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Kingman, Lo Ip-shan Alice. „Hong Kong secondary school women principals : a study of gender bias /“. Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.
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Kingman, Lo Ip-shan Alice, und 盧業珊. „Hong Kong secondary school women principals: a study of gender bias“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956075.
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Slater, Lori Melissa. „GENDER BIAS IN ELEMENTARY SCHOOLS: AN EXAMINATION OF TEACHER ATTITUDES“. Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1060223693.
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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2003.Title from first page of PDF document. Document formatted into pages; contains v, 31 p. Includes bibliographical references (p. 23-25).
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Abraham, Mabel Lana Botelho. „Understanding the conditions of bias : essays on gender differences in evaluation outcomes across three empirical contexts“. Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/98608.
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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, June 2015.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 147-164).
This dissertation contributes to our understanding of when and how gender is incorporated into the evaluation of individuals, leading to unequal outcomes for similar men and women. Prior research has shown that because ascriptive characteristics, such as gender, are associated with widely-held performance expectations, evaluators often rely on gender as an indicator of quality, particularly when quality is uncertain or indeterminate. Whereas existing research has importantly documented that gender differences in evaluation outcomes exist, this dissertation shifts the focus to uncovering the conditions under which this is the case as well as the underlying mechanisms driving these observed gender differences. Specifically, the three papers in this dissertation contribute to our understanding of the evaluative mechanisms perpetuating gender inequality by answering the following overarching research question: Under what conditions and how do evaluation processes lead to different outcomes for comparable men and women, particularly when more relevant indicators of quality are available to evaluators? I draw on data from three distinct empirical contexts to examine when and how evaluations of similar men and women vary within social networks, a financial market setting, and an organization. I pay particular attention to the often levied criticism of gender inequality research, namely failure to adequately account for underlying quality or performance differences. I show that the gender of the evaluatee, or the individual being evaluated, plays a role beyond serving as a proxy for missing quality information and that male and female evaluators incorporate gender differently under certain conditions.
by Mabel Lana Botelho Abraham.
Ph. D.
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Halley, Kimberly Krystine. „Code Switching: A Tool Leveraged by Female Superintendents to Overcome Gender Bias“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592638383925545.
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Green, Sharin Palladino. „An Examination Of Gender Bias In Requests For Assistance For Students With Academic And Behavioral Concerns“. Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1149450284.
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Nixon, Wall Audrey. „Gender-bias in literature within the high school English curriculum : a study of novels used in the Lakeshore School Board“. Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61139.
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It seems self-evident that novels and other literary forms profoundly influence the way we think, feel and learn about society. However, while a number of studies have acknowledged the importance of textbooks used within the school curriculum, few have examined novels that are studied within the high school English program. Thus this thesis focuses on gender-bias found in a study of 21 novels identified as those most commonly used in the high schools of the Lakeshore School Board. The results show significant gender imbalance in all categories: the number of female authors, characters, voices, and perspectives. The recommendations that arise from this study are (1) that English teachers be aware of the issue of gender bias when they select novels for their students. (2) that strategies be developed in the classroom to address gender-bias in literature, and (3) that a balanced literature curriculum be developed.
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Buxton, Amy N. „Spiders or Butterflies? Despite Student Preference, Gender-Biased Lesson Models Do Not Impact Interest, Attitude, and Learning in Biology“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5645.
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Educational research often emphasizes the prevalent gender gap between males and females in science, technology, engineering, and mathematics (STEM) fields. While many studies have found a gender bias when it comes to specific areas of science, little has been done to analyze the effects of how we teach within each of these subjects. In our study, we took a new angle on gender research by specifically considering whether there is a gender gap in how the models (the specific lesson examples/content used to teach a broader biology topic) used to teach biology affect student interest, attitude, and learning. We first created and distributed a survey to kindergarten through sixth grade students to see whether a gender bias concerning lesson models exists, when that gap is most prevalent, and which models exhibit the bias. Based on the findings of that survey, we then created four sets of parallel lesson plans teaching broad topics using juxtaposing lesson models, one of male interest and one of female interest. We designed instruments to measure whether lesson model or presenter gender impacted student interest, attitude, and learning. Our findings show that students do indeed indicate a preference to learn using certain lesson models, but that the lesson model and presenter gender do not impact student interest, attitude, or learning during an active learning biology presentation.
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Galitis, Ingrid. „A case study of gifted education in an Australian primary school : teacher attitudes, professional discourses and gender /“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5260.
