Dissertationen: „Gender identity in education“

1

Novotny, Bethany A. „Understanding the Fluidity of Gender Identity and Sexual Identity Formation“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3153.

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Counselors must have innovative knowledge and approaches regarding the multidimensional aspects of sexuality and gender identity. This session provides an overview of the five dimensions continuum model of biology, gender identity, gender expression, sexual/affectional orientation and sexual behavior. A case study is provided as an example of using the model with clients. The presentation will focus on the application of this multilayered approach in conceptualizing clients who identify as a sexual minority.

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2

Merrill, Barbara. „Gender, identity and change : mature women students in universities“. Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.

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In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

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3

Cor, Deanna N. „Gender Identity Counselor Competency Scale| A Validation Study“. Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076470.

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Gender Identity Counselor Competency Scale: A Validation Study The purpose of the current study was to explore the validity of the Gender Identity Counselor Competency Scale, a measure meant to examine counselor competency for working with clients identifying as trans*. A national sample of counseling students and faculty accredited by the Council for Accreditation of Counseling & Related Programs (CACREP) was obtained. The data from 187 participants were analyzed using exploratory factor analysis during the first phase of data analysis. After extraction, two items were removed from the measure and it was renamed GICCS-Revised (GICCS-R). Three factors emerged from analysis and supported the tripartite model for multicultural counseling competencies and these factors were labeled knowledge, awareness, and skills. High internal consistency was found and evidence convergent validity was observed. Some evidence for discriminant validity was found. During the second phase of data analysis, analysis of covariance was used to explore mean differences among levels of education on overall GICCS-R scores as well as the subscale scores, while controlling for social desirability. There were group differences on the overall and subscale scores, with the exception of the awareness subscale. A hierarchal multiple regression was conducted to determine whether a set of variables (social desirability, levels of education, number of workshops attended or facilitated, and number of trans*-identified clients worked with) could predict scores on the overall GICCS-R and each subscale. The variables combined explained 45.5% of the variance on overall GICCS-R scores. Social desirability was not a significant predictor of scores. First year counseling master’s students; participants who attended or facilitated 0-4 workshops; and participants who worked with 0-1 clients were significant predictors of low overall competency scores. Levels of education and levels of experience explained a significant proportion of the variance on the knowledge and skills subscales, but not on the awareness subscale. The findings from the current study have important implications for how trans* counselor competency is measured in students and faculty. The findings also have implications for ways to improve levels competency.

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4

Warren, Annmarie Maione 1968. „Gender identity and educational achievement: Correlations of children's self perception with educational achievement“. Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.

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5

Argus, Stefanie. „Girl Scout Voices| Describing Ecological Identity“. Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10821872.

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This study considered how youth relate, connect, and identify with Nature by exploring how Girl Scouts describe their ecological identities. The purpose of this project was to introduce reflection on ecological identity as a reflective tool for living in Nature, to learn about youth connectedness to and identification with Nature, to utilize arts-based research, and to contribute to the scholarly field of girls in adventure education. Thirty-four youth aged 14 to 16 participated in the pilot and research project phases of the study. The study was a descriptive and exploratory research project, utilizing the methodologies of case study and action research. Data collection methods were anecdote circle, survey, and art creation. Survey results indicate that development of the ecological self can be grown. Three themes emerged from artistic cartography on special places in Nature, including coming of age, earth grief or loss, and summer camp. A feminist, reflexive lens guided the work, culminating in the formulation of a four-point transformation agenda for ecological identity at camps. The four recommendations are that camp administrators and educators: (1) promote a participatory relationship with phenomena through direct experience, (2) expand perceptual experience for reflection, (3) interrogate power and marginality, and (4) advance bioregional thinking and active community citizenship. Future research could investigate the efficacy of implementations of the agenda at camps. New studies should recruit for greater participant diversity and examine how Nature connectedness is defined and developed for individuals without access to green spaces and places.

