Sakyadhita International: gender equity in ultramodern Buddhism

The nexus between religion and violence has been widely debated in the public sphere at the turn of the twenty-first century. Much of these discourses have centered on direct violence, and on terrorism in particular. Yet, structural violence also remains endemic within many religious traditions, including Buddhism. Buddhist women, and men, continue to challenge these gender inequalities in various ways, notably Sakyadita, the International Association of Buddhist Women founded in 1987, is committed to improving conditions for Buddhist women worldwide. This article investigates how Sakyadhita is promoting gender equity in global Buddhism. It explores Sakyadhita’s origin, and focuses on the 13th Sakyadhita Conference, to examine the role of religious social movements in advancing gender parity. It also proposes an innovative ultramodern Buddhism framework for understanding contemporary global Buddhism, building on existing Buddhist studies, critical feminist and sociological theories. While focused on a Buddhist women’s social movement, this article provides new knowledge that may assist diverse religious communities in addressing gender disparities both locally and internationally.

Desarrollo y equidad de género: una tarea pendiente = Development and gender equity: an uncompleted task

Incluye Bibliografía

The challenge of gender equity and human rights on the threshold of the twenty-first century

Includes bibliography

Economic aspects of gender equity

Includes bibliography

Pension legislation and gender equity in Latin America

Includes bibliography

Roads towards gender equity in Latin America and the Caribbean

Includes bibliography

Acceso al poder y participación en la toma de decisiones en América Latina y el Caribe: políticas de equidad de género hacia el año 2000 = Access to power and participation in decision-making in Latin America and the Caribbean: policies for gender equity looking to the year 2000

Incluye Bibliografía

La mujer en el desarrollo del Caribe: equidad de género y transformación productiva = Women in Caribbean development: gender equity in changing production patterns

Incluye Bibliografía

The institutionality of gender equity in the State: a diagnosis for Latin America and the Caribbean

Includes bibliography

Institucionalidad de la equidad de género en el Estado: un diagnóstico para América Latina = The institutionality of gender equity in the State: a diagnosis for Latin America and the Caribbean

Incluye Bibliografía

Preservice, Secondary Social Studies Teachers' Perceptions of Gender Equity

This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.

Feminism, gender equity and sexual/reproductive health in the Middle East and North Africa (MENA) region

Sexual/reproductive/health and rights are crucial public health concerns that have been specifically integrated into the Millennium Development Goals to be accomplished by 2015. These issues are related to several health outcomes, including HIV/AIDS and gender-based violence (GBV) among women. The Middle East and North Africa (MENA) region comprises Algeria, Bahrain, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Qatar, Saudi Arabia, Syria, Tunisia, United Arab Emirates (UAE), West Bank and Gaza (WBG), and Yemen. This region is primarily Arabic speaking (except for Israel and Iran), and primarily Muslim (except for Israel). Some traditional and cultural views and practices in this region engender gender inequalities, which manifest themselves in the economic, political and social spheres. HIV and gender-based violence in the region may be interlinked with gender inequalities which breed justification for partner violence and honour killings, and increase the chance that HIV will transform into an epidemic in the region if not addressed. A feminist framework, focused on economic, political and social empowerment for women would be useful to consider applying to sexual/reproductive health in the region.^

Looking twice at the gender equity index for public health impact

Background: It has been shown that gender equity has a positive impact on the everyday activities of people (decision making, income allocation, application and observance of norms/rules) which affect their health. Gender equity is also a crucial determinant of health inequalities at national level; thus, monitoring is important for surveillance of women’s and men’s health as well as for future health policy initiatives. The Gender Equity Index (GEI) was designed to show inequity solely towards women. Given that the value under scrutiny is equity, in this paper a modified version of the GEI is proposed, the MGEI, which highlights the inequities affecting both sexes. Methods: Rather than calculating gender gaps by means of a quotient of proportions, gaps in the MGEI are expressed in absolute terms (differences in proportions). The Spearman’s rank coefficient, calculated from country rankings obtained according to both indexes, was used to evaluate the level of concordance between both classifications. To compare the degree of sensitivity and obtain the inequity by the two methods, the variation coefficient of the GEI and MGEI values was calculated. Results: Country rankings according to GEI and MGEI values showed a high correlation (rank coef. = 0.95). The MGEI presented greater dispersion (43.8%) than the GEI (19.27%). Inequity towards men was identified in the education gap (rank coef. = 0.36) when using the MGEI. According to this method, many countries shared the same absolute value for education but with opposite signs, for example Azerbaijan (−0.022) and Belgium (0.022), reflecting inequity towards women and men, respectively. This also occurred in the empowerment gap with the technical and professional job component (Brunei:-0.120 vs. Australia, Canada Iceland and the U.S.A.: 0.120). Conclusion: The MGEI identifies and highlights the different areas of inequities between gender groups. It thus overcomes the shortcomings of the GEI related to the aim for which this latter was created, namely measuring gender equity, and is therefore of great use to policy makers who wish to understand and monitor the results of specific equity policies and to determine the length of time for which these policies should be maintained in order to correct long-standing structural discrimination against women.