Sexist Practices Research Articles

Meme and cyber sexism: Habitus and symbolic violence of patriarchy on the Internet

This study examines the various sexist practices on the Internet called cyber sexism. The Internet seems to become a new world for patriarchal domination. The amount of content, comments, and memes circulating on the Internet and social media, such as Instagram, Facebook, Twitter, and WhatsApp harassing women, is proof of the patriarchal power on the Internet. This study used a qualitative method with a feminist perspective, collecting memes through Instagram, Facebook, Twitter, and WhatsApp. The memes were then reviewed and interpreted to find their meaning. Using Pierre Bourdieu’s habitus theory and symbolic violence, memes were analyzed to find the factors that cause sexism against women and the logical link between sexist practices in the real world and cyber sexism on the Internet. Results indicate that people’s habitus about patriarchy has become a mental structure of society that influences stereotyped behavior and gender bias and plays an important role in sexism on the Internet. The Internet, as an arena, has become the initial capital for men to dominate. Naming and mentioning women in various memes are the forms of symbolic violence against them that form new sexist habitus on the Internet.

The Athena SWAN Process to Promote Gender Equity in Third-Level Education in Ireland

Introduction: Sexism and misogyny remains an ongoing threat to optimal health and medical services. An important factor in health and medical services is the education and training pipeline into these careers. A substantial body of literature demonstrates the impacts of sexism in third-level education and training institutions developing future health service staff. Athena SWAN accreditation is a benchmark designed to counter such institutional and individual sexist practices in education settings to foster equality. In recent years the Athena SWAN process has expanded to include professional and administrative staff, as well as academics. This process has also evolved to move beyond a narrow focus on gender, to also include other crucial issues such as race, sexuality and gender identity. Methods: This examination is based on the author’s role as a participant observer and critiques the Athena SWAN process in an Institute of Technology in Ireland. Results: This examination identifies a substantial number of deficits in the Athena SWAN process, as well as also identifying institutional resistance strategies to such gender equality work. Conclusion: The current Athena SWAN process in Ireland is critically flawed. Suggested strategies for those engaged in such work into the future are outlined. Conflict of interest: None declared.

MASCULINITIES AND THE CHALLENGE FOR WORKING WITH MEN IN THE UNIVERSITY CONTEXT

The old hegemonic practice of masculinity is far away from disappearing in many of the region of our country and in frequently encountered family, political or social contexts. Investigation and actions are always aimed at preventing violence and tirelessly promoting policies for the equality of women in places that normally did not occupy and that it is difficult for them to give in to the old patriarchal system. The objective of this case study, is to reflectively analyze educational and social scenarios, to determine the strategies that are had for the denaturalization of the patriarchal organization and the significant change in the matter of work with men from full involvement or integration to a change in sexist practice and beliefs that is reproduced on a daily basis. It is a difficult to think that generations that lived under this type of upbringing or privilege could give way and establish egalitarian ties but that it may be possible to rethink the gender relations they live and the aspects they have had throughout their lives and the importance of building egalitarian relationships.

Social dominance, hostile sexism and justifications: Examining attitudes towards wife abuse among Turkish men

This study aims to determine the process through which social dominance orientation (SDO) tends to increase positive attitudes towards physical wife abuse among men. 211 adult men (aged between 18 and 65 years; Mage = 28.91; SD = 10.50) with different levels of education and various professions (e.g., students, teachers, engineers, doctors, workers, police officers) participated in the study. Measures of attitudes towards physical wife abuse and participants' levels of SDO, justifications and ambivalent sexism were assessed. Results revealed that, when controlled for age, education and economic level, SDO predicted positive attitudes towards physical wife abuse via both hostile sexism and justifications of physical wife abuse. That is, men who desire male dominance over women support sexist practices by accepting legitimizing myths that justify the inequality and hierarchy. Implications are discussed.