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6

au, jane lorrimar@challengertafe wa edu, und Jane Lorrimar. „Organisational culture in TAFE colleges : power, gender and identity politics“. Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.145611.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a vertical slice of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE experience at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

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7

Lorrimar, Jane. „Organisational culture in TAFE colleges: power, gender and identity politics“. Thesis, Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

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8

Lorrimar, Jane. „Organisational culture in TAFE colleges : power, gender and identity politics /“. Lorrimar, Jane (2006) Organisational culture in TAFE colleges: power, gender and identity politics. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/164/.

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This study explores the human face of workplace change in two Technical and Further Education (TAFE) colleges in Western Australia. It analyses the impact of neoliberalism on organisational culture by examining the way vocational education and training (VET) reforms influenced the restructuring and orientation of these colleges, and changed their power dynamics and work practices. It presents the accounts of 100 women and men who were interviewed between 2000-2002 about their working lives. Their stories of passion and angst represent a 'vertical slice' of life in TAFE and include responses from administrative staff, lecturers, academic managers, corporate services managers and executives. This study explores perceptions of power and the mechanisms of control that were exerted upon and within the colleges with a focus on the factors that impact on career satisfaction. In addition, it examines perceptions of fairness in relation to employment, remuneration and promotion issues. Specifically, it reveals a variety of points of view on the attributes of success and outlines the strategies individuals use to get ahead. Furthermore, it seeks to understand the way values and norms guide and justify conduct and how they influence organisational culture. It evaluates whether a climate of sacrifice operates in the colleges and whether individuals will sacrifice personal or professional values to get ahead. Although much has been written on the impact of neoliberalism on the changing nature of work and organisational culture, there has been little investigation of the TAFE 'experience' at the individual, group and institutional level. It is also less common to find analyses of workplace restructuring that conceptualises the changes from a feminist and sociocultural perspective. By investigating the colleges as sites of gender and identity politics, this study explores the way individuals and groups do gender and describes how gender asymmetry is reproduced through social, cultural and institutional practices. It highlights how individuals construct their professional and worker identity and perceive themselves in relations to others in the social and organisational hierarchy of the colleges.

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9

Ginn, Georgina M. „Single-gender community of practice: Acquiring and embracing a woman president’s identity“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417436753.

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10

Evans, Kathleen M. „Negotiating the self : identity, sexuality, and emotion in teacher education /“. Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7857.

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11

Simpson-McCleary, Katrina A. „Gender education and training in doctoral level psychology programs an exploratory investigation /“. Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/109.

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12

Desai, Manushi. „Education Meets Gender : Tracing the Beginning of Learning Gender, the Search for Identity and Representation in Indian Textbooks“. Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169083.

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Gender equality is something that most countries around the globe are trying to achieve. Education is one of the major factors that can bring about significant change as it can shape young minds to nurture a more equal future. This thesis aims to look at a very specific but important part of the education system: textbooks, by investigating them through the lens of intersectionality and gender roles. The purpose is to identify what the status of Indian textbooks is in terms of gender and intersectional awareness and identify gaps if there are any so that necessary interventions could be designed. The intersections that I will be specifically looking at are gender, religion, caste, disability, and age. I will also be investigating whether these textbooks represent gendered and intersectional identities and if so, in what capacity.

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13

Brown, Cory Terrell. „Free to Be... You and Me: Gender, Identity, and Education in Urban Schools“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339770883.

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14

Malloy, Ryan Ann. „A study of the role of gender in the classroom /“. Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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15

Brinkley, Edna. „The relationship of racial identity and gender role identity to voice representations of African American women in higher education“. Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3024997.

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16

Wise, Steven Ray. „SEX AND GENDER IDENTITY: A NEW PERSPECTIVE FOR COLLEGE STUDENT DEVELOPMENT“. UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/26.

