Dissertations / Theses on the topic 'Gender and equity'
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Goroshko, Olena. "Gender equity through gender teaching online." Thesis, Global University Network for Innovation, 2008. http://repository.kpi.kharkov.ua/handle/KhPI-Press/49014.
Full textDancu, Toni Nicole. "Designing Exhibits For Gender Equity." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/339.
Full textRubalcava, Raymond. "Gender equity and computer use." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.
Full textWipert, Cheryl A. "Promoting Gender Equity Through Art Education." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770302.
Full textMarry, Beatrice. "Towards greater gender equality? An examination of gender equity policy in the European Union's labour market." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40837.
Full textDepuis la fin des années 1970, l'UE s'est efforcée de réduire les inégalités entre les hommes et les femmes dans le marché du travail des pays membres en établissant des politiques de traitement équitable entre les sexes. Bien qu'on ait fait certains progrès, la disparité salariale entre les sexes et le plafond de verre sont encore fermement en place. En conséquence, les femmes de l'UE sont remarquablement sous-payées et sous-représentées dans les postes de leadership et de pouvoir, ce qui semble démontrer que le problème est loin d'être résolu. Pourquoi une inégalité aussi criante persiste-t-elle malgré les politiques visant à redresser la situation? Les politiques ne sont efficaces que dans la mesure où elles sont mises en œuvre. Cette thèse suggère que la mise en œuvre de la politique d’équité de l’UE est entravée par un processus qui nuit à son efficacité. Par conséquent, si l’on veut atteindre les objectifs visés, il faut renforcer le processus de mise en œuvre de la politique et voir à ce que cette dernière soit plus généralement appliquée par les nombreuses parties intéressées et les employeurs des pays membres.
Penney, Kendal. "Gender equity leadership in Western Australia: Exploring the experiences of executive leaders driving gender equity in the workplace." Thesis, Penney, Kendal (2020) Gender equity leadership in Western Australia: Exploring the experiences of executive leaders driving gender equity in the workplace. Masters by Coursework thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/60670/.
Full textSultan, Tipu. "Gender Equality a case study of Sweden : Gender Equality Gender Equity and policies of combating inequality at workplace to make the society equal." Thesis, Högskolan Dalarna, Sociologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5726.
Full textBevan, Kimberly J. "Surface Equity: A Case Study of Gender Equity and Inequity in Elementary Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/547.
Full textCalhoun, Lisa. "Women teachers' experiences of gender equity and schooling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ29977.pdf.
Full textPang, Sila. "Gender equity: women’s political empowerment in South Korea." Thesis, Monterey, California: Naval Postgraduate School, 2015. http://hdl.handle.net/10945/45236.
Full textSouth Korea has undergone many drastic transformations from the time the state formally emerged in 1948 until now, becoming a thriving democracy and the world’s 12th-largest economy. Women in South Korea have enjoyed many aspects of this recovery and rise. According to the 2013 World Economic Forum’s Annual Gender Gap Index, South Korea’s women today have the highest literacy and healthy life expectancy rates in the world. Yet according to the same index, South Korea placed 111th out of 136 countries in gender equality. While this index highlights the need for further improvement, the ranking does not illustrate the whole story of how far Korean women have progressed in their political empowerment. Conventional measurements describe Korean women’s political empowerment status as unfavorable, but closer examination paints a different picture. Increasing economic status, higher education, and strengthening social capital have allowed Korean women to be more involved in civic life, and as a result, to make greater demands for equal representation in politics. All of these factors suggest a trend of continuous progress toward increased political empowerment.
Olivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.
Full textENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.
AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.
Kawana, Sanae. "Gender equity policies in higher education in Japan." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43464/1/Sanae_Kawana_Thesis.pdf.
Full textDunlap, Celeste E. "An Examination of Gender Differences in Today's Mathematics Classrooms: Exploring Single-Gender Mathematics Classrooms." Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033047176.
Full textGoodell, Joanne E. "Equity and reform in mathematics education." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/397.
Full textHsieh, Yu-Chieh. "Gender equity education in Taiwan : policy, schooling and young people's gender and sexual identities." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7070.
Full textAkongo, Thelma. "Agro-enterprise Development and Gender Equity in Northern Uganda." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511670.
Full textReid, Joanne M. "Gender equity in coeducational physical education, myth or reality." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39041.pdf.