Programa de intervención: juntos contra la violencia de género

This article proposes an intervention program to create consciousness among elementary school students and parents of Basic and Regular Education about gender violence to eventually identify gender’s violence ways of expression and the different aspects where these develop such as their homes, school, and society in general. Given that these attitudes tend to be blinded or normalized when a type of violence is manifested oriented by the gender. Accomplishing this, it will promote a better coexistence generating better opportunities for everyone. In addition, it will allow to strengthen the integral development of students, who not only will be able to identify these types of situations, but will also take a stand and act upon it, thus, becoming an example for their surroundings. From This educational intervention perspective, it puts educators as mobile agents to counter these sexist practices that start rooting from childhood, thus, a new generation will be  formed with directed values based on gender equality.

Stripping Away at Respectability: #MeToo India and the Politics of Dignity

Stripping Away at Respectability:#MeToo India and the Politics of Dignity Chaitanya Lakkimsetti (bio) We have shown our naked bodies to the producers, the directors, and you name it, to everyone in the film industry. This is not new to us. Now I am showing my nude body to the public too. This is the only way I can show how degraded the Telugu film industry is. I cannot smash their buildings or set them on fire, so I am removing my own clothes to protest. —Reddy 2018b Telugu women are very proper! Who is going to give her [Sri Reddy] roles now as akka [elder sister], chelli [younger sister], or vadina [sister-in-law]? Do you think that she is going to get roles in Telugu films after stripping in public! —Movie Artists Association 2018 On April 7, 2018, Sri Reddy, a lesser-known actress in the Telugu Film Industry (hereafter referred to as TFI), protested semi-naked in front of the Film Chamber of Commerce office, which houses the Movie Artists Association (MAA) in the Southern Indian city of Hyderabad. As her protest was being live streamed into the homes of Telugu speaking people, she addressed questions from the journalists who surrounded her. Besides the denial of her membership in the MAA, which was the immediate reason for her protest that day—it is alleged that her public remarks against sexist practices in the industry were the reason for this denial—Reddy spoke frankly and fearlessly about widespread sexual harassment and the common practice of the "casting couch" in the TFI, where [End Page 303] aspiring actresses are compelled to offer sexual services in exchange for roles.1 She also expressed her outrage against colorism, casteism, and lineage-based casting preferences in the industry. Reddy's protest not only brought to light the underlying misogyny, sexism, and caste politics that dominate the industry, but also encouraged junior artists (including trans women) to speak openly about their experiences for the first time. Her protest also galvanized feminist groups in Hyderabad to organize and denounce sexual and economic exploitation in the TFI. In this essay, I focus on Reddy's protest and the responses that it generated to shed light on marginal and fringe voices in the MeToo movement in India. Even though Reddy has been recognized as an important voice for the movement in India by both national and international media (The New York Times covered her story as a part of MeToo), her protest was dismissed by local media outlets and members of the film industry as a desperate media stunt by a failed actress trying to bolster her career. Because she has refused to adhere to conventional norms of victimhood—helpless, voiceless, needing rescue—she is regarded neither as an "ideal" victim nor a "reliable" advocate against sexual violence. Her refusal to adhere to the politics of respectability of both mainstream media and mainstream feminism along with her sexual politics (she speaks from the margins of marriage and monogamy and has forged alliances with LGBTQ groups) likewise set her apart from other voices in the MeToo debate. It is precisely because she inhabits and speaks from these in-between spaces and "grey zones" that she was able to shed light on the complex intersections of sexism, casteism, and colorism that marginalize both cisgender and transgender women in the TFI. I argue that engaging with marginal and fringe voices, such as Reddy's, helps decenter the politics of respectability that undergirds mainstream conversations around sexual violence in general and MeToo in particular. In what follows, I first provide a background for the MeToo movement's popularity and growth in India. I describe its marked difference from other periods of feminist advocacy against sexual violence, as it was the first time that powerful men were made accountable for their behavior, and survivors of sexual violence felt that they could be heard. Next, I turn to Reddy's activism and examine how her protest, using her semi-naked body, was able to draw attention to systemic sexism, casteism, and colorism in the TFI and consequently bring previously marginalized voices into public view. I also discuss how members of the TFI...