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One of the goals of college student development professionals is to help undergraduate students develop a meaningful sense of personal identity. Early in the history of the profession, practitioners borrowed freely from related fields such as sociology and psychology to guide their practice, but beginning around the 1960s, scholars began in earnest to develop their own unique body of literature. In this work I examine the development of that scholarly work as it relates to identity development—specifically the evolution of understanding around the issues of sex and gender identity development. Beginning with William Perry, whose work has impacted so many theories that followed his, I review the work of Nancy Chodorow, who was among the first to note that student development theory based on male samples disadvantaged women, Marcia Baxter-Magolda, Carol Gilligan, Ruthellen Josselson, Mary Field Belenkey, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule…and…. I discovered that each of these scholars approached sex and gender from a binary, essentialist, deterministic position which served to limit the understanding of sex and gender issues in the field of college student development. During the same period, work in the fields of anthropology, gender studies, psychology, sociology, and women’s studies were greatly expanding their understanding of sex and gender as components of identity. In this work I identify the deficiencies and limitations in the research in the field of college student development related to sex and gender identity development; note the challenges to our work with college students because of those deficiencies and limitations, and make practical recommendations to three groups of professionals who operate in the field of college student development—theorists and scholars, practitioners, and educators and provide a model for efficiently effecting change in the field.

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17

Hurst, Ellen Burns. „Passing as Literate: Gender, Dyslexia, and the Shaping of Identities“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/71.

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The purpose of this qualitative case study was to investigate the ways in which currently diagnosed dyslexic females, who navigated adolescence and their concomitant schooling without a definitive diagnosis of dyslexia, negotiated their identities in the figured world of school. To explore this phenomenon, it was necessary to understand the complexity of dyslexia as well as the theoretical underpinnings of identity construction, adolescence, and ―passing as literate.‖ This case study is informed by poststructuralist thought; through this lens I examine how my subjects perceived their worlds and how they negotiated the challenges associated with undiagnosed dyslexia. As they describe their positions in their figured worlds, I search for issues of power, identity and agency around which their lives appear to be organized. The answers to the following research questions were sought: (1) How do adult women who were undiagnosed dyslexic girls reflect upon their negotiations of identity in the figured world of school (Holland, Lachicotte, Skinner, & Cain (1998)? (2) Is there evidence that girls attempt to pass as literate? If so, what types of ―passing‖ attempts and techniques are used by dyslexic adolescent girls to appear more literate? Case study methodology offers the insight provided by detailed narratives of personal experiences. Data was collected by interviews, observations and researcher‘s field notes obtained through the stories of three adult dyslexic women. The data was analyzed for affirming or conflicting themes. The stories were retold in a chronological and thematic pattern describing the participants‘ experiences from different perspectives.

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18

Garland, Marie B. „Working with gender in the health care context : organizational communication and the enactment of identity /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195154360553.

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19

Simons, Leah Valerie. „Princes men : masculinity at Prince Alfred College 1960-1965“. Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phs6114.pdf.

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Bibliography: leaves 264-273. Ch. 1: Introduction -- Ch. 2: Religion -- Ch. 3: Princes men -- Ch. 4. School culture and impact -- Ch. 5: Discipline -- Ch. 6: Competition and success -- Ch. 7: Conclusions. "This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring simultaneously" -- abstract.

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20

Morrissey, Sean Afnán. „Dancing around masculinity? : young men negotiating risk in the context of dance education /“. Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=59614.

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21

Barnes, Joanna Tovar. „Gender effects on attitudes and achievement in mathematics“. Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Barnes_JMIT2010.pdf.

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22

Porter, Mary Ann. „Swahili identity in post-colonial Kenya : the reproduction of gender in educational discourses /“. Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/6561.

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23

Hudson, Stefanie. „IDENTITY POLITICS, STATE STANDARDS, AND ON THE GROUND REALITIES: A CRITICAL POLICY ANALYSIS OF TEACHING/LEARNING GENDER/SEXUALITY IN A VIRGINIA ELEMENTARY SCHOOL“. VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5154.

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Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be met. The purpose of this qualitative case study was to examine the policy discourse concerning teaching and learning gender and sexuality issues during early childhood at an elementary school in Virginia. Another purpose was to understand how educators perceive developmentally appropriate timing and content for these topics as well. A combination of critical policy analysis and critical advocacy research was utilized to compare and analyze the written policy discourse as presented within Virginia’s FLE policy to educators’ (teachers, counselors, principals) interpretation and enactment of these written discourses in their classrooms and schools. Findings revealed specific ways the written, spoken, and enacted discourses diverged and coalesced and how these similarities and differences inform future policy and practice. A critical analysis of the written discourses (and silences) suggest Virginia’s FLE curriculum and instruction maintains heteronormative undertones, while the spoken and enacted discourses indicates concern for expanding elementary students’ understanding and acceptance of LGBTQ and/or gender non-conforming children and non-normative family structures. Implications of findings include suggestions for future research and changes in policy and practice that aim to create more inclusive classrooms and schools.