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This thesis investigates the professional knowledge and views about gifted education held by teachers working in a suburban primary school in Melbourne, Australia. Examining discourses of giftedness and intelligence, it adopts a case study approach to explore teachers’ gendered understanding of these concepts four years after they undertook a program of professional development in gifted education during the late 1990s. The analysis of the case study is located in relation to historical as well as current policy and professional debates regarding the education of gifted children, and the context of broader contemporary educational reforms. During the 1990s, much educational reform in Australia, as elsewhere, was characterised by neo-liberal practices of devolution, and a greater emphasis on individual accountability that altered school management structures and directed curriculum practices towards a focus on outcomes-based education. The increasing scrutiny of teaching and learning became normalised as both teachers and students were regularly monitored and measured. Within the prevailing political and educational landscape, Victoria’s first gifted education policy was introduced in May 1995.The study examined how teachers negotiated educational reforms and policy initiatives during a time of significant change and translated them into their own professional common sense and working knowledge. A qualitative methodology is adopted, and the research design encompasses close analysis of teachers’ narratives and content analysis of school policies and programs as well as informal and formal documentation and reports. Examination of the case study material is informed by a feminist approach and concern with practices of gender differentiation and inequality in education; the analysis is also influenced by key poststructuralist concepts of “discourses”, “regimes of truth” and “normalisation” drawn from the work of the French philosopher Michel Foucault.
Three main lines of analysis are developed. First, I examine current meanings of, and discourses on, gifted education and their historical antecedents. I argue that gifted education practices emanate from modernist practices and that the constructs of intelligence and giftedness were enthusiastically adopted as technological tools to regulate and classify populations. I further argue that understanding these earlier views on intelligence and the “gifted child” remains important as these continue, often unwittingly, to infiltrate and shape teachers’ attitudes and knowledge, as well as the “regimes of truth” expressed in policy and professional discourses. Second, I propose that a deeply entrenched Australian egalitarian ethos has affected teachers’ views and practices, influencing how they navigate the field of gifted education, typically characterised as an elite form of educational provision. In some cases, this produces ambivalence about the value of gifted education, leading to educational practices that are at odds with gifted educational practices recommended by research. I argue that the program of gifted professional development did not alter deeply entrenched beliefs about gifted education, with teachers claiming personal experience and working knowledge as the crux to recognising and catering for difference. Third, I examine the socially gendered dimensions of these entrenched views and their impact on highly able girls. I argue that for teachers, the norm of the gifted child is gendered. Whilst girls can be bright or clever or smart, the idealised gifted child is more likely to be male.
This thesis offers an in-depth examination of the micro-practices of one school as it strives for excellence. It contributes insights into the impact of “topdown” policy and professional development on teachers’ working knowledge and professional practice. This study shows that while the imposed educational policies and gifted education programs provided information for teachers, they did not alter teachers’ fundamental belief systems, professional knowledge or gender differentiating teaching practices.
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Ward, Helen. „The "adequacy of their attention": gender-bias & the introductory law course in Australian law schools /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09LM/09lmw258.pdf.
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Herrick, Laura Kathryn. „Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias“. Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.
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Blegel, Alexsandra, Bäckman Emelia Jangstål und Sofia Ekelund. „Könsmönsters påverkan på litteraturarbetet i skolan : En systematisk litteraturstudie om hur litteraturarbetet i skolan ser ut ur ett genusperspektiv“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44934.
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This literature study was conducted with the aim to examine how the literature work in school appears from a gender perspective. It was based on two questions: “according to scientific research, how is the pupil’s reading affected by gender norms?” and “according to scientific research, how can different views of gender be made visible by working with fiction in the classroom?”. Initially, the importance of equality according to the different national policy documents was presented. Next, the progression of children’s literature from a gender perspective was introduced, from the 1940s to the 1970s. Research showed that fiction can influence children’s thoughts about gender, and how both schoolbooks and fiction occasionally strengthen traditional gender norms. The method for collecting data went in line with a model, where the search process was divided into two phases. The key words were chosen and the databases that were used were ERIC, APA Psychinfo and SwePub, along with some manual searches. The result indicates that gender norms play a significant role when choosing and interpreting books. Children’s intertextual knowledge is crucial for how they are interpreting texts. The result also shows that the teacher has an important role when making different views of gender visible, and three ways to do this is by making conscious book choices, by engaging the students in discussions about books, and by roleplaying with the students. Based on the result of this study, further research will be made with the aim to examine if the teacher’s treatment of the students in booktalks have an impact on their perception of gender.Denna litteraturstudie gjordes i syfte att undersöka hur litteraturarbetet i skolan ser ut ur ett genusperspektiv. Frågeställningarna studien utgår ifrån är “hur ser forskningen att elevers läsning av skönlitteratur påverkas av könsmönster?” samt “vad säger forskningen om hur skönlitteratur kan användas i klassrummet för att synliggöra olika uppfattningar om kön?”. Inledningsvis presenteras jämställdhetens roll utifrån olika styrdokument, och forskning tas upp som visar vikten av skönlitteratur, och att den kan influera barns föreställningar kring kön. Därefter presenteras barnlitteraturens framfart ur ett genusperspektiv, från 1940–1970 tal. Vidare introduceras forskning gjord under 2000-talet från olika länder som analyserar böcker, och stereotypa föreställningar kring könen existerar fortfarande i en del barnlitteratur. Metoden för datainsamlingen sker enligt en modell, där sökningen delas in i två faser. Nyckelorden presenteras och de databaser som används är ERIC, APA Psychinfo och SwePub, tillsammans med en del manuella sökningar. Resultatet visar att könsmönster har betydelse både vid valet och tolkningen av skönlitteraturen. Elevers intertextuella kunskap ses som avgörande för hur de tolkar texter. Resultatet indikerar även på att läraren har en viktig roll vid synliggörandet av olika uppfattningar om kön. Medvetna bokval, samtal kring böcker och rollspel är tre metoder som kan användas för att synliggöra detta. Baserat på resultatet i denna studie kommer vidare forskning att behandla om lärarens bemötande gentemot eleverna i boksamtal har betydelse för deras uppfattning om kön.
