A Capabilities-based Gender Equality Policy for Higher Education: Conceptual and Methodological Considerations

Loots, Sonja; Walker, Melanie

doi:10.1080/19452829.2015.1076777

Cited by 20 publications

(7 citation statements)

References 33 publications

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“…However, contextually, the women in this study are older, and thus might have already achieved a sense of autonomy. Moreover, being vulnerable to issues impacting on bodily integrity, such as sexual harassment, seems to be less pertinent in the doctoral context compared to undergraduate students living on campus (Loots and Walker 2016) and within schools (Walker 2006). This does not imply that such behaviours are absent, but merely that they were not mentioned by the participants.…”

Section: Discussionmentioning

confidence: 99%

Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective

Loots

Ts’ephe

Walker

2016

SAJHE

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Although black women show an increased presence in doctoral study, the probability of intersecting gendered and racial disadvantage is often overlooked through relying on separate numerical transformation progress indicators for gender and race. To take a more active approach to furthering social justice for this marginalised group, we need to explore more holistic ways of mapping transformation. In this sense, we argue for the application of the capabilities approach as an evaluative framework which allows for an assessment of freedoms or capabilities students are able to make use of in pursuing the lives they have reason to value. Furthermore, factors impacting on students' capability formation are also considered, thus providing a multidimensional, ethically individualistic exploration of lives. The experiences of seven black women speak of barriers they have experienced throughout their doctoral journeys, but the data also create a sense of optimism as the potential of capability expansion is addressed.

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Section: Discussionmentioning

confidence: 99%

Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective

Loots

Ts’ephe

Walker

2016

SAJHE

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“…However, there have been very few studies that looked at gendered migration from the CA viewpoint. Using the CA to establish a basis for the assessment and analysis of migrant women, we advocate for the expansion of opportunities among women through education and economic empowerment, which may be instrumentally important for future prospects of countries (Loots & Walker, 2016). According to Sen (1999), the framework is concerned with the opportunities individuals have to be and do what they have reason to value.…”

Section: A Capabilities Viewpoint On Gendered Labour Migrationmentioning

confidence: 99%

Migration at Work

Seiger¹,

Timmerman²,

Salazar³

et al. 2020

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CeMIS Migration and Intercultural Studies 5 The Centre for Migration and Intercultural Studies (CeMIS) was founded in 2005 at the University of Antwerp, on the initiative of a group of researchers who were working together within the framework of the Antwerp Centre for Migrant Studies. The Centre conducts research and provides education and other academic services relating to migration, integration and intercultural themes in various social fields, including the labour market, welfare, family, education, health and law. Collaborating with civil society, policymakers and other academic partners, the research centre addresses the challenges arising from migration and intercultural life in today's society. CeMIS seeks to provide an open and pluralistic research platform that fosters collaboration between society and academia.

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“…Even though the concept of social justice is a source of tension in HE, particularly in the STEM disciplines (Walker, 2015), and global economic growth and human capital has led to gender equity 7 problems in many countries around the world and particularly in sub-Saharan Africa (Nussbaum, 2011), the capabilities-based approach facilitates building "graduates' capabilities and functioning" (Walker, 2015, p. 417) that are in line with the skills the students need and value. In fact, the training process focuses on the well-being of the students, what they can do, and their quality of life (Loots & Walker, 2016).…”

Section: Capabilities-based Approachmentioning

confidence: 99%

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Norgbey

2018

JPDS-SJPD

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STEM has been broadly perceived as a vital driver of sustainable development worldwide. However, women remain underrepresented in STEM fields despite decades of effort to bridge the gender gap. The purpose of this article is to understand of the underlying factors that contribute to gender disparity in STEM and suggest effective interventions. Specifically, I seek to address the following questions: what factors contribute to gender disparity in graduate STEM program? What strategies can be adopted to address the issue?This paper examines fifty articles published from 2006-2016 that had women or gender and/or science as a central part of their studies to identify institutional and socio-cultural perspectives used to explain the situation and identify strategies that have been used to overcome the problem. Findings suggest that the factors that contribute to women underrepresentation in STEM are complex and numerous, calling for multi-faceted strategies to move the field forward.

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A Capabilities-based Gender Equality Policy for Higher Education: Conceptual and Methodological Considerations

Cited by 20 publications

References 33 publications

Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective

Evaluating black womens participation, development and success in doctoral studies: A capabilities perspective

Migration at Work

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

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