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24

Flintoff, Anne. „"One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education“. Thesis, n.p, 1993. http://ethos.bl.uk/.

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25

Pearson, Frances Carolyn. „A cross-sectional study of the relationship between Perry's scheme, Marcia's identity statuses, educational level and gender /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767224590241.

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26

Morrissey, Sean Afnán. „Dancing around masculinity? : young men negotiating risk in the context of dance education“. Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=59614.

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This thesis examines the intersection between masculinity and risk in educational settings. It draws on an intensive examination of the field of dance-education in Scotland and an extended period of research with YDance, Scotland’s only state-funded dance education company. Data was gleaned from a combination of qualitative and ethnographic methods including unstructured interviews, planned discussion groups and participant observation. The thesis synthesises the work of Ulrich Beck and with micro-level approaches popular in studies of gender and education through Bourdieu’s meso-level theories of society and social actors. It uses Bourdieu in new ways, both to reconcile these concerns of structure and action and to overcome key problems that have been identified with the work of authors like Butler and Connell. Substantively, the thesis draws attention to the risks which so-called ‘feminised’ activities like dance pose to young masculine identities and the role played by schools in reproducing and tacitly authorising inculcated assumptions about dance, gender and sexuality. The thesis also investigates the various ways in which dance educators attempt to challenge these reified associations and considers some of the unintended consequences of these practices. Despite ostensibly challenging gender stereotypes, many of the steps taken in order to engage boys in dance at school result in the reproduction of strong versions of masculinity and femininity. In attempting to recode dance as a ‘acceptable’ activity for young men, dance educators often disavow the contribution of gay and effeminate men to the art form, downplay the merits of genres like ballet which is perceived to carry particularly strong associations of femininity and homosexuality, and engage – albeit subtly – in misogyny and homophobia. Dance educators are often therefore unintentional agents of the reproduction of inculcated masculinities and gender inequality.

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27

Braaten, Bailey M. „Mathematical Identities: Narratives and Discourses of Female Students in 8th and 9th Grade Mathematics“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595000898006834.

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28

Soto, Cynthia. „Mexican-American concepts on gender and identity a teacher's perspective in a fifth grade classroom /“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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29

Danielsson, Anna T. „Doing Physics - Doing Gender : An Exploration of Physics Students' Identity Constitution in the Context of Laboratory Work“. Doctoral thesis, Uppsala universitet, Institutionen för fysik och materialvetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98907.

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In Sweden today women are greatly under-represented within university physics and the discipline of physics is also symbolically associated with men and masculinity. This motivates in-depth investigations of issues of physics, learning and gender. This thesis explores how physics students' simultaneously constitute the practice of physics as enacted in student and research laboratories and their physicist identities in relation to this practice. In particular, it focuses on how these constitutions can be understood as gendered. Previously, physics education research has often limited 'gender perspective' to focusing on comparisons between man and woman students, whereas this study conceptualises gender as an aspect of social identity constitution. A point of departure for the thesis is the theoretical framework which combines situated learning theory and post-structural gender theory. This framework allows for a simultaneous analysis of how students 'do physics' and 'do gender', thereby making a theoretical contribution to physics education research. In the empirical study twenty-two undergraduate and graduate physics students were interviewed about their physics studies, with a particular focus on laboratory work. The analytical outcomes of the study illustrate a wide variety of possible identity constitutions and possible ways of constituting the physicist community of practice. For example, the students expressed conflicting interpretations of what are suitable practices in the student laboratory in terms of the value of practical versus analytical skills. The boundaries of the physicist community of practice are constituted in relation to, for example, other disciplines, interdisciplinary practices and a traditional femininity practice. Thus, the thesis demonstrates the complexity in physics students gendered negotiations of what it can mean to be a physicist. The ambition of the thesis is further to promote discussions about gender and physics, by engaging readers in critical reflections about the practice of physics, and, thus, to inform the teaching practice of physics.