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Napier, Diane E. „Do DIBELS Nonsense Word Fluency Scores Predict SAT-10 Reading Scores in First Grade? A Comparison of Boys and Girls in Reading First Schools“. [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002320.
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O'Keeffe, Erica Lynn Mitchell. „Uncharted Territory: The Professional, Gendered Experiences of Female Rural Superintendents in the Twenty-First Century“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588005067452556.
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Shealey, Wanda Marie. „THE EFFECT OF GENDER AND RACIAL STEREOTYPES AND EDUCATION-RELATED BELIEFS ON THE ACADEMIC AND SOCIAL IDENTITY DEVELOPMENT OF URBAN AFRICAN AMERICAN GIRLS“. Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544108101147846.
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梁恆新 und Hang-san Steven Leung. „Gender bias in policing“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B42576702.
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Leung, Hang-san Steven. „Gender bias in policing“. Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B42576702.
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Ernst, Robert W. Gilbeau Robert J. „Gender bias in the Navy“. Monterey, California : Naval Postgraduate School, 1993. http://handle.dtic.mil/100.2/ADA268524.
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Thesis (M.S. in Management)--Naval Postgraduate School, March 2010.Thesis Advisor(s): Barrett, Frank J. : Thomas Fann, Gail. "June 1993." Description based on title screen as viewed on May 20, 2010. DTIC Descriptor(s): Navy, Bias, Women, Sexual Harassment, Military Personnel, Warfare, Theses, Males, Discrimination, Integration, Marine Corps, Environments. DTIC Identifier(s): Gender. Author(s) subject terms: Gender Bias, Sexual Harassment Navy. Includes bibliographical references (p. 115-117). Also available in print.
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Ernst, Robert W., und Robert J. Gilbeau. „Gender bias in the Navy“. Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/26570.
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Approved for public release; distribution is unlimited.Approved for public release; distribution is unlimited.
An investigation of sexual harassment, gender bias, and women in combat was conducted via personal interviews with male Navy and Marine Corps officers. This study, unlike most, addresses these issues from the male perspective. This thesis includes a review of important historical events leading to the integration of women into the military. An explanation of the interview protocol will help show how major themes were obtained in the analysis of data. Problem areas in the Navy environment will be addressed in conclusion section. Also, this section will give the most common occurring themes and practical recommendations for integrating women into combatant roles in the Navy.... Gender Bias, Sexual Harassment Navy
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鄭建生 und Kin-sang Cheng. „Social theory and gender bias“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211288.
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Cheng, Kin-sang. „Social theory and gender bias /“. Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671480.
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Lycken, Hanna. „Artificiell intelligens och gender bias : En studie av samband mellan artificiell intelligens, gender bias och könsdiskriminering“. Thesis, Uppsala universitet, Avdelningen för visuell information och interaktion, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-398282.
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AI spås få lika stor påverkan på samhället som elektricitet haft och avancemangen inom till exempel maskininlärning och neurala nätverk har tagit AI in i sektorer som rättsväsende, rekrytering och hälso- och sjukvård. Men AI-system är, precis som människor, känsliga för olika typer av snedvridningar, vilket kan leda till orättvisa beslut. En alarmerande mängd studier och rapporter visar att AI i flera fall speglar, sprider och förstärker befintliga snedvridningar i samhället i form av fördomar och värderingar vad gäller könsstereotyper och könsdiskriminering. Algoritmer som används i bildigenkänning baserar sina beslut på stereotyper om vad som är manligt och kvinnligt, röstigenkänning är mer trolig att korrekt känna igen manliga röster jämfört med kvinnliga röster och röstassistenter som Microsoft:s Cortona eller Apple:s Siri förstärker befintlig könsdiskriminering i samhällen. Syftet med denna studie är att undersöka hur könsdiskriminering kan uppstå i AI-system generellt, hur relationen mellan gender bias och AI-system ser ut samt hur ett företag som arbetar med utveckling av AI resonerar kring relationen mellan gender bias och AI-utveckling. Studiens syfte uppfylls genom en litteraturgenomgång samt djupintervjuer med nyckelpersoner som på olika sätt arbetar med AI-utveckling på KPMG. Resultaten visar att bias i allmänhet och gender bias i synnerhet finns närvarande i alla steg i utvecklingen av AI och kan uppstå på grund av en mängd olika faktorer, inklusive men inte begränsat till mångfald i utvecklingsteamen, utformningen av algoritmer och beslut relaterade till hur data samlas in, kodas, eller används för att träna algoritmer. De lösningar som föreslås handlar dels om att adressera respektive orsaksfaktor som identifierats, men även att se problemet med gender bias och könsdiskriminering i AI-system från ett helhetsperspektiv. Essensen av resultaten är att det inte räcker att ändra någon av parametrarna om inte systemets struktur samtidigt ändras.Recent advances in, for example, machine learning and neural networks have taken artificial intelligence into disciplines such as justice, recruitment and health care. As in all fields subject to AI, correct decisions are crucial and there is no room for discriminatory conclusions. However, AI-systems are, just like humans, subject to various types of distortions, which can lead to unfair decisions. An alarming number of studies and reports show that AI in many cases reflects and reinforces existing gender bias in society. Algorithms used in image recognition base their decisions on character stereotypes of male and female. Voice recognition is more likely to correctly