title: Negative political communication on social media and the gender gap: A study of men's and women's reactions to presidential candidate attacks on facebook in 2012 and 2016

authors: Phillips, Justin B.

subjects: Social Sciences

abstract: Do men and women respond differently to negative political communication? Only a limited collection of studies into the effects of negative campaigns have investigated this research question, and the conflicting results produced from such studies have prevented the development of a widely accepted answer. As campaigns transition to new media environments, further problems arise, as any potential gender gap may be magnified on the new political communication battlefield of social media. The present article contributes to this sparsely investigated area through an empirical study of men's and women's reactions on Facebook to US presidential candidate attacks during two general election campaigns (2012 and 2016) and two primaries (2016 Democratic and Republican). Across nearly 400 million reactions and 40 million unique users, women demonstrate lower receptivity to candidate attacks than men. Two potential explanatory factors for the gap are examined, but neither fully captures the magnitude of the differences observed. Conceptualizing the gender gap composition in terms of differential receptivity most accurately explains these findings and potentially resolves the competing explanations for the gap within the existing literature.

text: Negative political communication on social media and the gender gap: A study of men's and women's reactions to presidential candidate attacks on facebook in 2012 and 2016 Do men and women respond differently to negative political communication? Only a limited collection of studies into the effects of negative campaigns have investigated this research question, and the conflicting results produced from such studies have prevented the development of a widely accepted answer. As campaigns transition to new media environments, further problems arise, as any potential gender gap may be magnified on the new political communication battlefield of social media. The present article contributes to this sparsely investigated area through an empirical study of men's and women's reactions on Facebook to US presidential candidate attacks during two general election campaigns (2012 and 2016) and two primaries (2016 Democratic and Republican). Across nearly 400 million reactions and 40 million unique users, women demonstrate lower receptivity to candidate attacks than men. Two potential explanatory factors for the gap are examined, but neither fully captures the magnitude of the differences observed. Conceptualizing the gender gap composition in terms of differential receptivity most accurately explains these findings and potentially resolves the competing explanations for the gap within the existing literature.

year: 2021-09-01

title: Shifting deficit perspectives of teacher-parent partnerships: Post-covid teacher stories

authors: Vale, Pamela

abstract: In this oral communication we focus on primary school mathematics teacher practices, in the post-Covid context, that enabled (or not) mathematical learning partnerships with parents, and the parent responses to these practices, as storied by the teachers. We address the questions: (1) How are primary school mathematics teachers engaging with and supporting parents in the post-Covid context, particularly regarding supporting learners’ mathematical learning? and (2) How are parents (according to teachers) responding to the efforts of teachers to encourage their engagement with the mathematical learning of their child?

text: Shifting deficit perspectives of teacher-parent partnerships: Post-covid teacher stories In this oral communication we focus on primary school mathematics teacher practices, in the post-Covid context, that enabled (or not) mathematical learning partnerships with parents, and the parent responses to these practices, as storied by the teachers. We address the questions: (1) How are primary school mathematics teachers engaging with and supporting parents in the post-Covid context, particularly regarding supporting learners’ mathematical learning? and (2) How are parents (according to teachers) responding to the efforts of teachers to encourage their engagement with the mathematical learning of their child?

year: 2024

title: Claiming spaces: Maori (indigenous persons) making the invalid valid

authors: Hickey, Huhana

subjects: Maori

abstract: Identity is a shifting paradigm because of the constant movement between identities throughout our lives, depending on the context within which we are identifying ourselves. Once we identify, we place ourselves within a certain construct. When positioning within identity labels, multiplicitous experiences of marginalisation need to be accounted for in clarifying identity frameworks. Barile (2000) asserts that it is the multiple minority status of persons of minority ethnic identity with disabilities that positions them into multiple minority discriminatory experiences with greater limitations and discrimination than those with a single minority status identity. Barile (2000) also asserts that it challenges ethnic minority people with disabilities who work collectively and as a group where they are forced to work as individuals, often in isolation from their ethnic and cultural communities.

text: Claiming spaces: Maori (indigenous persons) making the invalid valid Identity is a shifting paradigm because of the constant movement between identities throughout our lives, depending on the context within which we are identifying ourselves. Once we identify, we place ourselves within a certain construct. When positioning within identity labels, multiplicitous experiences of marginalisation need to be accounted for in clarifying identity frameworks. Barile (2000) asserts that it is the multiple minority status of persons of minority ethnic identity with disabilities that positions them into multiple minority discriminatory experiences with greater limitations and discrimination than those with a single minority status identity. Barile (2000) also asserts that it challenges ethnic minority people with disabilities who work collectively and as a group where they are forced to work as individuals, often in isolation from their ethnic and cultural communities.

year: 2008