Book contents
- The Cambridge Handbook of the International Psychology of Women
- The Cambridge Handbook of the International Psychology of Women
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Section 1 The Underpinnings of Sex and Gender and How to Study Them
- Section 2 Developmental Perspectives of the International Psychology of Women
- Section 3 Cognitive and Social Factors
- Section 4 Work and Family Issues
- Section 5 Inequality and Social Justice
- Section 6 Health and Well-Being
- Epilogue Some Final Thoughts and Take-Home Messages
- Index
- References
Section 5 - Inequality and Social Justice
Published online by Cambridge University Press: 20 July 2020
Book contents
- The Cambridge Handbook of the International Psychology of Women
- The Cambridge Handbook of the International Psychology of Women
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Section 1 The Underpinnings of Sex and Gender and How to Study Them
- Section 2 Developmental Perspectives of the International Psychology of Women
- Section 3 Cognitive and Social Factors
- Section 4 Work and Family Issues
- Section 5 Inequality and Social Justice
- Section 6 Health and Well-Being
- Epilogue Some Final Thoughts and Take-Home Messages
- Index
- References
Summary
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- Information
- The Cambridge Handbook of the International Psychology of Women , pp. 373 - 448Publisher: Cambridge University PressPrint publication year: 2020
References
Suggested Readings
Michal Berkowitz is a postdoctoral researcher at the Chair for Research on Learning and Instruction at ETH Zurich. She studied psychology at Tel-Aviv University and began her career in clinical psychology. She later moved on to research in cognitive psychology, and obtained her doctoral degree in 2017 at ETH Zurich. Her doctoral research focused on cognitive predictors of advanced STEM achievements, particularly in math-intensive domains. Her research interests include spatial ability’s role in STEM learning, mathematical thinking and learning, and the interplay between working memory, intelligence, and learning. She is mother of a 12-year-old girl and a 6-year-old boy. She was born in the US, grew up in Israel and since 2009 is living in Switzerland. In addition to living in Switzerland and Israel, she spent a year living in New York. Berkowitz identifies herself as secular-Jewish.
Elsbeth Stern is a cognitive psychologist with a focus on STEM learning at various age levels. As a Professor for Learning and Instruction at ETH Zurich since 2006, she is heading the teacher education program. Stern was born and raised in Germany. After completing her doctorate at the University of Hamburg, she worked at the Max-Planck Institute for Psychological Research in Munich, and in 1994 became a Professor at the University of Leipzig. In 1997, she moved to the Max-Planck Institute for Human Development in Berlin. In more than 100 papers and several books, Stern has focused on the interaction between individual preconditions and instructional support of learning.
Sarah Isabelle Hofer is a postdoctoral researcher at the Centre for International Student Assessment (ZIB) at the TUM School of Education in Germany. From 2011 to 2016, she worked as a doctoral and later as a postdoctoral researcher in Elsbeth Stern’s group at the Chair for Research on Learning and Instruction at the ETH Zurich in Switzerland, where she received her doctoral degree in 2015. Hofer studied pedagogical psychology, reflexive social psychology, and neurocognitive psychology. Her research addresses individual, classroom, and institutional factors that contribute to educational success. With a focus on the STEM domain, she investigates how intelligence, prior knowledge, and gender interact with performance assessment and instructional methods to build theory and derive recommendations for practice. At the institutional level, she is interested in internal and external school evaluation as tools to increase educational effectiveness. She is the mother of a 2-year-old boy and a 7-year-old girl.
Anne Deiglmayr is a Full Professor for Educational Psychology in the Teacher Education Program at the University of Leipzig in Germany. She obtained her PhD in Psychology from the University of Freiburg, Germany, and has worked as a postdoctoral researcher in educational psychology and as a teacher educator in Germany and Switzerland. Her research interests include the assessment and training of experimentation skills, beliefs and biases in STEM education, and the co-construction of knowledge in dialogues between peers. She is the mother of a school-age boy and a girl, which makes this chapter on gender and education personally relevant to her.