recognize male voices compared to female voices, and earlier 2019 the United Nations released a study showing that voice assistants, such as Microsoft's Cortona or Apple's Siri, reinforce existing gender bias. The purpose of this study is to investigate how gender discrimination can appear in AI-systems, and what constitutes the relationship between gender bias, gender discrimination and AI-systems. Furthermore it addresses how a company that works with the development of AI reason concerning the relationship between gender bias, gender discrimination and AI development. The study contains a thorough literature review, as well as in-depth interviews with key persons working with various aspects of AI development at KPMG. The results show that bias in general, and gender bias in particular, are present at all stages of AI development. It can occur due to a variety of factors, including but not limited to the lack of diversity in the workforce, the design of algorithms and the decisions related to how data is collected, encoded and used to train algorithms. The solutions proposed are partly about addressing the identified factors, but also about looking at the problem from a holistic perspective. The significance of seeing and understanding the links between gender bias in society and gender bias in AI-systems, as well as reconsidering how each factor depends on and correlates with other ones, is emphasized. The essence of the results is that it is not enough to alter any of the parameters unless the structure of the system is changed as well.
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Campbell, Jessica Lynn. „Gender Bias in the Technical Disciplines“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5149.
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This study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates this image as a cultural norm in society. Women both conform and are judged and evaluated according to their weak and submissive gender stereotype. Women face challenges and problems in the workplace when they are evaluated and appraised by their female gender stereotype. Women have been prevented from acquiring jobs and positions, have been denied promotions and advancements, failed to be perceived as desiring of and capable of leadership or management positions, as well as typically receive lower paid than their male counterparts. Furthermore, women's unique, indirect, and congenial conversational methods are perceived as unconfident, incompetent, and thus, incapable in the masculine organizational culture of most workplaces. Through the investigation of gender bias in the workplace, professionals and employers will gain an awareness of how gender bias and socially-prescribed gender roles can affect the workplace and interfere with women's success in their career. Technical communicators and other educators will have a better understanding of how to overcome gender stereotyping and be encouraged to teach students on how to be gender-neutral in their communications in the workplace, perhaps striving for a more egalitarian society.ID: 031001392; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 28, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 145-154).
M.A.
Masters
English
Arts and Humanities
English; Technical Communications
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Schroering, Joan B. „Gender bias among mental health professionals“. Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=376.
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Heim, Michael Thomas. „Investigating Gender Bias Among Grant Applicants“. Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31847.
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An ongoing debate in society is about the existence of a wage gap between genders, and society’s alleged preference to hire a man over an equally qualified woman. This debate extends from the commercial employment world into the funding of research grants. Given data collected at North Dakota State University between 2012 and 2018 have women who have sought federal funding for their research experienced a gender bias? To investigate, a logistic regression model is fit to determine whether gender affects funding probability. Other characteristics such as the primary investigator’s college, requested amount, and the research team’s make up of tenured and Caucasian members is also investigated. It was found that there is not a gender bias towards faculty at NDSU. Naturally, there was a bias towards researchers from different colleges and towards proposals requesting less funding. Surprisingly, a bias towards higher-proportion Caucasian research projects was found.
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Johansson, Sara, und Bachelder Kim Malmsjö. „Gender Bias in EFL Textbook Dialogues“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30832.
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This degree project is a quantitative study of dialogues and speaking exercises in twelve EFL textbooks used in secondary schools in Sweden. The chosen textbooks are from the four textbook series Happy, Time, Whats’s Up? and Wings Base Book. The aim is to investigate if there is any over-representation of female or male characters in the textbook dialogues. We will be looking at four different typologies, namely the number of initiated dialogues, turns taken, number of characters and words used. Previous research concerning classroom interaction, scholastic performance, textbooks and textbook dialogues is included to provide some background into this area. The findings show over-representation exists in all the textbook series in various degrees of both female and male characters. This degree project maps the over-representation of female and male characters both in the four textbook series and the twelve individual textbooks. Our results will show that while a textbook series might over-represent one gender it does not necessarily mean that the individual textbook within that series over-represents the same gender. The findings make it clear that educators need to be aware of gender-biased textbook dialogues in order to be better equipped to ensure equal opportunities for all learners.
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Byrd, Rebekah J., und Danica Hays. „Evaluating a Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/880.