Interacciones docentes-estudiantes y prácticas sexistas en el aula del sistema de educación intercultural bilingüe

El estudio tuvo como objetivo identificar los mecanismos de interacción docentes-estudiantes en las aulas del sistema de Educación Intercultural Bilingüe y cómo las mismas determinan o no prácticas sexistas que inciden en la socialización de niñas indígenas de la nacionalidad Kichwa. La investigación se realizó en el marco del análisis de la Educación Intercultural Bilingüe en el Ecuador y las consecuencias del aislamiento de los actores sociales indígenas en su gestión integral. La investigación consideró una muestra no probabilística de 5 escuelas de la parroquia Guanujo, cantón Guaranda, provincia Bolívar. La investigación fue de tipo cualitativo en la modalidad de investigación-acción, consideró las técnicas de observación participativa, entrevistas semi estructuradas e investigación documental. El estudio identificó 56 escuelas comunitarias cerradas en el cantón Guaranda en la última década. Se verificó cómo el aula escolar da lugar a prácticas sexistas que se anclan en la socialización y en lo que significa ser niña, indígena y pobre en el Ecuador. Los resultados encontrados invitan a revisar los mecanismos de gestión del sistema de educación intercultural bilingüe garantizando su pertinencia, calidad y relevancia en el fortalecimiento de la interculturalidad y en el ejercicio de derechos de niños, niñas y adolescentes.

Coeducación: Aproximación a una epistemología feminista en el aula

This text is a part of an investigation that I made in Ibague city (Colombia) about education based in gender perspective and feminism. In this education system a program with gender perspective available to schools doesn’t exist, therefore, speaking of coeducation implies taking into account that culture is permeated by sexist practices. This is based in religious, economic and other ideas, also by the epistemic and scientific bases of the education system. Therefore, the views expressed in this article have an appropiate context, in the sense that, in the social level, the implementation of programs with this perspective is necessary, and implies, on the other hand, proposing a new epistemology from feminism about topics in the curricula: fundamentally, the body, sexuality, cultural, ethnical and gender diversity, women visibility in science, economy, amongst others. In the educational system of Ibague, the word coeducation doesn’t exist, or any other that includes a gender perspective education. In this article perceptions from the theachers that are trying to build a gender perspective about education were collected, as well as analyze the main challenges to include this epistemic perspective in the educational system curricula. Likewise, is was possible to visualize the challenges that they have had to face, at a personal, family, work and social level to introduce this perspective.

Worplace Sexual Harassment and Female Objectification: Feminist Perspectives on Violet Barungi’s Cassandra

Using Violet Barungi’s Cassandra as a stepping-stone, I seek in this research article to analyze how feminism can be an effective weapon against the dyadic straitjacket of sexual harassment on the job and female objectification. The paper argues that male leadership leverage their stranglehold over their female employees to morph them into mere sexual objects. At the root of working women’s subservience to their male guv’nors, the paper contends, lies deep-seated power dynamics heavily weighted in favour of men. The eponymous character’s enactment of a gritty agency geared towards resisting cripplingly sexist practices in the workplace, and hidebound mindset in her society, bespeaks a dismissal of self-pity and discouragement that sometimes characterizes many women to their male-induced marginality.

‘Glorified typists’ in no-man’s land: the ABC script assistants’ strike of 1973

ABSTRACT This article analyses a strike by women television script assistants at the Australian Broadcasting Commission in 1973, in the context of the sexual division of labour in broadcasting, and industrial relations legislation and practices. It draws on archival documents and oral history interviews to uncover the agency, emotions and mobilisation of a group of female white-collar workers who have not been previously portrayed as politically active, and argues that the women’s anger and their organisational strategies challenged gendered structures and processes within the ABC and its staff union. By examining the link between gender and occupational status, it demonstrates that script assistants experienced considerable barriers to upward mobility and were denied access to equal pay because they were working in a feminised occupation. While the script assistants’ militancy succeeded in briefly arresting sexist attitudes and practices within ABC television, structural discrimination throughout the organisation proved resistant to change.

