Interesting times: a short introduction from the new editorial team of Gender and Education

Editoria

Grazing cattle exposure to neighbouring herds and badgers in relation to bovine tuberculosis risk

Publication history: Accepted - 28 September 2020; Published online - 30 September 2020.Bovine tuberculosis (bTB) can be spread between and among cattle and wildlife hosts e.g. European badger (Meles meles). The majority of cattle in the UK and Ireland are grazed during the summer, potentially exposing them to Mycobacterium bovis. 18 farms were surveyed (39% dairy, 61% beef; fields n = 697) for one grazing season (May-November 2016, n = 148,461 field days) to quantify the co-occurrence of cattle with badger setts and latrines and adjacency to neighbouring cattle herds. 3% (n = 24) of the fields had a badger sett or latrine recorded, dairy cattle were significantly more likely to co-occur with badger setts and latrines than beef cattle. Most farms (89%) grazed cattle adjacent to a neighbouring herd, which accounted for 18% of the grazing season. Potential exposure to neighbouring herds did not differ between production systems but did vary between life stages. A significant positive association between the proportion of time cattle spent grazing fields with setts present and the historic 1-, 3- and 5- year bTB status (p = 0.007, p = 0.013 and p = 0.013 respectively) was found. However, when cattle were grazed in fields with latrines, a significant negative association was found between the proportion of time cattle spent grazing fields with latrines present and the historic 3- and 5- year bTB status (p = 0.033 and p = 0.012 respectively). Historic bTB status and percentage of days spent beside a neighbouring herd was unrelated. Idiosyncrasies at farm-level and between risk factors indicated that individual farm assessments would be beneficial to understand potential exposure risk.This research was funded as part of a PhD studentship by the Department of Agriculture, Environment and Rural Affair

Maintaining Ethical and Professional Relationships in Large Qualitative Studies: A Quixotic Ideal?

Die Durchführung qualitativer Forschung auf der Basis einer feministischen Forschungs-Methodologie erfordert ein hohes Maß ethischer Bindung von Forschenden – insbesondere hinsichtlich des notwendigen Zeitaufwands zum Aufbau und zur Aufrechterhaltung sozialer Netzwerke zwischen Forschenden und Beforschten. Der Beitrag wirft Fragen auf, ob es bei einer großen qualitativen Studie für Forschende möglich ist, diese Ideale auf jede/n Teilnehmende/n anzuwenden.Conducting qualitative research using a feminist research methodology requires a high level of personal ethical commitment from the re­searchers, particularly regarding the time required to establish and maintain social networks between the researchers and the researched. This paper raises questions to the feasibility of researchers adhering to those ideals for each participant when conducting large qualitative studies.Efectuar investigaciones cualitativas usando una metodología feminista requiere un nivel alto de compromiso ético personal de parte de los investigadores, en particular acerca del tiempo que se necesita para establecer y mantener redes sociales entre los investigadores y los investigados. Este trabajo plantea preguntas acerca de la posibilidad de que los investigadores se adhieran a estos ideales para cada participante cuando se efectuan investigaciones cualitativas grandes

Aprendiendo de las chicas de hoy: Ética de la investigación feminista en escuelas urbanas

Feministische Forschungsethik ist insbesondere an Fragen der Identität und Subjektivität – bezogen auf den Forscher/die Forscherin und auf das Forschungssubjekt – interessiert. Feministische Forschung will transformativ sein, indem sie sich mit Ungerechtigkeiten gegen Mädchen und Frauen beschäftigt. Im Falle von afrikanisch-amerikanischen Mädchen, die städtische Schulen besuchen, ereignen sich diese Ungerechtigkeiten innerhalb und außerhalb des Klassenraums. URN: urn:nbn:de:0114-fqs0501321Ethics for feminist researchers foreground issues of identity and subjectivity for the researched and researcher. Feminist research intends to be transformative by focusing on inequities that impact girls and women. For African-American girls in urban schools, those inequities occur out of and in the classroom. URN: urn:nbn:de:0114-fqs0501321Los temas de la identidad y subjetividad del investigador y lo investigado son centrales en la ética de las investigadoras feministas. La investigación feminista pretende ser transformadora al dirigirse hacia las desigualdades que impactan a las jóvenes y a las mujeres. Para las chicas afro americanas tales desigualdades ocurren tanto dentro como fuera del salón de clases. URN: urn:nbn:de:0114-fqs050132

