Gender issues
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- Ấn phẩmA critical discourse analysis of gender representation in English textbooks(2025) Nguyen, Thi Tuyet MaiThis study investigates gender representation in the LIFE (A2-B1)English textbook throughthe lens of Critical Discourse Analysis (CDA). Drawing on Fairclough’s three-dimensional model and Kress and van Leeuwen’s theory of visual grammar, the research examines how language and imagery construct gender roles and identities. The analysis revealsthat while the textbook promotes global inclusivity, it reproduces traditional gender norms. Male characters dominate in frequency, agency, and professional status, whereas female characters are often depicted in relational or emotional roles. Subtle discursive strategies, such as evaluative language, transitivity patterns, and visual salience, further reinforce these asymmetries. Although the textbook includes isolated efforts to challenge stereotypes, these are inconsistent and rarely integrated into thebroader discourse. The research identifies more nuanced forms of gender bias, which are embedded in the linguistic and visual construction of the textbookThe study concludes that ELT materials must be approached critically and offer pedagogical recommendations to foster gender-sensitive and equitable language education.
- Ấn phẩmA specific-gender analysis of childcare provision in Vietnam and policy implications(2025) Tran, Thi Minh ThiVietnam has the diversification of ethnicity and subcultures and shows a complex modernization. Child care responsibilities have shifted away from the family to the provision of daycare services in order to mobilize women into the labor force. Referring to national statistics on care provision and the brand-new Vietnam national survey on gender equality 2024, this paper aims to unpick structural and gender roles in the provision and typologies of child care in contemporary Vietnam. The paper first analyzes the development of child care policies and provisions under the forces of the transition from a centrally planned economy to a socialist market-oriented one, which has transformed the political economy of family life, and exposed Vietnamese people to liberal and individualistic western family values. Secondly, the paper emphasizes the role of gender and cultural influences on family ties under the umbrella of state policies to develop emerging child care issues for policy implications. In particular, how child care is divided at both family and social levels in the context of changing familyfunctions, changing values attached to children, increasing living standards, high rates of migration, lower fertility, gender dynamics generating new family structures, and limited maternity cover.
- Ấn phẩmWomen's retrospective reports of childhood sexual abuse in cross-sectional household surveys: a multi-country secondary analysis of two data collection methods(2025) Cagney, JackBackground Under-reporting and non-disclosure hinder the accurate collection of self-reported experiences of childhood sexual abuse. Although population-based household surveys often use direct (ie, face-to-face) interviews to assess childhood sexual abuse exposure retrospectively, some use confidential methods to encourage disclosure. Both methods show promise, but their comparative effectiveness remains underexplored. This study aimed to synthesise and compare childhood sexual abuse prevalence estimates derived from direct and confidential data collection methods across countries. Methods For this secondary analysis, we used publicly available, cross-sectional report data from the WHO multicountry study on women’s health and domestic violence against women and its subsequent adaptations (ie, national surveys on violence against women). Adaptation studies were included if their methods or questionnaires were adapted from the WHO multi-country study; they reported childhood sexual abuse case counts or prevalence estimates by the mode of data collection (ie, direct interview or confidential card); and they used a nationally representative sampling framework. After extracting prevalence estimates and sample sizes by collection method, we applied the Wilson score interval to calculate 95% uncertainty intervals (which were used as a proxy for statistical significance in the absence of individual-level data). Within each location, we then tested for significant differences in prevalence estimates derived from direct interviews, confidential self-report cards, and a combined approach. Using the direct interview data as the reference, we calculated the absolute and relative differences in prevalence between the data collection methods. Findings We used representative data from 36 surveys and 30 countries and territories, all collected between 2000 and 2019. Overall, the prevalence of childhood sexual abuse measured by confidential cards was 5·7 percentage points greater than the prevalence measured by direct interviews. In 28 (85%) of the 33 studies that reported confidential card responses, the prevalence via confidential report was significantly higher than the direct interview. At the country level, the smallest observed absolute differences were in Viet Nam (1·0 percentage points in 2010) and Türkiye (1·9 percentage points in 2008), whereas the largest were in Jamaica (11·1 percentage points) and the Solomon Islands (22·1 percentage points). In relative terms, the pooled confidential estimate was 121·2% higher than the direct question, reflecting more than a two-fold increase in disclosure. Interpretation Surveys should provide respondents with an opportunity to confidentially disclose childhood sexual abuse, which could increase disclosure, lead to more accurate prevalence estimates, and, in turn, inform expanded primary and secondary prevention efforts. Funding Gates Foundation.