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School counselors need to advocate and act as an ally for all students. Safe Space, a training designed to facilitate competency for working with and serving LGBTQ youth (i.e., LGBTQ competency), has received increased attention in the field of school counseling. However, limited empirical support exists for training interventions such as Safe Space, with only one study to date examining its effectiveness for graduate psychology students (see Finkel, Storaasli, Bandele, & Schaefer, 2003). This study used a randomized pretest-posttest control group design to evaluate and examine the impact of Safe Space training on competency levels of a sample of school counselors/school counselor trainees and to explore the relationship between LGBTQ competency and awareness of sexism and heterosexism.
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Yello, Nicole. „A contact analysis of Caldecott medal and honor books from 2001-2011 examining gender issues and equity in 21st century children's picture books“. Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/645.
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An abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society" (Fox, 1993, p. 656). This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books. The entire population of Caldecott Award and Honor Medal books published between 2001 and 2011 was utilized for a frequency analysis. Each Caldecott Award and Honor Medal book meeting this study's criteria was examined, read and analyzed. Books included only works of fiction and were delimited to exclude biographies, autobiographies, informational books, concept books and poetry. A total of 24 books were used in the data analysis. This research attempted to answer the following question: Are males and females equitably represented in recently published children's literature? From a content-analysis approach, within a historical perspective, this research aimed at examining if gender bias still dominates the literature, and if so, to what extent. The intellectual interest of this project is in discovering male and female presence and imagery in children's picture books.B.S.
Bachelors
Education and Human Performance
Elementary Education
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Hoeffel, Elizabeth Marie. „Gender Bias in Engineering: Does More Contact with Female Engineers Reduce Bias?“ Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31846.
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Status Characteristics Theory and Contact Theory are tested to measure gender bias in engineering students, and to determine if contact with female engineers helps reduce gender bias. To assess this, two versions of a resume, one with a femaleâ s name and one with a maleâ s name, were given to senior mechanical engineering students (n=225) to establish if they would rate the male applicant better than the female applicant. Respondents were asked how qualified they thought the respondent was, how much they would want the respondent on their team, and whether or not they would hire the applicant. Respondents were also questioned about contact with female engineering faculty, having female engineers in the family, and having female engineering co-workers. Results showed that all of the effects that were expected to occur were not significant, except one. The interaction between having a female engineer in the family and the applicant sex of the resume significantly impacted malesâ desire to have the applicant on their senior design team. Therefore, overall there is very little support for Status Characteristics Theory and Contact Theory. Only one result supports both Status Characteristics Theory and Contact Theory â having a female engineer in the family seems to reduce gender bias toward team members among males.Master of Science
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McDonnell, Lisa M. „Gender Bias in the College Algebra Classroom“. Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194016.
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The purpose of this study was to examine instructor-student interactions in the College Algebra classroom for gender bias. Three measuring instruments were constructed to answer five research questions. These instruments included a Researcher Observation Code Sheet, an Instructor Questionnaire, and a Student Questionnaire. One of the research questions required triangulation of all three perspectives for the interactions.Participants included four mathematics instructors, 54 female students and 45 male students. Eighty-one students filled out the Student Questionnaire. The researcher coded 764 interactions.Findings showed most interactions involved instructors posing open questions to the class. Students mostly called out answers. Lower-level questions were asked the most by instructors.Male and female students responded almost equally to male and female instructor's questions. Male students received more positive responses from female instructors and females received more negative responses from male instructors. More students with male instructors were silent in class. Female students interacted more in male taught classes and female students communicated more via questions/comments in female-taught classes.Students perceived instructors called on them by name, pointing, or eye contact. Although male students thought they had more interactions than females, male students in male-taught classes thought females had more interactions with instructors. Female instructors tended to ignore students more than male instructors. More male students thought they were ignored than females. Female students thought instructors responded to them more positively than male students did. Students also thought that male and female students interacted with questions/comments equally regardless of instructor sex. Furthermore, students reported that instructor sex did not matter.Instructors reported their interactions with students as equitable, they knew all or most of the students' names, and treated both sexes equally when responding to them. Male instructors thought female students participated more, whereas female instructors thought males did. Most instructors classified their classroom climate as warm, friendly, or laid back.Triangulation of the three different perceptions showed that in most instances, instructor-student interactions were not perceived the same. However, all three were in agreement on classroom climate.
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Roach, Lisa N. „Examining Gender Bias in Children's Video Games“. Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399981766.
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Gard, Tracy. „Reconsideration of gender bias in clinical judgment : characteristics of gender influenced counselors“. Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864938.
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The purpose of the present study was to examine the influence that feedback and goal setting have on overall job satisfaction when incorporated into the appraisal review process. The participants consisted of a sample of 100 (N=100) employees from an electronic repair service located in northern Indiana. Participants were given a survey consisting of basic demographic information plus the following three scales: The International Communication Audit (Goldhaber, Yates, Porter, & Lesniak, 1978), The Job Descriptive Index (Smith, Kendall, & Hulin, 1969), and a scale used by Greller (1978) to examine goal setting. The demographic questions consisted of sex, number of years with the company, supervisory/nonsupervisory position, and full/parttime work. Data were analyzed using multiple regression and Pearsonian correlations. The data suggest that feedback and goal setting do not increase overall job satisfaction. The results may have been influenced by the negative climate of the organization and sample population. Recommendations for future research are discussed.Department of Counseling Psychology and Guidance Services
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Fischer, Sara Elizabeth. „Beyond born and becoming: Feminism and gender bias“. Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442943.