FORMAÇÃO DOCENTE E O ENFRENTAMENTO DA VIOLÊNCIA DOMÉSTICA

O artigo apresenta a experiência do município de Santo André/SP com a formação de professoras(es) para as questões de gênero, como parte da estratégia de enfrentamento da violência doméstica e do feminicídio. Parte do pressuposto de que o fenômeno da violência doméstica é resultado de um longo processo histórico marcado pelo patriarcado. O trabalho foi desenvolvido pela Secretaria de Políticas para Mulheres de Santo André em parceria com a Secretaria de Educação, através da adesão à campanha “Quem Ama Abraça, fazendo escola”. Dentre as ações, foi realizado curso de extensão universitária com estágio em vários equipamentos de atendimento à mulher vítima de violência. O referencial teórico contou com os estudos feministas e de gênero. Os resultados demonstram que, no período de realização da campanha, o Centro de Referência da Mulher de Santo André registrou aumento no número de atendimentos às mulheres, que procuravam orientações para sair do ciclo da violência e/ou solicitavam abrigo e medidas protetivas. Nas escolas observou-se discussões mais sistemáticas sobre a temática, em que os estereótipos de gênero e as práticas sexistas foram problematizadas. Conclui que é urgente criar, nas escolas, espaços de reflexão como forma de enfrentamento dessa violência que machuca e deixa marcas em crianças, jovens e adultas(os).
 Recebido em: 14/05/2019Aprovado em: 20/07/2019

The challenge of non-sexist education in initial teacher training: preschool teachers' practices in chilean public schools

The issue of sexism in education moved to the forefront of the student movements, in 2018. While it has been identified at every educational level, its presence in early childhood education is of particular concern, since that is where early socialization occurs, and meanings of the social world are internalized. Thus, this study explores possible gender biases in teaching practices at this level and analyzes typologies on gender biases and stereotypes in the teaching practice of preschool educators. The study includes a descriptive analysis of the dimensions and subdimensions, according to the information gleamed from the guided viewing questions applied to videos from the annual teacher evaluation. The main results indicate there is significant naturalization of sexist practices by educators of all grades and ages, which generates an urgent need to incorporate, emphasize and prioritize a gender focus in training future preschool educators.

Sex segregation as policy problem: a gendered policy paradox

ABSTRACT 2017 marked the 45th anniversary of Title IX of the Education Amendments of 1972, a sex non-discrimination policy which remade American education and athletics. Has Title IX fulfilled its promise to end discriminatory and disparate treatment of women in educational institutions? This article places policy in conversation with scholarly debate over how to best tackle persistent sex and gender inequalities, illustrating that the athletic policy sphere both addresses and reproduces sexist practices. It examines the under-appreciated complexity of sex equity politics and suggests the need to question how well public policy addresses inequalities. It argues that we are losing ground in the struggle to end gendered oppression – despite all that it may appear we have gained – because of Title IX’s divergent implementation strategy which integrates women and men in classrooms and segregates them in sports. Rather than vitiating sex discrimination, implementation generated a series of policy ironies, authorizing, rather than challenging the notion that women and men are inherently “different.” In order to continue addressing the ways in which gendered oppression asserts itself – in sex discrimination, in discrimination against trans* people, in gendered harassment and #metoo – we must bring a critical perspective to bear on current equity policy practices.

Protocolos de avaliação de risco: ferramentas para avaliar e combater a violência contra as mulheres

A violência de gênero, principalmente a cometida contra as mulheres é um fenômeno mundial e está historicamente ancorada em práticas sexistas amplamente disseminadas, sendo considerada como todo ato de violência baseada no gênero que tenha ou possa ter como resultado um dano e sofrimento para as mulheres. Neste texto é apresentado o modelo integral de fases de liberação e recuperação dessas mulheres de Neus Roca Cortés e colaboradoras. Trata-se de um modelo com perspectiva de gênero buscando a compreensão da dinâmica psicossocial da mulher durante o tempo que transcorre entre a vinculação com o companheiro que exercerá a violência, até a liberação dessa violência e a reconstrução da própria vida em liberdade. São tecidas considerações sobre a necessidade de criação de instrumentos para detectar a gravidade dos riscos que as mulheres podem sofrer, como prevenção e proteção das mesmas em seu processo de busca de ajuda.