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30

Fish, Leigh Ann. „“Doing Gifted,” “Doing Girl": What Ritual Performances in School Reveal About Identity Negotiation“. Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429859699.

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31

Puck, Brenda S. „Developing and validating a knowledge-base for professional development activities in gender equity for the study of technology“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009puckb.pdf.

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32

Krajny, Kathryn H. „The Gender Role Conflict of Male College Students and Implications for Campus Engagement“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274881426.

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33

Boroko, Ntike Jan. „Learners taking technical drawing does gender make a difference? /“. Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122007-135440.

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34

Moreno, Méndez Ana Rosa. „Teacher-student interaction in a Mexican Montessori school : exploring the construction of gender identity in young children“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79989.

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The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon.
The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues.
The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.

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Nannen, Briana E. „"Choir is for Girls"| Intersectional Mixed Methods Perspectives on Adolescent Gender Identity, Singing Interest, and Choral Music Participation“. Thesis, The University of Nebraska - Lincoln, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271929.

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As students progress through adolescent development, researchers have observed a lack of male participation in choral music activities. This male to female imbalance is often attributed to a perception that singing is a feminine activity and results in a lack of balance in choral music ensembles. The purpose of this mixed methods study was to explore adolescent gender identity as it relates to singing interest and choral music participation. An explanatory sequential mixed methods design was used, in which quantitative data were collected and analyzed followed by in-depth qualitative interviews. A group of 9^th grade students (n=174) completed the Children’s Sex Role Inventory and the Singing Interest Inventory to gauge their self-perceived levels of masculinity and femininity along with their level of singing interest. Information from the quantitative portion of this study indicated that girls had both a higher interest in singing and a higher rate of participation in choral music ensembles than their male peers. A significant contribution of this study was that although singing is often perceived as feminine, no significant differences were found between categorized gender groups and singing interest.

Qualitative interviews were conducted with two groups of male students who were not enrolled in choir: low singing interest scores (n=4) and high singing interest scores (n=4). Transcribed and coded interviews resulted in the following themes: low singing interest, Guys are physical, Girls are feminine, Shared perceptions, Guys don’t sing, and Calling them names; high singing interest, Men want muscles, Girls are expressive, Shared perceptions, Choir is for girls, Get made fun of, and No labels. The shared theme Shared perceptions suggests that participant perceptions are the same as their parents and friends. The theme No labels was unique to the high singing interest group. Participants in that group demonstrated a higher level of acceptance for atypical gender behavior.

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Mahomed, Raeesa. „Gender and cultural identity negotiation of educated South African Indian mothers not pursuing careers“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41211.

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This study explores the factors that have an impact on the decisions of educated Indian mothers in South Africa who are not pursuing careers and answers the on-going questions about why Indian women pursue tertiary education but do not pursue careers. Secondly, this study also helps to understand the identity negotiation that these mothers go through – how they negotiate their various identities and the intersection of their gender and cultural identities that affect their decision not to pursue a career. The research aims to emphasise the extent and impact of the cultural roles that educated Indian mothers have to deal with. This study makes a theoretical contribution and conveys pioneering knowledge to assist top management to understand the skills shortage of this minority group and create an understanding of the reasons why Indian women decide not to pursue careers, and of their identity negotiation in the process. A qualitative research approach, using in-depth, semi-structured life story interviews, was used in the study to gain a deeper understanding of the reasons why educated Indian women are not pursuing careers. A non-probability sampling strategy (snowball and purposive sampling) was used, and therefore a total of 17 Muslim and Hindu participants were interviewed in the main study. Content analysis was used to analyse the data with the Atlas-Ti programme. The results exemplify that an individual‟s identity is formed by the cultural context and that Indian gender identities were instilled in these women from a young age. The women in the study highlighted that motherhood and family obligations take precedence over any other identity they possess. At first the women seemed despondent with the decision to leave their careers. However, as time went by they felt that cultural obligations were more important and accepted their cultural identity.
Dissertation (MCom)--University of Pretoria, 2013.
gm2014
Human Resource Management
unrestricted

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Luginbill, Matthew C. „Negotiating Identity and Constructing Masculinities: A Narrative Case Study of Men in Early Childhood Education“. Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1468354184.

