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The ban on girls' education or difficult access to education has significant impacts on their mental health and quality of life (QoL), including: (a) Increased Mental Health Problems; (b) Loss of Educational Opportunities; (c) Limited Social Interaction; (d) Disruption of Aspirations and Routines; and (e) Increased Insecurity. This study extends the investigation into the need for awareness and action on the mental health and well-being of girls due to the ban or difficult access to education. Addressing the adverse impacts of the ban or difficult access to girls' education requires a multifaceted approach that includes challenging traditional norms, providing alternative education pathways, empowering girls through targeted interventions, and recognizing the critical role of education.

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BACKGROUND: In recent years, many changes have been observed in women's roles in organizations. In Iran, women face challenges to be promoted to high-level organizational positions. The present study aimed to examine the role of glass ceiling in promoting women to managerial positions from the perspective of the faculty members at Iran University of Medical Sciences. MATERIALS AND METHODS: This research was an applied study in terms of objectives and a descriptive-survey study in terms of data collection, variable monitoring and control, and generalizability. The statistical population of the study encompassed all clinical and basic sciences faculty members at Iran University of Medical Sciences in 2019-2020. The simple random sampling method was adopted, and the study instrument was the standard questionnaire of women's beliefs about glass ceiling developed by Smith (2012). To analyze the data, descriptive and inferential (namely paired-sample t-test and one-sample t-test) statistics were run in the SPSS software. RESULTS: The results revealed that glass ceiling dimensions could predict 48% of the variance of women's promotion to managerial positions. Furthermore, a significant difference was noticed between men and women's perspectives toward glass ceiling (P < 0.001); however, there was no significant difference between the two groups of clinical and basic sciences (P > 0.001). CONCLUSIONS: Failure to provide appropriate opportunities for qualified women to be promoted to managerial positions would result in nonexploitation of about half of the available capacities and talents. Women have unique abilities and soft skills in the human resource management. At the macro-level, policy-makers and planners to review the plans and delegation of organizational-managerial positions and also to further consider the role of women in managerial positions by observing gender justice and meeting criteria such as capability and expertise.

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Gender-based violence and violence against children are significant problems in South Africa. Community mobilisation and gender-transformative programming are promising approaches to address and reduce violence. A quantitative evaluation of One Man Can, a gender-transformative community mobilisation programme in South Africa, found mixed results in increasing gender-equitable behaviours and reducing violence. To better understand these findings, we analyse longitudinal qualitative data from community mobilisers, community members and community action teams, exploring individual and community-level factors that facilitate and hinder change. Interviews and focus groups were transcribed and analysed. Participants self-reported changes in their gender-equitable attitudes and use of violence as a result of participation in the programme, although some participants also reported opposition to shifting to a more gender-equitable culture. Facilitators to change included the internalisation of gender-transformative messaging and supportive social networks, which was buoyed by a shared vocabulary in their community generated by One Man Can. Because the programme targeted a critical mass of community members with gender-transformative programming, mobilisers and community action teams were held accountable by community members to model non-violent behaviour. Results reinforce the importance of addressing facilitators and barriers to change at both individual and community levels.

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[This corrects the article DOI: 10.3389/fsoc.2020.00027.].

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In this article, we conduct a policy analysis of transgender affirmative policies in Ontario and examine their implications for addressing gender justice and gender democratization in the school system. By adopting a case study approach, we provide a critical analysis of these policies and of how stakeholders with familiarity and knowledge of trans-affirmative policies from two school boards in Ontario are making sense of their impact with respect to addressing trans inclusion in schools. As such, our study offers insight into two trans-affirmative policies and their implications for both supporting transgender, gender non-conforming and non-binary students and envisioning gender-expansive education in the school system. We draw on interviews with key informants-two teachers and a school board official-as a basis for reflecting on the need to move beyond a discourse of accommodation in trans inclusive policies to one that explicitly articulates a pedagogical commitment to gender justice and gender democratization in schools.

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Se establecieron Indicadores estructurales, de procesos y de resultados, como indicadores de procesos basados en los establecidos en el Protocolo de San Salvador, para el monitoreo del derecho a la alimentación en Venezuela bajo el principio transversal de igualdad y no discriminación: la justicia de género. Al determinar Indicadores estructurales, se estableció que en Venezuela no se contempla el derecho a la alimentación adecuada, bajo una declaración expresa en la Constitución de la República Bolivariana de Venezuela y/o las Leyes establecidas para tal fin, debiendo establecerse su declaración expresa bajo el orden jurídico legal del país, así como su vinculación con poblaciones en situación de vulnerabilidad, atendiendo lo concerniente al derecho a la alimentación y la población con justicia de género. Los Indicadores de procesos establecidos determinaron una elevada opacidad estadística en instituciones oficiales y gubernamentales sobre los alcances del establecimiento de las denominadas misiones sociales y programas de ayuda alimentaria, así como el alcance desglosado de los programas por grupos tradicionalmente excluidos como el enfoque de justicia de género. Al determinar indicadores de resultados, no se evidenciaron en los portales oficiales de los entes del Estado, la existencia de estadísticas de tasa de desnutrición de forma general o para distintos sectores poblacionales (niños, niñas, jóvenes, mujeres, adultos mayores, personas con discapacidad, grupos étnicos) sobre la base de la Tasa de desnutrición global. La aplicación de estos indicadores determinaron el no cumplimiento por parte del estado, de la garantía de un derecho a la alimentación adecuada, requiriéndose una profunda transformación estructural y de procesos, bajo la premisa de los derechos humanos, a los fines de poder establecer una significativa y necesaria mejora en los indicadores de resultados, así como generar soluciones para transformar las desigualdades de género, ante la creciente tendencia del establecimiento de una feminización de la pobreza en Venezuela(AU)

