Nowicki wrote: ↑08/01/2021 23:36
@wewa
Po čemu smatraš da je feminizam prvenstveno klasna borba?
Bojim se da mizigonija teži da dobaci. Odnosno feministice teže da njome dobace do raznih svera društvenosti. Upravo je ovaj tekst na koji sam se referirao potvrda tog. Mlada žena koja mizigoniju vidi u svemu, pa čak i matematici(?). Što u suštini potvrđuje tezu da feminizam danas zagovara radikalno ideološko prekrajanje društva.
da krenemo odozada:
matematika i rodna ravnopravnost - ne radi se o tome da je matematika inherentno zenomrzacka, nego da se u postignucima u oblasti matematike vidi koliko je neka zemlja postigla na rodnoj ravnopravnosti u obrazovanju.
evo izvrsnog clanka:
https://www.pnas.org/content/106/22/8801
This review was organized around 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the highly mathematically talented? Do females exist who possess profound mathematical talent? The answer to the first question is that U.S. klix now perform as well as boys on standardized mathematics tests at all grade levels. Among the mathematically gifted, there may be as many as 2- to 4-fold more boys than klix depending on precisely where the cutoff is set. However, this gender gap, too, has been closing over time at all levels, including even in the IMO. Thus, there is every reason to believe that it will continue to narrow in the future. Moreover, the gender ratio favoring boys above the 99th percentile is not ubiquitous and correlates well with measures of a country's gender equity, strongly indicating that the gap is due, in large part, to sociocultural and other environmental factors, not biology or gender per se.
One serious policy concern that arose from the Hyde et al. study (13) is that the tests developed by states in the U.S. to comply with the mandates of NCLB include almost no questions requiring complex problem solving. NCLB puts pressure on teachers to try to get all their students to pass, thus leading them increasingly to teach to the test (32). With complex problem solving not covered, mathematics teachers will be tempted to neglect teaching it in favor of teaching computation and other lower-level mathematics skills. Yet problem solving and high-level mathematical reasoning are essential skills for success in life and STEM careers. This neglect of problem-solving skills could place U.S. students at a disadvantage compared with their peers in countries where teaching and tests emphasize more challenging content (33). Therefore, it is crucial to address this issue.
Importantly, the U.S. also needs to do a better job of identifying and nurturing its mathematically talented youth, regardless of their gender, race, or national origin. Doing so is vital to the future of the U.S. economy as documented in Thomas Friedman's The World Is Flat: A Brief History of the Twenty-First Century (34). Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering (35), Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (36), Foundations For Success: The Final Report of the National Mathematics Advisory Panel (37), and Identifying and Cultivating Extraordinary Mathematical Talent (38) outline numerous steps the U.S. can and should take to ensure we have the well-educated labor force needed to fill the STEM jobs of the future.
drugim rijecima, da bi i ucenici i ucenice postizali uspjehe koji su ogledalo njihovih stvarnih mogucnosti, potrebno je osigurati jednake uslove skolovanja za sve, ali i postici da drustvo bude istinski ravnopravno. napredak se postize, napredovace se i dalje, ali je za nas neophodno da identifikujemo prvo kakav nam je sistem, koliko nasa djeca znaju, a onda da vidimo kako im mozemo pomoci.
zasto je feminizam klasna borba? zato sto kvalitet zivota direktno proporcionalan vlastitom imetku (namjerno ne kazem prihodu), tamo gdje je zaboravljena socijalna komponenta drzave, kao sto je slucaj kod nas, u SAD, u zemljama u razvoju...
evo jedna ilustracija, radi se o ucestalosti carskog reza kao nacina dovrsenja poroda u prvoj trudnoci u SAD. rad je izrazito obiman, ali iz zakljucka cu izdvojiti ono najvaznije, a svakako vrijedi procitati cijelu studiju:
https://pqcnc-documents.s3.amazonaws.co ... 121028.pdf
Thus, in general, higher education, which is associated with access to health care, more continuity of care, better physician - patient communication, and more effective health advocacy, offers a protective effect against primary c-sections with weak medical indications, especially for white women. The fact that SES influences racial-ethnic groups differently also highlights how c-sections with weak clinical indications represent a negative health outcome that is more common among Latina, black, and Native American mothers, for whom higher SES provides a less protective effect (Hummer 1996; LaVeist 2005; Williams 1999; Williams and Jackson 2005). Women with cumulative advantages (white women with a college education) have the lowest odds of having a cesarean delivery, all else being equal.
These results have implications for debates about quality in maternity care as well as questions of maternal choice. In this case, overuse of this method of delivery is more common in populations with fewer resources, which is the opposite of what one would expect if cesarean deliveries represented higher quality care (Brownlee 2007; Wagner 2006). This conforms to medical evidence that high cesarean rates have negative implications for maternity care quality: evidence-based “best practices” for optimal management of birth include low rates of medical intervention, doula support, freedom of movement, physiologic positions, and a midwifery model of care (Goer 1995).11
It appears that women with racial and socioeconomic advantages use them to avoid medically unnecessary cesarean deliveries rather than to request them. These women, in fact, are more likely to receive quality health care and to be able to advocate for their own interests and preferences within the health care system, and they appear to be doing so in the direction of vaginal birth. In contrast, lower-SES and racial-ethnic minority women are more likely to receive the type of standard obstetrical care that encourages cesarean deliveries without a strong clinical rationale, which may serve
institutional profit and scheduling needs but which poorly serves these women and their families.
This analysis demonstrates that cesarean deliveries are more common, after accounting for medical necessity, in the non-Hispanic black, Latina, and low-SES populations that also suffer from rising maternal mortality and morbidity rates (Amnesty International 2010; California Department of Public Health 2011). These deliveries may contribute to long-term and cumulative health disparities in which privileged populations receive better quality and more individualized care, while racial-ethnic minorities and low SES populations receive lower quality care (Dressler et al. 2005; LaVeist 2000; LaVeist et al. 2003; LaVeist et al.1995; Lutfey and Freese 2005; Macinko et al. 2003; Malat 2006; Shi 200).
Sloboda sisama 