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Valdez, Marina. „Ethnic Identity, Womanist Identity, and Young Adult Latinas’ Safe Sex Practices“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12023.

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xv, 142 p. : ill. (some col.)
Young Latina women are at risk for unwanted pregnancy and sexually-transmitted infections. Researchers have suggested that factors such as self-efficacy and relationship power dynamics may contribute to difficulty in negotiating safe sex practices. For women in heterosexual relationships, the most common prevention practice--condom use--requires partner cooperation. Sociocultural variables related to gender role socialization can adversely affect a woman's ability to negotiate condom use. I developed and tested a model of sociocultural predictors of Latina women's safe sex practices. The predictors included ethnic identity, acculturation, womanist identity, gender role attitudes, sexual self-efficacy, and sexual relationship power. I surveyed 210 young adult Latina women via an online survey that was disseminated across the United States via social networking websites and email. I used path analysis to investigate the fit of the hypothesized model with the data, first to predict condom use and second to predict sexual history exploration. Results indicated that the hypothesized model predicting the safe sex practice of exploring a partner's sexual history had a good fit to the data, whereas the model predicting condom use did not provide an adequate fit to the data. These findings suggest that young adult Latinas' exploration of a partner's sexual history is more likely to occur when women have stronger ethnic identity and womanist identity, more egalitarian gender role attitudes, and higher levels of partner dominance and control in their relationship. The model accounted for 16% of the variance in sexual history exploration. Although the variance explained was low, this model is still informative of the factors that contribute to sexual history exploration. Exploring a potential partner's history is an important aspect of safe sex practices that can have major implications for healthy sexual decision-making. Understanding an individual's cultural identity via ethnic and womanist identity, as well as considering sociocultural (e.g., gender role attitudes) and interpersonal (e.g., relationship power) factors, can inform prevention efforts that will contribute to safe sex behavioral outcomes. Other factors that may contribute to safe sex practice outcomes that were not accounted for by the models are noted. Implications for practice and future research are discussed.
Committee in charge: Dr. Ellen H. McWhirter, Chairperson; Dr. Linda Forrest, Member; Dr. Joseph Stevens, Member; Dr. Lynn Fujiwara, Outside Member

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Gueye, Barrel. „Gender, identity, culture and education an ethnographic study of the discontinuity of secondary schooling in Senegal, West Africa /“. Diss., Online access via UMI:, 2006.

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Lewis, Shannon FitzPatrick. „Gender representation trends and relations at the United States Naval Academy“. Thesis, Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/1721.

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This study employed quantitative and qualitative methods to examine gender trends and the quality of gender interactions at the United States Naval Academy (USNA). In addition to gender, midshipmen demographics, experiences, personality types, interests, and graduation outcomes were compared within and across gender for graduation years, 1980, 1985, 1990, 1995, 2000, and 2004. Representation of women has increased to the current high of around 16%. Further, the data revealed similarities and differences between men and women in terms of their non-gender characteristics. Women's SAT scores and Cumulative Quality Point Ratios (QPRs) are on par with the men's. Proportionally, women are more likely to be extroverts and varsity athletes than are men. Women are less likely to be technical majors. Women are being afforded leadership experiences to the same extent as men. Perceptions regarding gender relations and cohesion were assessed through focus groups conducted with 110 midshipmen. Although gender representation has increased, and the Administration is credited with improving the explicit climate, there does not yet exist a completely gender-neutral or women "friendly" climate. The preponderance of findings regarding gender interactions at the Naval Academy suggests that male midshipmen have yet to fully accept female midshipmen. The Naval Academy must continue to confront the subsurface issues and dynamics persisting amongst male and female midshipmen. Recommendations include making an institutional commitment to improving gender interactions and company cohesion, securing alumni cooperation, and involving midshipmen in improving the gender climate.