Structural, process and result indicators were established, as process indicators based on those established in the Protocol of San Salvador, for monitoring the right to food in Venezuela, under the cross-cutting principle of equality and non-discrimination: gender justice . When determining structural indicators, it was established that in Venezuela the right to adequate food is not contemplated, under an express declaration in the Constitution of the Bolivarian Republic of Venezuela and / or the Laws established for that purpose, and its express declaration must be established under the legal order of the country, as well as its relationship with populations in vulnerable situations, taking into account the right to food and the population with gender justice. The indicators of established processes determined, a high statistical opacity in official and governmental institutions regarding the scope of the establishment of the so-called social missions and food aid programs, as well as the disaggregated scope of the programs by traditionally excluded groups, such as the gender justice approach. When determining results indicators, the existence of statistics on the malnutrition rate in general or for different population sectors (boys, girls, youth, women, older adults, people with disabilities, ethnic groups) based on the Global Malnutrition Rate, was not evidenced in the official portals of the State entities. The application of these indicators determined the non-compliance by the state with the guarantee of a right to adequate food, requiring a profound structural and process transformation, under the premise of human rights, in order to establish a significant and necessary improvement in the results indicators, as well as generating solutions to transform gender inequalities, given the growing trend of the establishment of a feminization of poverty in Venezuela(AU)

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BACKGROUND AND OBJECTIVE: Congregational Health Empowerment and Social Safety Advocates (CHESS-Advocates) initiative, a project aimed at mitigating maternal and child health (MCH) and gender injustices in religiously pluralistic societies, was implemented in two Northern Nigerian states of Benue and Kaduna between September 2018 and July 2019. The objective of this study was to assess the effectiveness, sustainability and factors of success in the CHESS-Advocates model as a faith community approach to mitigating gender and MCH injustices in Northern Nigeria. METHODS: Data were from desk review of monthly project reports which were documented monthly all through the 10-month project life, and qualitative assessment conducted in July 2019 at the end of project. The assessments involved focus group discussions, key informant interviews, and in-depth interviews conducted in four randomly selected communities in each of the project states. The variables of interest were sustainability, effectiveness of initiative, and the factors that contributed to the success of the program. RESULTS: The CHESS-Advocate model was effective in the mobilization of community response that improved uptake and acceptance of antenatal care (ANC), immunization, and uptake of human immunodeficiency virus (HIV) testing services. The model was cost-effective and able to instigate change in harmful practices, particularly in highly religious communities. The model showed promise of sustainability and identified some factors that led to its success in the different communities. CONCLUSION AND GLOBAL HEALTH IMPLICATIONS: The CHESS advocates model showed promises of efficacy in engaging faith communities as important actors in promoting MCH practices and mitigating gender injustices particularly in rural and underserved communities. Like other faith based models, the CHESS-Advocates model provided opportunities in faith congregations for building sustainable development in health and social justice. The model helped to improve MCH seeking behavior, influenced change in harmful gender norms and in community response against gender based violence in rural communities.

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Sexuality education, as a component within the Life Orientation (LO) programme in South African schools, is intended to provide young people with knowledge and skills to make informed choices about their sexuality, their own health and that of others. Key to the programme are outcomes relating to power, power relations and gender. In this paper, we apply a critical gender lens to explore the ways in which the teaching of sexuality education engages with larger goals of gender justice. The paper draws from a number of ethnographic studies conducted at 12 South African schools. We focus here on the data collected from focus group discussions with learners, and semi-structured interviews with individual learners, principals and Life Orientation (LO) teachers. The paper highlights the complexities of having gender justice as a central goal of LO sexuality education. Teaching sexuality education is reported to contradict dominant community values and norms. Although some principals and school authorities support gender equity and problematize hegemonic masculinities, learners experience sexuality education as upholding normative gender roles and male power, rather than challenging it. Teachers rely heavily on cautionary messages that put more responsibility for reproductive health on female learners, and use didactic, authoritative pedagogical techniques, which do not acknowledge young people's experience nor facilitate their sexual agency. These complexities need to be foregrounded and worked with systematically if the goal of gender justice within LO is to be realised.

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