Percepción de la violencia simbólica en estudiantes universitarias

Objetivo: indagar por la percepción de la violencia simbólica a la que han sido expuestas las estudiantes universitarias por causa de su género y el papel de las universidades en esta problemática.
 Metodología: se midió la percepción en cuanto a la existencia y la frecuencia de la violencia simbólica contra estudiantes de las carreras de psicología, enfermería y algunas ingenierías, desde un enfoque cuantitativo de tipo descriptivo transversal. Participaron 300 mujeres de universidades privadas y públicas.
 Resultados: se encontró que cerca del 70% de las encuestadas afirmó nunca haber pasado por una situación de violencia simbólica; el otro 30% expresó haber sido víctima de este tipo de violencia, al menos una vez durante su vida universitaria.
 Conclusiones: se cuestiona el papel que desempeña la educación, específicamente, los roles de la docencia-docente, como legitimadoras, reproductoras o transformadoras de estas prácticas sexistas que parecen tan difíciles de erradicar, dado que hacen parte de los procesos formativos por los que la mayoría de seres humanos atraviesa.

Third generation sexism in workplaces: Evidence from India

ABSTRACTEarlier literature indicates that, of late, crude biases against women in workplace or ‘first generation bias’ is giving way to more subtle, invisible ‘second-generation bias.’ Through this study, I found that not only did subtle forms of sexism exist, but the crudest possible forms continue to persist and impact the work environment adversely. A complex amalgam of ‘old’ and ‘new’ sexism is what I term ‘third generation bias.’ Using organizational ethnography, I gathered evidence of sexist attitudes in multiple forms, ranging from the crudest to the subtlest, which revealed the underlying and complex power dynamics in the workplace. I, therefore, made the case against assuming that because anti-sexual harassment policies are in place, crude sexist practices like overt sexual harassment are a thing of the past. I also suggested the use of technology and training for both men and women, besides deploying people with right attitudes to tackle the issue. Lastly, the study recommends that policy studies need to divert their attention from ‘mere statistics’ and focus on the behavioural dynamics of the organizations.

Denuncias y marcos de escucha para la violencia sexual en tribunales militares durante la última dictadura argentina (1976-1983)

At this paper we analyze a number of sexual violence reports portrayed by women citizens against military personnel during the last military dictatorship in Argentina.We consider that analyzing those reports allows us to visualize how the sexist practices that we know that were taking place inside the clandestine detention centers also occurred outside them. The concentracionary power assumed similar characteristics outside the clandestine detention centers and that was because of the power that State Terrorism gave to the military personnel.In this research, the gender perspective allows, firstly, to deepen the analysis of everyday life during the last military dictatorship. Secondly, it allows us to inquire about hierarchical gender relations within our society, which, although not static, preceded and followed the military government. However, the military regime sought to reinforce such hierarchical gender relations during the period of State Terrorism both inside and outside clandestine detention centers.In that sense, the analysis of the selected cases shows, both with the reiteration of the cases and the mechanisms to discourage the reports, how the sexual violence was present further the boundaries of clandestine detention centers (in temporal and spacial terms). Furthermore, it shows how sexists’ myths and the discrimination towards women that impregnated the judicial system didn’t allow an audibility framework for the reports.

Gender relations, comic books and children's cultures: Between stereotypes and reinventions

The article discusses the production of children's cultures based on the experiences of 3–5-year-old children with the language of comic books, focusing on gender relations. It is part of a doctoral research project conducted at FE / UNICAMP and investigates a case study in a municipal pre-school in the Greater ABC region in São Paulo, Brazil. It assumes that comic books viewed as media production interfere with children's ways of life, often reinforcing stereotypes found in sex differences. Combining philosophy, sociology and childhood education, it discusses how small children interact with comic books and what they reproduce, invent or reinvent when inspired by such materials. It emphasizes that comic books are part of children's material cultures and unveil symbolic aspects of children's cultures, which they share with each other and with adults in such a way that they observe patterns and identity values ​​being negotiated in the sense that not only do they reproduce stereotypes of heteronormative culture, but also cross the boundaries of gender. In sum, the article sheds light on the challenge of bringing children to the debate about gender relations from the perspective of pedagogical proposals which might overcome sexist practices present in educational institutions.