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Lam, Po-wan Debora, und 林寶雲. „Gender-bias in Hong Kong juvenile justice system“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B42575539.
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Kosmerl, Katherine M. „Teachers' perceptions of gender bias in the classroom“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kosmerlk.pdf.
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Kosmerl, Katherine M. „Teachers' perceptions of gender bias in the classroom“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kosmerlk.pdf.
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Lam, Po-wan Debora. „Gender-bias in Hong Kong juvenile justice system“. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42575539.
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Hayibor, Bernice Anne. „Analysis of gender bias in home economics textbooks“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29774.
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Three Canadian home economics textbooks currently used in teaching human relationships were examined to explore the ways in which they are or are not contributing to gender equity. The research posed three questions: To whom is the textbook addressed? What are the characteristics of learners assumed by the textbook? and In what way does the textbook deal with gender bias? In each textbook the preface, index, table of contents, photographs, highlighted sections, and content were examined in detail. The texts were compared to determine commonalities.
The methodology was adapted from earlier textbook analyses of sex equity which were based on the study of intentions outlined in the preface, photographs, and language. Recent feminist work suggests that studies of bias must consider not only the biological concept of sex but also the social construction of gender which relates to those characteristics, activities, and roles traditionally associated with one sex. The feminist concepts of gender sensitivity and gender balance were used in this textbook analysis.
The textbooks were found to contribute to gender equity in five Ways. The first approach, including males, is not adequate because it involves the risk of males and a male perspective becoming dominant. The second approach, using inclusive language, is also inadequate because it involves the risk of masking the differences existing between females and males and the problems arising from gender. Exposing differences and addressing social issues relating to gender are two approaches which may hold promise in contributing to gender equity but in the texts examined were inadequate because the issues were presented as neutral or unproblematic. Encouraging critical thinking was the final approach used in only one textbook and its contribution to gender equity was minimal because critical thinking was applied inconsistently and rarely applied specifically to problems of gender. Gender sensitivity and gender balance require the appropriate use of inclusive and sex specific language, the balanced inclusion of females and males, and detailed, sensitive, and critical discussion of issues related to gender.
The findings of this study raise concerns about the analysis of textbooks. Home economics textbooks have the unique challenge of including males without allowing males and a male perspective to become dominant. Overcoming the problems of gender requires sensitivity in exposing gender differences. Neutralizing knowledge and presenting knowledge as factual rather than problematic masks differences and problems arising from them. The findings of this research suggest analysis of textbooks for gender bias should not be restricted to surface features such as explicit intentions stated in prefaces, photographs, and language. Elimination of gender bias requires substantive changes in textbook content.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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LaRue, Gillian Christina. „Misdiagnosing Borderline Personality Disorder: Does Setting Bias and Gender Bias Influence Diagnostic Decision-Making?“ Wright State University Professional Psychology Program / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1562840248763243.
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Sims, Jeff. „Gender Bias in Observer Ratings of Pediatric Procedural Pain“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_hontheses/3.
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The current study attempted to discern the extent to which a gender bias influences the adult ratings of observed childhood pain. While gender differences in pain sensation are well documented in physiologically mature individuals, there seems to be no such difference in children. The effect of manipulating gender on the procedural pain ratings of 201 university undergraduate and nursing students was examined via a deceptive pain observation task. Results demonstrated no significant difference between gender conditions; however a strong link was established between prior exposure to painful pediatric medical procedures and lower pain ratings. The results suggest that, while a gender bias failed to alter pain ratings, desensitization to viewing painful procedures could alter how much pain healthcare professionals believe a patient is experiencing.
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Lord, Ellen. „Awareness of gender bias, let it begin with me“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ38393.pdf.
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Jokela, Sibinee D. „Gender Differences in Attentional Bias and Sensory-Specific Satiation“. Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/913.
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The current study sought to test the existence of a phenomenon known as sensory-specific satiety, in which attentional bias for food cues is specifically diminished for a consumed food, and the role of gender in such biases. In order to do so, the experiment used a version of the Flanker Task in which participants were shown image groups containing a target image and congruent or incongruent distracting flanker images. Participants (17 males, 22 females) were randomly assigned to consume one of two foods depicted in the flanker task (Ritz Bitz sandwiches or miniature Golden Oreos). Results did not support the idea of sensory-specific satiety, as we found a general reduction in reaction time rather than interactions in target/flanker congruency, suggesting that task performance was not driven by attentional bias to the food cues. However, there was an interesting interaction effect for session, consumption, and gender, such that women were faster than men for the consumed food post-satiety. Results may be explained by differences in motivation potentially caused by dissimilarities in dopamine levels. Additionally, results of the current experiment in combination with previous research could provide insight on gender differences in obesity.