- Ấn phẩmKnowledge, attitudes, and beliefs about sexual violence and prevention programming implementation: Survey of faculty at seven universities in Vietnam(2025) Whitaker, Daniel J.Background: Nearly 18% of university women globally experience sexual violence. Efforts to prevent sexual violence on college campuses are rare in low- and middle-income countries (LMICs). Leader and faculty engagement in prevention efforts is critical, especially in LMICs, where resources are limited and socio-cultural norms may support sexual violence. We present findings from the first multi-university faculty climate survey across Vietnam, which assessed knowledge, attitudes, and beliefs about sexual violence, and perceptions about acceptability and feasibility of prevention programming. Method: 2343 of 3441 faculty (68%) at seven universities completed the baseline survey of an implementation prevention trial. Faculty reported on demographics; knowledge, attitudes and beliefs (KAB) about sexual violence; and perceptions of the feasibility and acceptability of implementing sexual violence prevention programming. Analyses present descriptives for KABs, overall and by demographics. Multivariable regression was performed to explore predictors of faculty perceptions of feasibility and acceptability of program implementation. Results: Faculty did not believe sexual violence was rare or problematic at their university. They tended to endorse rape myths about perpetrators (e.g., “rape happens when a guy gets out of control”, and beliefs supporting the need for sexual consent were moderate. Faculty reported positive campus climate for victims of sexual violence and believed sexual violence programming was acceptable and feasible. Female and younger faculty generally had more progressive mean scores for KAB measures. Perceived leader support for a positive campus climate around sexual violence was the strongest predictor of perceived feasibility and acceptability of sexual violence prevention programming. Conclusion: Faculty perceived sexual violence prevention programming to be feasible and acceptable, and these perceptions were strongly related to university leadership’s support for a positive campus climate around sexual violence. Cultivating visible and consistent leadership support for sexual violence prevention appears to be crucial to fostering faculty buy-in and enhancing prevention efforts at universities in Vietnam.
- Ấn phẩmImpact of changing pre-exposure prophylaxis regimens on retention among men who have sex with men in Hanoi, Vietnam (2020−2023): A cohort study.(2025) Setrakian, NairaIntroduction: We examined the association of pre-exposure prophylaxis (PrEP) programme retention with the use of daily,event-driven (ED) or regimen switching reported during follow-up at any point prior to discontinuation among men who havesex with men (MSM) in Hanoi, Vietnam.Methods: Between April 2020 and February 2023, we collected data from PrEP clients at Hanoi Medical University SexualHealth Promotion clinic who were prescribed either ED or daily PrEP at the initial visit; at subsequent visits, clients reportedthe regimen used since the prior visit. We defined three categories of PrEP use: ED-PrEP exclusively, daily PrEP exclusivelyand switching regimens. The primary outcome was time to discontinuation in the PrEP programme during the study period,defined as missing a scheduled visit by > 30 days. We performed survival analysis using Kaplan−Meier curves.Results: In total, 2107 people were included: 61.1% (n = 1288) reported exclusive use of daily PrEP, 10.4% (n = 220)reported exclusive use of ED-PrEP and 28.4% (n = 599) reported switching PrEP regimens. Among switchers, 29.40% (n= 176) switched more than once. Furthermore, 82.5% switched from daily to ED-PrEP and 17.5% switched from ED todaily PrEP. The median time to discontinuation in the PrEP programme was 105 days (IQR: 52−182) among those report-ing exclusive use of ED-PrEP, 104 days (IQR: 56−274) among those reporting exclusive use of daily PrEP and 163 days (IQR:101−308) among those who switched. Among switchers, those who switched more than once had a median time to discon-tinuation in the PrEP programme of 231 days (IQR: 137−380) in comparison to 133 days (IQR: 90−274) for those whoswitched once.Conclusions: We provide real-world data from MSM in an HIV PrEP programme in Vietnam that those who switched hadlonger periods of retention during the study period. Our findings suggest that offering flexible PrEP regimen options mayimprove engagement and long-term adherence among this population.
- Ấn phẩmGender equality and sustainability in Vietnamese higher education: Educators’ perspectives(2025) Rana, Muhammad Qasim; Không cóGender inequality remains a critical challenge in Vietnamese higher education, particularly regarding how academic roles and advancement opportunities are distributed. Despite existing policies promoting gender equality, gaps persist in leadership and career development, potentially limiting women’s representation and growth. This study examines Vietnamese educators’ perspectives on gender equality in higher education, focusing on academic rank awareness and attitudes toward gender-related issues. A quantitative research design was employed, using a structured survey distributed among faculty members across different academic ranks, including lecturers, senior lecturers, associate professors, and professors. Data were analysed through statistical measures, including frequencies and percentages, mean scores, standard deviations, the Mann–Whitney U test, the Kruskal–Wallis H-test, and post hoc analysis to assess variations in perspectives on gender equality based on academic positions. The findings reveal significant differences in gender equality awareness across academic ranks. Educators in senior positions reported greater recognition of gender disparities, especially in leadership roles and promotion processes, than those in junior roles, who exhibited less awareness of such issues. This study’s practical implications suggest that Vietnamese higher education institutions should adopt targeted interventions, such as gender awareness programs and transparent promotion processes, to foster a more inclusive environment. Additionally, mentorship programs for female academics could enhance their career advancement opportunities. This research contributes original insights into how the academic hierarchy affects gender equality perceptions within Vietnamese higher education, offering a basis for the development of policies that support equitable career pathways.