Interorganizational Linkages And The Success Of Cooperative Educational Programmes In Zimbabwe.

ZJER research article.The main purposes of this study were to examine the patterns of linkage of organizations involved in cooperative educational programmesand to determine the relationship between interorganizational linkage patterns and the effectiveness of cooperative educational programmes. The relative resource investment and the symmetry of resource exchange among participating organizations emerged as the two most important linkage dimensions that accounted for much of the variation in the nature of interorganizational linkage patterns of the organizations studied. Secondly, the effectiveness of the cooperative programme appeared positively related to the pattern of interorganizational linkages. Programme effectiveness profile of the six cooperative educational programmes measured in terms of both student perception of programme effectiveness and student perfonnance on the 1989final examinations were consistent with the profiles of the linkage dimensions of the six programmes. Finally, several tentative generalizations were fonnulated concerning interorganizational linkage patterns and programme effectiveness dimensions

13,915 reasons for equity in sexual offences legislation: A national school-based survey in South Africa

<p>Abstract</p> <p>Objective</p> <p>Prior to 2007, forced sex with male children in South Africa did not count as rape but as "indecent assault", a much less serious offence. This study sought to document prevalence of male sexual violence among school-going youth.</p> <p>Design</p> <p>A facilitated self-administered questionnaire in nine of the 11 official languages in a stratified (province/metro/urban/rural) last stage random national sample.</p> <p>Setting</p> <p>Teams visited 5162 classes in 1191 schools, in October and November 2002.</p> <p>Participants</p> <p>A total of 269,705 learners aged 10–19 years in grades 6–11. Of these, 126,696 were male.</p> <p>Main outcome measures</p> <p>Schoolchildren answered questions about exposure in the last year to insults, beating, unwanted touching and forced sex. They indicated the sex of the perpetrator, and whether this was a family member, a fellow schoolchild, a teacher or another adult. Respondents also gave the age when they first suffered forced sex and when they first had consensual sex.</p> <p>Results</p> <p>Some 9% (weighted value based on 13915/127097) of male respondents aged 11–19 years reported forced sex in the last year. Of those aged 18 years at the time of the survey, 44% (weighted value of 5385/11450) said they had been forced to have sex in their lives and 50% reported consensual sex. Perpetrators were most frequently an adult not from their own family, followed closely in frequency by other schoolchildren. Some 32% said the perpetrator was male, 41% said she was female and 27% said they had been forced to have sex by both male and female perpetrators. Male abuse of schoolboys was more common in rural areas while female perpetration was more an urban phenomenon.</p> <p>Conclusion</p> <p>This study uncovers endemic sexual abuse of male children that was suspected but hitherto only poorly documented. Legal recognition of the criminality of rape of male children is a first step. The next steps include serious investment in supporting male victims of abuse, and in prevention of all childhood sexual abuse.</p

Peer Toy Play as a Gateway to Children’s Gender Flexibility: The Effect of (Counter)Stereotypic Portrayals of Peers in Children’s Magazines

Extensive evidence has documented the gender stereotypic content of children’s media, and media is recognized as an important socializing agent for young children. Yet, the precise impact of children’s media on the endorsement of gender-typed attitudes and behaviors has received less scholarly attention. We investigated the impact of stereotypic and counter-stereotypic peers pictured in children’s magazines on children’s gender flexibility around toy play and preferences, playmate choice, and social exclusion behavior (n = 82, age 4–7 years-old). British children were randomly assigned to view a picture of a peer-age boy and girl in a magazine playing with either a gender stereotypic or counter-stereotypic toy. In the stereotypic condition, the pictured girl was shown with a toy pony and the pictured boy was shown with a toy car; these toys were reversed in the counter-stereotypic condition. Results revealed significantly greater gender flexibility around toy play and playmate choices among children in the counterstereotypic condition compared to the stereotypic condition, and boys in the stereotypic condition were more accepting of gender-based exclusion than were girls. However, there was no difference in children’s own toy preferences between the stereotypic and counter-stereotypic condition, with children preferring more gender-typed toys overall. Implications of the findings for media, education, and parenting practices are discussed, and the potential for counterstereotypic media portrayals of toy play to shape the gender socialization of young children is explored