Black Women Teacher Educators, Race Uplift, and the Academic Other-Mother Identity

This paper examines the intersections of teacher educators' identities and the notion of race uplift. It is basedon a larger study that explores the experiences and practices of Black women professors at three differenthigher education institutions. The author maintains that as a result of their outsider-within position and raceuplift stance, Black women teacher educators may produce an academic other-mother identity. Whileconsidering the concepts of womanist theory, this paper attempts to offer a thick description of the kind ofrace uplift practiced by teacher educators of color. The author defines the outsider-within position and thehistorical relationship between the race uplift theme and womanism, reviews current literature about teachereducators of color - highlighting their experiences and how they view their work in the academy, andexamines the outsider-within position in Black women teacher educators. The author concludes with adiscussion of the other-mother identity and Black women teacher educators.Research indicates that the experiences of Black women faculty involve racist and sexist practices bycolleagues and students. Additionally, these women experience feelings of isolation, discrimination, andtokenism. Collins (1998) cautions that being marginalized in intersections of race, class, gender, sexuality,and/or citizenship places a variety of well-meaning intellectuals engaged in higher education in commonborder zones, and these same systems of power reproduce hierarchies in "outsider-within locations." Middleclass African Americans in the United States, for example, are aggressively recruited to join eliteinstitutions of higher education and other sites of institutional power, only to find themselves, upon arrival,confined to a new designated "place", or "outsider-within location" (Collins, 1998). Professor AnnetteHenry, also a teacher educator, describes the outsider-within location clearly from personal experience:Standing like an oak by the photocopier, a White male graduate student utters the only words hehas ever said to me during his years in the college of education: "You're lucky you got this job;"he mutters, assuredly, un-stapling a document. "They don't usually hire, well;" he leans towardme and whispers,"outsiders," as if telling me a deep dark secret. (Henry, 1998, p. 5)That is, they appear to belong, because they possess both the credentials for admittance and the rights offormal citizenship, "but that does not automatically translate into substantive citizenship rights" (Collins,1998, p. 5). Several Black women scholars have termed the race-, sex-, and class-based oppression theyexperienced in institutions of higher learning as "double", "triple", or "multiple oppressions" (Anzaldúa,1998; Guy-Sheftall, 1995; James, 1999; James & Farmer, 1993; King, D., 1993). These terms are meant tosuggest the cumulative effect of experiencing, gender, race, and class exploitation (Knight, 1998).These new spaces that marginalized Black women occupy in the academy, coupled with the possible erosionof activism within teaching due to a growing Black middle class (Collins, 1990), led me to ask questionssuch as: what is the current relationship between agency and teacher preparation?; in what ways are teachingpractices influenced by these new "outsider-within" locations?; and, how do contemporary Black womenteacher educators utilize notions of "race uplift" to shape their work?This paper examines the intersections of teacher educators' outsider within identity and the notion of raceuplift. While considering the concepts of womanist theory, it attempts to offer a thick description of raceuplift as practiced by Black women teacher educators. It is based on a qualitative investigation of threeBlack women teacher educators that sought to answer two questions: In what ways do their experiencesinform their teaching practice, and how does the notion of race uplift inform their work? The sample wasclearly purposive because the goals were to deepen society's understandings of the significant experiencesand practices of Black women who prepare teachers for K-12 classrooms.

Women, Gender, and Politics in Morocco

This article analyzes the intersection of gender, women’s activism, and political participation in Morocco in a socio-political approach. The emergence of women’s activism is an answer to the gender-based discrimination in the country. Women’s non-government organizations (NGOs) struggle for women’s rights and participate actively in the feminization and democratization of the public sphere to ensure sustainable development. They create progressive social change through the mobilization and participation of women. The role of women’s NGO’s (liberal and Islamic alike) in the struggle against gender inequalities is remarkable in regard of their efforts to consolidate democracy and social justice and to challenge traditional thinking and inequitable, oppressive, undemocratic, sexist practices of governance. Despite the different approaches, they act together to achieve women’s rights in a variety of places.