials (ENNACT) and Queens Medical Center. Review of Native Hawaiian participation in both cancer prevention and treatment trials through the UHMBCCOP over the last 20 years shows a significant gender difference with more women participating in both prevention and treatment trials. The reasons for this are not well understood but are under investigation. In summary, increased focused access and community based education have improved Native Hawaiian participation in cancer clinical trials but challenges persist including gender disparities in enrollment onto clinical trials and lack of access outside of Oahu and Kauai islands. Citation Format: Jeffrey L. Berenberg. Overcoming cultural and geographic barriers to participation in clinical trials among Native Hawaiians. [abstract]. In: Proceedings of the Sixth AACR Conference: The Science of Cancer Health Disparities; Dec 6–9, 2013; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2014;23(11 Suppl):Abstract nr PL02-03. doi:10.1158/1538-7755.DISP13-PL02-03

Gender Budgeting in the Education Sector: Implications for the Girl Child Education in Nigeria

More than any other time in the Nigerian history, women education is now considered a priority because it has become a major factor in the development equation, and in particular, a key to gender equity, justice and poverty reduction; improved skills and technological knowledge acquisition; improved nutrition; reproductive health; and general socio-economic development of a nation. Yet, the challenges of gender issues in education still remain mostly unabated. The cultural barriers which the girl child faces concerning her roles at home and in the society still inhibit her ability to go to school. Gender stereotypes still exist in learning materials and too often, teachers’ different expectations of boys and girls result in negative biases against girls’ education. Despite government policy interventions and programs, empirical evidences continue show gender disparity in enrolment, attrition, and retention at all levels – primary, secondary, and tertiary. Although the current National Gender Policy addresses gender imbalance in the education sector, the extent to which the country is able to achieve gender parity in the sector depends on how skillful are policy makers in the use gender mainstreaming (GM) tools and strategies, one of such is being able to adopt ‘a gender budgeting’ framework in the sector. This paper addresses the technical knowledge in gender mainstreaming and gender budgeting in the education sector, and the extent to which budgets in the sector now address identified gender gaps in the sector. This paper argues that beyond government rhetoric in policy documents, evidence of political will and government commitment to the girl child education are dependent on the extent to which the sector has become sensitive to gender issues, including adoption of a gender sensitive budgeting framework. Using ‘organizational capacity assessment tool (OCAT), the paper assesses the current technical capacity in gender mainstreaming and gender budgeting in the sector, while also using budgeting figures to establish the extent to which the sector allocates money to gender issues in the sector. Empirical findings show that the skills and capacities for gender mainstreaming and gender budgeting in the public sector (especially the education sector) are still very low, while government spending in the education sector is still skewed in favor of men. One clear way of supporting the ‘girl child’ education is to make the education sector responsive to ‘gender budgeting’ in line with democratic ethos.

University Education for Youth Empowerment: Policy/ Management Issues and Strategies for Improvement

Policy and management issues that inhibit quality university education for youth empowerment in Nigeria were discussed in this paper. These issues include access, gender disparity in enrolment, high enrolment growth, staff quality and quantity, funding, cultism and poor quality of infrastructure. Unless these issues are addressed, the extent to which university education could enhance youth empowerment would remain limited. Relevant policy and management strategies for improvement were suggested.

Gender disparities in science and engineering in Chinese universities

Gender disparities in science and engineering majors in Chinese universities have received increasing attention from researchers and educators in China in recent years. Using data from a national survey of college students who graduated in 2005, this study documents gender disparities in enrollment and academic performance in science and engineering majors, and explores gender disparities in initial employment experiences of science and engineering graduates. It finds that females lag far behind males in enrollment in science and engineering majors overall. However, females actually are more represented than males in some majors such as mathematics and chemistry though the reverse is true for other science and engineering majors. Also, in science and engineering majors, females perform better than males in both general course grades and in English competency tests. Male science and engineering graduates have a clear advantage over their female counterparts in initial employment after graduation: they have a high employment rate, a higher starting salary, and are more likely to be employed in such jobs as business management and technical specialist. The male advantage in employment rate and starting salary persists even after controlling for other factors.

Material and social incentives to participation in behavioral interventions: A meta-analysis of gender disparities in enrollment and retention in experimental human immunodeficiency virus prevention interventions.

A meta-analysis was conducted to test theoretical hypotheses about the predictors of enrollment and completion of condom-use-promotion interventions among men and women. A meta-analysis summarized research reports of the efficacy of experimental interventions on human immunodeficiency virus (HIV) prevention. The outcome measure consisted of (a) a measure of participation, obtained by subtracting the actual number of participants from the number of the invited people, and (b) a measure of retention was obtained by subtracting the number of participants who completed the intervention from the number of commencers. Experimental interventions providing instrumental and financial resources (e.g., payments) increased initiation and retention more among predominantly male samples, whereas experimental interventions using group formats increased initiation and retention more among predominantly female samples. These patterns remained while controlling for past condom use, other HIV-risk behaviors, and demographics associated with gender composition. People seek out HIV-prevention interventions to fulfill gender-specific needs, and these differences must be taken into account in the design of HIV-prevention interventions.