Empowerment

About: Empowerment is a research topic. Over the lifetime, 42112 publications have been published within this topic receiving 752953 citations.

Effectiveness of the Self-Regulation Empowerment Program with Urban High School Students.

Abstract: Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocation

Does economic empowerment protect women from intimate partner violence

Abstract: Background: The current study compared working and non-working groups of women in relation to intimate partner violence. The paper aims to explore the relationship between women’s economic empowerment, their exposures to IPV and their help seeking behavior using a nationally representative sample in India. Methods: This was a cross sectional study of 124,385 ever married women of reproductive age from all 29 member states in India. Chi-square tests were used to examine differences in proportions of dependent variables (exposure to IPV) and independent variables. Multivariate logistic regressions were used to assess the independent contribution of the variables of economic empowerment in predicting exposure to IPV. Results: Out of 124,385 women, 69432 (56%) were eligible for this study. Among those that were eligible 35% were working. In general, prevalence of IPV (ever) among women in India were: emotional violence 14%, less severe physical violence 31%, severe physical violence 10% and sexual violence 8%. For working women, the IPV prevalence was: emotional violence 18%, less severe physical violence 37%, severe physical violence 14% and sexual violence 10%; whilst for non-working women the rate was 12, 27, 8 & 8 percents, respectively. Working women seek more help from different sources. Conclusions: Economic empowerment is not the sole protective factor. Economic empowerment, together with higher education and modified cultural norms against women, may protect women from IPV.

Sport and women's empowerment

Abstract: This paper provides a discussion of the extension of Nancy Hartsock's work on feminism and power to sport. The paper first considers the conceptualization of power. In Western thought power has usually been defined as strength and domination. This defination has been reproduced in sport, where masculine ideals of force and aggression are emphasized. An alternative feminist conception of power stresses energy and creativity. The second part of the paper considers the possibilities for political change through sport that is consistent with the feminist vision of power. It is suggested that the potential lies in the opportunity for women in sport to experience their physical strength and capacity and to build organizations that develop these qualities in the community of women. Some examples of women's empowerment in and through sport are presented. Although there is nothing like a feminist revolution taking place in sport as yet, the instances of change that have occurred are reason for optimism.

Education, Empowerment, and Control: The Case of the Arabs in Israel

Abstract: Education, Empowerment, and Control: The Case of the Arabs in Israel, by Majid AI-Haj. Albany, NY, SUNY Press 1995. 223 pages. Bib]. to p. 241. Index to p. 249. $18.95. Reviewed by Mounir Farah Education, Empowerment, and Control is a unique and a meticulous work that scholars of Israeli-Palestinian relations, sociologists, and specialists in curriculum development and educational administration will find appealing. Maid AI-Haj begins the book with a useful theoretical framework for examining the role of education in society and how society views education. Al-Haj asks, "Does education shape society or is it shaped by society?" In addressing this question, the author utilizes the "conflict" and "positivist" approaches, applying them to the case of Arabs in Israel. The "conflict" approach represents the view that education is an instrument used by the dominant group to indoctrinate the masses and to mold their culture, and, thus, is a means to preserve the accepted values and standards. The "positivist" approach represents the view that educational curricula should emphasize objective knowledge, scientific consideration and planning in order to train students to function in the wider society, and consequently, use their knowledge to change society. AI-Haj argues that, whereas Israeli authorities have favored the conflict approach, Israeli-Arabs have viewed education as "a source of empowerment for the minority" (p. 215). This is significant because the majority of upper and middle class Palestinian Arabs had left Palestine in 1948, while most of those who remained were village peasants. The latter believed that education was the only vehicle for upward social and economic mobility. In fact, education did improve the lives of some Palestinian Arabs; however, as AI-Haj points out, many others were unable to overcome the obstacles to advancement and the shortcomings of education itself. For instance, Al-Haj writes, "...42% of the Arabs who graduated from the University of Haifa during the period 19821987 are either unemployed or have taken up blue-collar jobs" (p. 24). Most ministries close their senior positions to Israeli-Arabs for "security reasons." In the staffing of the ministry of education, where security is hardly a major consideration, AI-Haj notes, Israeli-Arabs held only 32 out of 980 senior positions in 1983 despite the fact that they comprised nearly 20 percent of Israel's total student population. …