Learning From Flyy Girls: Feminist Research Ethics in Urban Schools

Feministische Forschungsethik ist insbesondere an Fragen der Identität und Subjektivität – bezogen auf den Forscher/die Forscherin und auf das Forschungssubjekt – interessiert. Feministische Forschung will transformativ sein, indem sie sich mit Ungerechtigkeiten gegen Mädchen und Frauen beschäftigt. Im Falle von afrikanisch-amerikanischen Mädchen, die städtische Schulen besuchen, ereignen sich diese Ungerechtigkeiten innerhalb und außerhalb des Klassenraums.Ethics for feminist researchers foreground issues of identity and subjectivity for the researched and researcher. Feminist research intends to be transformative by focusing on inequities that impact girls and women. For African-American girls in urban schools, those inequities occur out of and in the classroom.Los temas de la identidad y subjetividad del investigador y lo investigado son centrales en la ética de las investigadoras feministas. La investigación feminista pretende ser transformadora al dirigirse hacia las desigualdades que impactan a las jóvenes y a las mujeres. Para las chicas afro americanas tales desigualdades ocurren tanto dentro como fuera del salón de clases

Mantener relaciones éticas y profesionales en trabajos cualitativos grandes: ¿un ideal quijotesco?

Die Durchführung qualitativer Forschung auf der Basis einer feministischen Forschungs-Methodologie erfordert ein hohes Maß ethischer Bindung von Forschenden – insbesondere hinsichtlich des notwendigen Zeitaufwands zum Aufbau und zur Aufrechterhaltung sozialer Netzwerke zwischen Forschenden und Beforschten. Der Beitrag wirft Fragen auf, ob es bei einer großen qualitativen Studie für Forschende möglich ist, diese Ideale auf jede/n Teilnehmende/n anzuwenden. URN: urn:nbn:de:0114-fqs0503392Conducting qualitative research using a feminist research methodology requires a high level of personal ethical commitment from the re­searchers, particularly regarding the time required to establish and maintain social networks between the researchers and the researched. This paper raises questions to the feasibility of researchers adhering to those ideals for each participant when conducting large qualitative studies. URN: urn:nbn:de:0114-fqs0503392Efectuar investigaciones cualitativas usando una metodología feminista requiere un nivel alto de compromiso ético personal de parte de los investigadores, en particular acerca del tiempo que se necesita para establecer y mantener redes sociales entre los investigadores y los investigados. Este trabajo plantea preguntas acerca de la posibilidad de que los investigadores se adhieran a estos ideales para cada participante cuando se efectuan investigaciones cualitativas grandes. URN: urn:nbn:de:0114-fqs050339

Maintaining Ethical and Professional Relationships in Large Qualitative Studies: A Quixotic Ideal?

Conducting qualitative research using a feminist research methodology requires a high level of personal ethical commitment from the re­searchers, particularly regarding the time required to establish and maintain social networks between the researchers and the researched. This paper raises questions to the feasibility of researchers adhering to those ideals for each participant when conducting large qualitative studies. URN: urn:nbn:de:0114-fqs050339

Implementation of equitable teaching strategies by preservice teachers during student teaching practicum

Teachers can perpetuate stereotypic cultural beliefs regarding girls\u27 ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls\u27 career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if preservice high school biology teachers could transfer learned equitable teaching strategies to actual teaching; and second, what support conditions are necessary for that transfer? Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group did not have either support condition, the second group had both support conditions, and the third group had only one condition (peer support). Both qualitative and quantitative data sources were collected, from a range of sources including: preservice teachers, cooperating teachers, and high school students using a variety of techniques such as the content analysis of lesson plans, responses to questions regarding the pyschosocial environment scales, interviews, and classroom observations. One part of the study was to develop a survey instrument to ascertain, in the opinion of the high school student, whether the preservice teacher created an equitable classroom. The Gender Equity Environment Scale asked students about their perceptions of their classroom with respect to teacher questioning behaviors, disciplinary procedures, interactions with students, and students\u27 interactions with each other. The statements in the scale focused on teaching practices and behaviors that had been shown by previous research to either contribute or detract from an equitable environment. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher