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2 Result(s) for 'Palash Majumder'
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1.
Ecofeminism: Encouraging Interconnectedness with Our Environment in Modern Society
Gourish Chandra Mondal, Palash Majumder
American Journal of Educational Research. 2019 7 (7). doi: 10.12691/education-7-7-7
Keywords: Ecofeminism, feminism and environmentalism
Context: Ecofeminism, like the social movements it has emerged from, is both political activism and intellectual critique. Bringing together feminism and environmentalism, ecofeminism argues that the domination of women and the degradation of the environment are consequences of patriarchy and capitalism. Any strategy to address one must take into account its impact on the other so that women's equality should not be achieved at the expense of worsening the environment, and neither should environmental improvements be gained at the expense of women. Indeed, ecofeminism proposes that only by reversing current values, thereby privileging care and cooperation over more aggressive and dominating behaviors, can both society and environment benefit. This article considers the heritage of ecofeminism as a multiply braided political praxis and an intellectual position. It examines key critiques of earlier perspectives, before exploring its more recent developments. It considers its relationship with, and potential to enhance other feminist and environmental approaches, particularly those concerned with feminist political ecology and environmental justice.
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2.
Psychological Capital as a Mediator between Gender Identity Expression and English Achievement among Secondary School Students
Palash Majumder , Nimisha Beri, Parimal Sarkar
American Journal of Educational Research. 2026 14 (5). doi: 10.12691/education-14-5-3
Keywords: gender identity expression, psychological capital, gender fluid, non-binary traits, gender flexible
Context: This study investigates the role of psychological capital (PsyCap) as a mediator between gender identity expression and English academic achievement among secondary school students in India. Using a cross-sectional quantitative design, data were collected from 320 secondary school students (ages 13–17) from government-sponsored schools in West Bengal through stratified random sampling. Gender identity expression was assessed using the newly developed and validated Gender Identity Expression Questionnaire (GIEQ; 10 items, 4-point Likert scale), PsyCap was measured using a standardized assessment scale, and English achievement was evaluated through a curriculum-aligned test. Structural Equation Modeling (SEM) was employed to test the proposed mediation model. The GIEQ demonstrated excellent internal consistency (Cronbach's α = .946) and strong construct validity confirmed by EFA (single factor; eigenvalue = 6.733; variance explained = 67.33%; KMO = .966) and CFA (χ²(35) = 36.388, p = .404; CFI = .999; RMSEA = .011). SEM results revealed that gender identity expression significantly predicted PsyCap (β = .911, p < .001) and PsyCap significantly predicted English achievement (β = .905, p < .001). The direct effect of gender identity expression on English achievement was non-significant (β = −.004, p = .951), while the indirect effect through PsyCap was significant (standardized indirect effect = .824, p < .001), indicating full mediation. These findings underscore the importance of inclusive, strength-based educational environments that support the psychological well-being of all learners.
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