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Suggested Readings
Mary F. Zhang is a Senior Research Associate in the School for Policy Studies at the University of Bristol. Her main research and publication interests are in the impact of poverty and social exclusion on gender equality, resilience, and psychological and social well-being. Zhang was born in Shandong Province of China, which is also the home of Confucius and Mencius, and grew up there till age 18. She attended the Chinese University of Hong Kong for her BA in Psychology and the University of Cambridge for MPhil and PhD degrees. She spends most of her time in China and the United Kingdom.
David Gordon is a Fellow of the British Academy, Professor of Social Justice, and Director of the Townsend Centre for International Poverty Research at the University of Bristol. His main areas of research include the scientific measurement of poverty, social justice, and poverty eradication policies. Gordon was born in the East End of London, so he is Cockney, which means he was born within the sounds of Bow Bells. He has worked in Kawasaki, Japan, New Hampshire and Massachusetts, USA, and the Kingdom of Tonga (as well as in various locations in the UK). Gordon was born into a working-class family but has now become a middle-class university professor – a surprising and unusual transition in the UK. His father was an American and his mother was British, and he grew up in very multicultural parts of London. He studied Natural Sciences (Biological Sciences for undergraduate degree and Geological Sciences for PhD) but has worked for decades as a social scientist – another unusual transition.
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Suggested Readings
Hua (Sara) Zhong is an Associate Professor at the Department of Sociology at the Chinese University of Hong Kong and an Honorary Research Fellow of Hong Kong Police College. She has been a visiting scholar at the Institute of Criminology, Cambridge University and at the Cybercrime Observatory, Australian National University. Her research and teaching interests include criminology, social psychology, and gender studies. Currently she has several ongoing projects on social change and trends of crime/delinquency/substance use by gender and across cultures. Her publications have appeared in Criminology, Journal of Research in Crime and Delinquency, Journal of Criminal Justice, Feminist Criminology, Journal of Youth and Adolescence, and International Journal of Offender Therapy and Comparative Criminology. Zhong grew up and did her undergraduate studies in Mainland China, and received her PhD from Pennsylvania State University. She stayed in Taiwan for several months to study the relationship between modernization and Taiwan’s crime trends by gender and age. One of her research areas is comparative crime and criminal justice. She has established an international research team including scholars from the USA, the UK, Australia, Denmark, Japan, South Korea, India, Ghana, and Greater China. Their main focus is the recent crime trends (by gender, age, and ethnicity) in different societies and how to explain such changes.
Judith Ryder is Professor and Director of the Criminology and Justice master’s program in the Sociology and Anthropology Department, St. John’s University (NYC). She is also affiliated faculty and former Director of the Women’s and Gender Studies program. Her scholarship addresses gender, adolescence, and violence, considered within critical, psychosocial, and feminist theoretical frameworks. A current project examines how globalization affects the escalation of system-involved young women internationally. She has been a Visiting Fellow at the Scottish Centre for Crime and Justice Research, University of Glasgow, and has extensive experience in the not-for-profit sector. Ryder is the author of Girls and violence and her work has appeared in Crime & Delinquency, Critical Criminology, Feminist Criminology, and Women & Criminal Justice.
Ryder grew up in Detroit, Michigan. She took her university studies in Michigan, Santa Barbara, and New York. She presented on Women in the Aftermath of the Arab Spring in Amman, Jordan, and has ongoing research on families and violence in the UK, and on the effects of globalization on the criminalization of young women internationally. In March 2019, she presented at the United Nations’ 63rd Session of the Commission on the Status of Women on educational programming for incarcerated women and girls around the world.