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Todd, Brandy. „Little Scientists: Identity, Self-Efficacy, and Attitudes Toward Science in a Girls' Science Camp“. Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19704.

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Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women’s participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls’ science interests, efficacy, attitudes, and identity—referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls’ attitudes, experiences, and intentions toward science. Emergent themes discussed include girls’ preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of scientific principles.

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Jones, Shelley Kathleen. „Secondary schooling for girls in rural Uganda: challenges, opportunities and emerging identities“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/279.

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This dissertation represents a year-long (August 2004-August 2005) ethnographic case study of 15 adolescent schoolgirls attending a secondary school in a poor, rural area of Masaka District, Uganda which explores the challenges, opportunities and potential for future identities that were associated with secondary level education. This study includes an extensive analysis of the degree to which the global objective of gender equity in education, prioritized in UNESCO’s Education For All initiative as well as the United Nations’ Millennium Development Goals, is promoted and/or achieved in the National Strategy for Girls’ Education in Uganda (NSGE). I consider various ideological understandings of international development in general as well as development theory specifically related to gender, and I draw on the Capabilities Approach (as developed by Amartya Sen and Martha Nussbaum) and Imagined Communities and Identities (Benedict Anderson, Bonny Norton) to interpret my findings. My research reveals that girls’ educational opportunities are constrained by many “unfreedoms” (Sen, 1999), such as extreme poverty, sexual vulnerability and gender discrimination, that are deeply and extensively rooted in cultural, historical, and socioeconomic circumstances and contexts, and that these unfreedoms are not adequately addressed in international and national policies and programme objectives. I propose several recommendations for change, including: a safe and secure “girls’ space” at school; mentorship roles and programmes; counselors; comprehensive sexual health education and free and easy access to birth control and disease prevention products, and sanitary materials; regular opportunities for dialogue with male students; employment opportunities; closer community/school ties; and professional development opportunities for teachers.

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Valero, Mathilde. „Education and gender in developing countries“. Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0217.

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Trois ans après l’adoption des Objectifs de Développement Durable pour une éducation primaire et secondaire universelle à l’horizon 2030, les progrès en matière de décrochage scolaire restent insuffisants. Pour tenter de répondre à ce défi majeur, cette thèse explore comment les familles investissent stratégiquement dans l’éducation de leurs enfants, selon le genre. Le chapitre 1 introduit les principaux déterminants du capital humain et examine en particulier la relation entre les droits économiques des femmes et l’éducation des enfants dans plusieurs pays en développement. Le deuxième chapitre revisite le lien entre chocs de revenu et éducation en prenant en compte le rôle de la composition des frères et soeurs dans une région rurale de Tanzanie. L’étude montre que le choc négatif affecte davantage les enfants ayant relativement plus de (jeunes) soeurs que de (jeunes) frères. Enfin, les parents peuvent décider de sous-investir dans l’éducation de leurs enfants, notamment des filles, s’ils anticipent qu’ils ne toucheront pas les fruits de leur investissement. Ainsi, le dernier chapitre évalue de façon théorique et empirique les échanges intergénérationnels entre parents-enfants en Indonésie. Nous trouvons qu’une partie des gains d’une hausse du niveau d’éducation à la fois pour les filles et les garçons, générée par une réforme de l’éducation primaire en Indonésie, est partagée avec la génération des parents. L’éducation affecte positivement les transferts envoyés aux parents à travers davantage de bénéfices à la fois sur le marché du travail et sur le marché du mariage
In the past decade, millions of children around the world have gained access to educational opportunities. However, three years after the adoption of the Sustainable Development Goals of universal primary and secondary education by 2030, there has been no progress in reducing the global number of out-of-school children. To address this issue, this thesis explores how families strategically invest in their offsprings’ education, by gender. Chapter 1 introduces the broad determinants of children’s human capital with a focus on family backgrounds such as mothers’ endowments. The study explores the relationship between women’s economic rights and children’s education in developing countries. Implicit in many researches on education is the existence of interactions between family members. Accordingly, the second chapter revisits the link between income shocks and educational achievement by considering the role of sibling composition in a rural region of Tanzania. Children suffer an additional penalty during income shocks the larger the share of girls among (younger) siblings. Finally, families might decide to underinvest in children’s education, mostly in their daughters, if they expect that they will not be able to obtain the returns for this education. Thus, the last chapter assesses theoretically and empirically the intergenerational parent-child exchange in Indonesia. We find that a substantial fraction of human capital gains for both girls and boys, generated by exposure to an educational reform, is shared with the parental generation. We show that education positively affects old-age transfers through additional labor and marital market returns for both men and women