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Mazzola, Bridget T. „The Neurosociologial Approach to Gender Bias in STEM Careers“. Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525709719265255.
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Uzun, Mara. „Beauty and Cabinet Nomination: Is There a Gender Bias?“ Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31542.
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In this thesis, I aim to answer the following questions: (1) is there a relationship between the gender of the nominator and the beauty of the ministers that he or she selected, and (2) do nominators select more attractive ministers of the opposite sex. I compare and contrast the physical beauty of ministers of three cabinets nominated by a male prime minister and three cabinets nominated by a female prime minister. My descriptive statistics and multivariate regression analysis, in which I control for the age of the nominator, the physical attractiveness of the nominator, the professional experience of the nominator, the age of the minister and the margin of victory of the nominator`s party, reveal interesting results. I find that both male and female prime ministers nominate better-looking women, and that this tendency is even stronger and slightly more pronounced for female nominators than it is for male nominators.
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Spahr, Nancy. „Perceptions of Recent Male Nursing Graduates Regarding Gender Bias and Gender-Based Educational Barriers“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1024.
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Despite decades of important contributions by male nurses, nursing is still viewed as a feminine profession. Moreover, male nursing students continue to experience gender bias and gender-based educational barriers within schools of nursing. This has led to failure and drop-out rates much higher than those experienced by their female counterparts. The purposes of this quantitative survey study were to (a) explore the relationship between perceived gender bias, gender-based educational barriers within nursing education, and resiliency in recent male nursing graduates; and (b) to identify those gender-based barriers that were considered to be most prevalent and most important. A view of gender from a social constructivist approach framed the study. Two previously validated data collection tools, the Inventory of Male Friendliness in Nursing Programs-Short(c) (IMFNPS(c)) and the Brief Resilience Scale(c) (BRS(c)) were used to gather data from recent male nursing graduates (N = 97). The results demonstrated no significant correlation (Spearman rho = 0.1025, p = 0.3178), between mean scores on the IMFNPS and the BRS; however, overall mean resilience scores were high (M = 3.90, SD = 0.62). The gender-based educational barriers identified as being most prevalent and most important included (a) curriculum did not include a discussion of the historical contributions of male nurses, (b) clinical experiences were limited during the obstetrical rotation; and (c) male students feared that they would be accused of sexual inappropriateness when providing nursing care for female patients. Positive social change can occur for male nursing students if the most prevalent gender-based barriers are minimized or eliminated, men are provided with the appropriate skills to care for female patients, and resilience education is included within all nursing curricula.
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Crowell, Robin April. „Gender Bias and the Evaluation of Players: Voice and Gender in Narrated Gameplay Videos“. PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3156.
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This study evaluates perception differences of male and female narrators in video game tutorials. Video games have long been considered a masculine pursuit, and because of this, women have endured unpleasant surroundings and interactions in gaming and related communities. With the proliferation of technologies like Twitch and YouTube gaming, gaming is more communicative than ever, increasing potential for problematic interactions. Recent booms in these technologies emphasize the importance of understanding how varying demographics are perceived, as these perceptions influence interactions, potentially limiting the likelihood of women and others' involvement and interest.
Involvement in technology during youth is associated with interests in science, technology, engineering, and mathematics careers--all fields with disparities in women's employment. Measures included confidence, credibility, performance, trustworthiness, and leadership ability to better understand how the integration of communicative technologies into gaming influences perceptions based on cues--in this case, specifically voice. Male narrators were hypothesized to be evaluated as more confident and credible than female narrators overall, while performance, trustworthiness, and leadership evaluations were hypothesized to be moderated by one's own gender identity. No significant differences emerged, which suggests a positive change in climate for female gamers and leaders in the industry.
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Rollins, Dahl Annette. „Gender and ethnicity referral bias for ADHD: the school's view“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4225.
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In school, all children at some time have been disruptive; however, there are a
select few who are continually disruptive and identified by school personnel as those who
may have a disruptive behavior disorder such as ADHD. Many times these children are
boys and of a minority group (Root & Resnick, 2003). Information collected from school
teachers and parents most often provides the basis for diagnosing ADHD, whether reliable
or objective. The purpose of the study was to investigate any differences in the way in
which teachers respond to behavioral difficulties associated with ADHD for African
American girls and boys as compared to White girls and boys, with control for SES and
perceived school climate as potential confounds. These results are promising in that
teachersâ responses suggest similarity in perceptions of childrenâÂÂs behavior regardless of
childrenâÂÂs socioeconomic status, gender and ethnicity. The results indicated that a
significant difference exists in that teachers would talk to the counselor about the childâÂÂs
behavior based on the childâÂÂs ethnicity, gender, and SES. When controlling for school
climate, there was a significant difference in teacher responses to unusualness of
inattention, which indicated that the better the school climate, the more unusual the
inattention was perceived. Also, results indicated that the teacherâÂÂs ethnicity and/or
ethnicity and gender affected how they perceived the childâÂÂs behavior.