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Suggested Readings
Mary Koss is a Regents’ Professor in the Mel and Enid Zuckerman College of Public Health at the University of Arizona. She published the first national study on sexual assault among college students in 1987. Half of the campus surveys from 2000 to 2015 used the survey developed for that study and most others were modeled on it. She was the principal investigator of the RESTORE Program, the first restorative justice program for sex crimes among adults that was quantitatively evaluated. She has consulted widely, most recently with the National Academies of Sciences, Engineering and Medicine. She has received the Award for Distinguished Contributions to Research in Public Policy (2000) and the Award for Distinguished Contributions to the International Advancement of Psychology (2017) from the American Psychological Association. Koss was born in the USA and has traveled widely. She received her BA from University of Michigan and her PhD from the University of Minnesota. She has held visiting scholar positions in Australia and Israel. She served on the advisory board of the Sexual Violence Research Initiative based in Johannesburg.
Maj Hansen is an Associate Professor and head of the research group THRIVE at the Department for Psychology, Southern University of Denmark. She was born and studied in Denmark. Her research is primarily focused within clinical psychology, specifically within areas of prevention, screening, and treating victims following traumatic exposure including interpersonal violence. Hansen is associate editor of the European Journal of Psychotraumatology and a member of the National Research Network on Violence against Children in Denmark.
Elizabeth J. Anderson is a gender and youth development researcher at the International Center for Research on Women. Born in the United States, she attended college at University of Missouri-Columbia and graduate school at University of Arizona. She has worked globally (including Mozambique, Croatia, Brazil, and Jordan) and locally on primary and tertiary HIV/AIDS prevention projects with women. Her research focuses on exposure to intimate-partner sexual violence as an epidemiological risk factor for infectious disease. Her work in Arizona focuses on primary and tertiary HIV/AIDS prevention projects employing mHealth approaches
Maria Hardeberg Bach is a PhD Fellow at the Department for Psychology, Southern University of Denmark. Her research interests include topics related to sexual violence. Maria was born in Norway, and lived in many countries during her youth including the Dominican Republic, USA, Indonesia, Brazil and Denmark. She completed her MSc in Psychology in Denmark in 2017 and her thesis focused on child sexual abuse. Shortly thereafter, she began her position at the University of Odense. She is currently conducting a series of qualitative interview studies about formal help-seeking among adult survivors of sexual assault from underserved and marginalized groups.
Rikke Holm Bramsen received her PhD from Aarhus University, and served as an Associate Professor at the Department for Psychology, Southern University of Denmark. Bramsen’s research includes various aspects of interpersonal violence, with a specific focus on the interdisciplinary organization of rape crisis centers. At present, Bramsen is the director of the Danish Children Center in Aarhus, Denmark. She is also a member of the National Research Network on Violence against Children in Denmark. She has lived in several countries outside Denmark, including Italy, the UK, and the United Arab Emirates.
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DeGue, S., Valle, L. A., Holt, M. K., Massetti, G. M., Matjasko, J. L., & Tharp, A. T. (2014). A systematic review of primary prevention strategies for sexual violence perpetration. Aggression and Violent Behavior, 19(4), 346–362. doi:10.1016/j.avb.2014.05.004Google Scholar
Dworkin, E. R., Menon, S. V., Bystrynski, J., & Allen, S. V. (2017). Sexual assault victimization and psychopathology: A review and meta-analysis. Clinical Psychology Review, 56, 66–81. doi:10.1016/j.cpr.2017.06.002Google Scholar
Koss, M. P., White, J. W., & Lopez, E. C. (2017). Victim voice in re-envisioning responses to sexual and physical violence nationally and internationally. American Psychologist, 72, 1019–1030. doi:10.1037/amp0000233Google Scholar
Walby, S., Olive, P., Towers, J., Francis, B., Strid, S., Krizsán, S., … Agarwal, B. (2013). Overview of the worldwide best practices for rape prevention and for assisting women victims of rape. Brussels: European Parliament. www.europarl.europa.eu/RegData/etudes/etudes/join/2013/493025/IPOL-FEMM_ET(2013)493025_EN.pdfGoogle Scholar
White, J. W., Sienkiewicz, H. C., & Smith, P. H. (2019). Envisioning future directions: Conversations with leaders in domestic and sexual assault advocacy, policy, service, and research. Violence Against Women, 25, 105–127. doi:10.1177/1077801218815771Google Scholar
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