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Irby, Coretta Andrea. „"Now You Know What You're Reaching For?On the Up and Up"| An Interpretative Phenomenological Analysis of Scholar Identity Development Among Black Male Achievers“. Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700277.

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Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed.

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Henwood, Victoria A. „Response to gender in the classroom : a look at a teacher's reaction to her students and its effect /“. Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Lewis, Joshua Reid Lewis Shannon FitzPatrick. „Gender representation trends and relations at the United States Naval Academy /“. Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Jun%5FLewis%5FJ.pdf.

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Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, June 2005.
Thesis Advisor(s): Janice H. Laurence, Gail F. Thomas. Includes bibliographical references (p. 95-96). Also available online.

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Lewis, Joshua R. Lewis Shannon FitzPatrick. „Gender representation trends and relations at the United States Naval Academy“. access online version, LEAD access online version, DTIC (Note: may not work with Internet Explorer), 2005. http://handle.dtic.mil/100.2/ADA435528.

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Pelaez, Bronwen Bares. „Examining the Relationships between Gender Role Congruity, Identity, and the Choice to Persist for Women in Undergraduate Physics Majors“. FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3509.

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Persistent gender disparity limits the available contributors to advancing some science, technology, engineering, and math (STEM) fields. While higher education can be an influential time-point for ensuring adequate participation, many physics programs across the U.S. have few women in classroom or lab settings. Prior research indicates that these women face considerable barriers. For university students, faculty, and administration to appropriately address these issues, it is important to understand the experiences of women as they navigate male-dominated STEM fields. This explanatory sequential mixed methods study explored undergraduate female physics majors’ experiences with their male-dominated academic and research spaces in the U.S. The conceptual framework consisted of physics identity, gender role congruity, assumptions about the “ideal” scientist, and self-reported plans to persist in the field (measured by bachelor’s degree completion, graduate school plans, and physics-related career plans). Utilizing the American Physical Society (APS) 2016 Conferences for Undergraduate Women in Physics (CUWiP) pre-conference survey data, responses from 900 females were analyzed using regressions followed by 18 semi-structured interviews with CUWiP sample participants. Physics identity was highly predictive of participants’ self-reported persistence plans. A factor analysis revealed that gender role congruity is comprised of three distinct social roles: extrinsic agentic (e.g., power, financial rewards, status), intrinsic agentic (e.g., self-direction, demonstrating skills, independence), and communal (e.g., working with people, helping others). Intrinsic agency was highly correlated with physics identity and long-term persistence (graduate school and career), and communal roles were negatively correlated with students’ short-term persistence (undergraduate physics degree completion). Extrinsic agency was correlated with neither identity nor persistence. The 18 interviews were phenomenographically analyzed revealing that participants experience relationships with the conceptual framework in five qualitatively different ways, called categories of experience. These categories are: The Assured, The Solitary, The Communal, The Reflective, and The Ambassadors. The categories elaborate on the quantitative results by providing nuanced explanations of how women negotiate aspects of their gender identity related to the conceptual framework. The results provide a broad vantage point of women’s experiences as physics majors which may aid university faculty and administration with gender equity goals for physics and other male-dominated STEM fields.

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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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Bayamna, Tela. „POST-SECONDARY EDUCATIONAL EXPERIENCES OF TOGOLESE IMMIGRANT WOMEN AND EDUCATIONAL ATTAINMENT“. Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493315803545342.

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Dissertationen zum Thema „Gender identity in education“

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