1. Adolescent dropout and school attachment : the moderating effects of genderSuzana Košir, Mehmet Aslan, Radhika Lakshminarayanan, 2025, izvirni znanstveni članek Opis: A dynamic school environment is necessary to ensure positive learning outcomes and holistic development of adolescents. In Albania, despite considerable attempts to increase school participation and provide quality ed ucation, school dropout has escalated in recent years, largely impacting vulnerable groups linked to poverty and ethnic, cultural and social factors. Drawing on attachment theory and its implications for adolescent develop ment, a quantitative analysis was conducted using surveys and Structural Equation Modelling (SEM) to assess the influence of gender as a moderator in the relationship between school attachment and dropout rates in Albania. The results indicate significant differences between boys and girls in overall school attachment scores and specific school attachment dimensions. The findings suggest that gender plays a crucial role in moderating school attachment, with implications for targeted interventions to enhance school connectedness and reduce dropout rates. The study underscores the importance of considering gender in educational strategies and policies to foster a supportive school environment accommodating both male and female students’ unique needs. The authors suggest that future research could explore these dynamics to inform practices that promote educational retention and success for all students.
Ključne besede: education, adolescence, school dropout, gender, school attachment, moderating effect
Objavljeno v DKUM: 21.08.2025; Ogledov: 0; Prenosov: 3
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2. Do visual constructs in social science textbooks evince gender stereotypes and bias? : a case study from IndiaSuzana Košir, Radhika Lakshminarayanan, 2023, izvirni znanstveni članek Opis: India presents a heterogeneous socio-economic ethos, rooted within structures of patriarchy and caste, rendering any transformation of traditional gender roles, increasingly challenging. Gender socialisation begins in childhood and is assimilated through schools. Students imbibe gender concepts through textbooks and classroom experiences, which either reinforce their social perceptions or influence them to critique inequalities and bias. Adopting a multi-pronged approach through feminist critical discourse analysis (FCDA) and content analysis, this research evaluates the images used in Indian school social science textbooks, for constructs of gender representation, structures, and stereotyping. The research reveals that gender structures depicted in textbooks foster patriarchy and gender bias. There is minimal effort to depict feminist activism and little scope to foster gender reflexivity and social debate, which only sustains stereotypical perceptions of gender roles within Indian society.
Ključne besede: gender stereotypes, gender socialisation, images in textbooks, gender bias, social sciences
Objavljeno v DKUM: 17.05.2024; Ogledov: 123; Prenosov: 56
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3. Teachers’ impact on the implementation of human rights education in international Indian schools in KuwaitRadhika Lakshminarayanan, Suzana Košir, 2023, izvirni znanstveni članek Opis: With globalization, the establishment of private international schools has increased, particularly in nations with large migrant populations. These schools are affiliated to accreditation bodies from their respective country of origin for curriculum and assessment, although they may also be subject to certain norms within host countries. effectuates the official curriculum defined by the accrediting institution into the actual curriculum within the classroom. Although this reflects on all courses taught, it has wider implications in the effectiveness of Human rights education (HRE). This paper investigates key factors that determine the effective implementation of HRE by teachers in international schools, using the case study of Indian schools in Kuwait. By developing the 3I model (Introduction, Interpretation, and Implementation), the researchers determined the causative linkages in the structure and effectiveness of school curriculum for HRE, measured with exploratory factor analysis and structural equation modelling. The results indicate that human rights are not adequately addressed in the official curriculum and the teachcomprehension of human rights influences the application of HRE in the actual curriculum, which may present scope for bias and subjectivity.
Ključne besede: human rights, human rights education, international schools, Indian school curriculum, Kuwait
Objavljeno v DKUM: 12.04.2024; Ogledov: 265; Prenosov: 49
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