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Aldoughli, Rahaf. „Constructing the nation : gender bias and masculinity in Syrian nationalism“. Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/89324/.
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This is a revisionist study of Syrian nationalism. At the heart of this intellectual enterprise is an examination of the inherent and ingrained masculinist bias. While teasing out this aspect, I enquire about the basis of this prejudice. The masculinist interpretation of nationalism and its dissemination across Syrian society is, I argue, a result of the ideological foundations that took place over half a century (from 1920 to 1970). I seek to explore the status of women through investigating the nexus between the constructions of masculinity and nationalism, grounded in the imaginative anticipation of the nation within its nationalist narrative. The research paradigm underlying this study includes elements from perspectives of historical and comparative approaches, and critique of ideology. By philosophically engaging with the works of three key Baˈathist ideologues, I demonstrate the nature and character of that skewed nationalism. Consequently, this thesis documents the systematic masculinisation of conceptions of nationhood by Syria’s three founding fathers: Sāṭiʿ al-Ḥuṣrī (1879–1968), Michel ʿAflaq (1910–89) and Zakī al-Arsūzī (1899–1968), 1 and how their ideologies impacted later national narratives in the political and cultural contexts. In critically analysing the philosophical origin of Syrian nationalism in the writings of these three Syrian thinkers, the thesis investigates how masculinism is constructed in its narrative, reinforcing boundaries that question national belonging and identity. The thesis uses the phases of Syrian cultural and political nationalism to see how masculinism was further constructed in the early state formation in both the constitutional and legal narratives. It also investigates how the perpetuation of a masculinist ethos, which defines national identity and belonging, was further reflected in the state-consolidation stage through conceptualising nationalist songs as political symbols that designate politics of gender exclusion and inclusion. In so doing, it highlights the role of early Baˈathist theoreticians in perpetuating an ideology based on idealising manhood, hegemony and hierarchy as the basis of national identity. This dominance of masculinised national belonging and membership is intimately linked with the normalisation of militarism that configures men as patriarchal figures and political leaders of both the family and state. More importantly, investigating the process of nation formation in its three stages (theoretical, political and cultural) intersects with the missing representation of women, and this thesis highlights the overlap between this process and the rite of passage to manhood, as the realisation of national consciousness becomes juxtaposed with men’s heroic achievements. Thus, this thesis is about investigating the construction and perpetuation of masculinism in Syrian nationalism.
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Roberts, Sharon. „Exploring How Women on Corporate Boards Cope With Gender Bias“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4885.
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Gender bias may cause organizations to lose the values that women bring to the workplace in leadership positions and may thwart women from reaching their personal goals. The purpose of this qualitative descriptive multiple case study was to explore gender bias and its influence on women on corporate boards, their roles, appointment, and the need to develop coping strategies to deal with gender bias to execute their roles. The conceptual lens used was Tajfel and Turner's social identity theory to explain the basis for intergroup discrimination, and Eagly and Karau's role congruity theory of prejudice to explain the exclusion of women from corporate boards as a result of gender bias. The research question focused on identifying gender bias and experiences of women on a corporate board. Social media and snowball sampling were used to recruit 6 English-speaking women on corporate boards who had experienced gender bias at the time of their appointment and in their roles on corporate boards in the public and private sectors in provinces and territories throughout Canada. Data sources included interviews, journaling, and analysis of physical artifacts such as government reports and databases of women on corporate boards. Using Yin's 5 phases of analysis, the study identified 7 emergent themes in the data sources: discrimination, harassment, organizational climate, well-being, disruption, empowerment, and leading. The study's potential for positive social change resides within its potential to promote the internal transformation of women as they deal with bias. Men also need an improved understanding of their perceptions of women in the governance structures of society to help reduce gender bias toward women.
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Backert, Rachel G. „A Nonlinear Approach to Gender bias in Leadership Emergence Perceptions“. Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/33851.
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The purpose of the present study was to examine the perceptual processes associated with gender differences in leadership emergence recognition. Prior research has indicated that females are less likely to be identified as an emerging leader, even when they display identical leadership behaviors as that of their male counterparts. Unlike most of the previous research performed in this area which has obtained only static snapshots of leadership recognition, the present study used a nonlinear dynamic modeling technique, called cusp catastrophe theory. It was predicted that a nonlinear model would account for more variance than a linear model. Furthermore, it was also predicted that participants would be more resistant to recognizing a female as an emerging leader, as compared to a male. This effect was expected to be greater for male participants than female participants. Participants included 19 organizational members, who watched videos of either a male or female emerging as the leader of a four-person group. Participants recorded their perceptions of leadership through a dynamic measure. In accordance with cusp catastrophe theory, results were analyzed using the program GEMCAT II (General Multivariate Methodology for Estimating Catastrophe Models). Contrary to expectations, none of the predictions were supported. It is suggested that this was primarily due to methodological issues, rather than the relevance of cusp catastrophe modeling for leadership perceptions. Recommendations for future work in this area are provided.Master of Science