Full textSimmons, Joseph Paull. "Gender issues and equity within Canadian high school sport." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ56203.pdf.
Full textLam, Gigi. "How does gender equity affect fertility in Hong Kong? /." View abstract or full-text, 2007. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202007%20LAM.
Full textLewis, Priscilla-Anne. "Gender Equity and Change Management in the Diversity Equity Department at the City of cape Town." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9804_1276545134.
Full textThe problem investigated in this study is that gender equity and change management in the City of Cape Town and in particularly the Diversity Equity and Change Management Department, has not been adequately assessed and a coherent set of options to address this problem has not yet been adequately researched. In particular, the situation is that senior management is not representative and that recruitment and appointment procedures as well as the change management process are not conducive to gender equity. The nature of this study is qualitative and the case study method has been utilized. The scope of the study is on gender equity and the change management process followed by management and staff at the City of Cape Town, in particular the Diversity Equity and Change Management Department since 2000 to 2007, with the view of proposing options for improvement. In 2006 the City of Cape Town Employment Statistics indicated that 80% of top management within departments across the City is still white males. At professional and middle management level white males and females dominated this level with 69.5%. In the technical and associate professions, the tally for whites is 38% and at elementary level 6.5% (Department Human Resources HRD IT System, July 2006). In order to equalize employment statistics in the COCT drastic steps should be taken to eliminate imbalances between both Black and white employees in terms of occupational levels. Disadvantaged Black women and men should benefit from employment, recruitment and selection, appointments and training and development processes and the acquisition of knowledge and skills beyond those acquired within the realm of empowerment. However, women should be adequately represented not nearly in the workplace but overall to enable them to participate in the decision-making of important work related and home related issues. Women should keep on addressing inequality and gender equity to enhance change processes and gender awareness amongst themselves and in the workplace. The gender institutional framework within the COCT as a whole in particularly the Diversity Equity department and the active participation in decision-making in the various structures of the City combines with their history of politics in the women&rsquo
s movement to augur well for continued gender sensitivity in policy formulation and outcome.
Elwood, Jannette. "Gender and performance in the GCE A level examination : gender-equity and the gold standard." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020302/.
Full textAshley, Evelyn LaVette. "The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.
Full textGoodell, Joanne E. "Equity and reform in mathematics education." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12291.
Full textset out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.
Sunnari, V. (Vappu). "Gendered structures and processes in primary teacher education:challenge for gender-sensitive pedagogy." Doctoral thesis, University of Oulu, 1998. http://urn.fi/urn:isbn:9514246985.
Full textWallace, Janice A. "En/countering resistance to gender equity policy in educational organizations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ50022.pdf.
Full textBaker, Marzena. "Gender equality in project-based organisations." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205245/1/Marzena_Baker_Thesis.pdf.
Full textEvensen, Elisabeth Banghart. "Equity v. equality: the role of gender and disclosure of allocation on individual reward allocation decisions." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54325.
Full textPh. D.
Dick, David. "An investigation into changes in gender equity and equality in Scottish universities from 1850 to 2011." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6050.
Full textSimmonds, Shan Robyn. "Curriculum implications for gender equity in human rights education /|cShan Simmonds." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9696.
Full textThesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.
Ulicki, Theresa. "Gender equity and organisational change in the South African Police Service." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429886.
Full textBakari, Salihu Girei. "Gender and equity in teacher education : a case study from Nigeria." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605162.
Full textRose, Talitha Kanika. "Funding Female Features: Crowdfunding for Gender Equity in the Film Industry." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/64394.
Full textMaster of Science
Alexander, Kristina A. "Gender employment equity power status among Missouri superintendents of public schools." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074366.
Full textKawana, Sanae. "Communicating gender equity in the public sector workplace in Hokkaido, Japan." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36365/1/36365_Digitised%20Thesis.pdf.
Full textSedall, Courtney. "Gender Diversity in Academe: Communication Skills, Promotion and Leadership Opportunities Examined." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1579622075448592.
Full textHoover, Carole J. "Sociological Factors Affecting Career Aspiration Level of High School Seniors." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/11279.
Full textEd. D.
Shoger, Suzanne Grassel. "Engaging the Gatekeepers: Empowering Male Collegians to Promote Gender Equity in Engineering." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524234416029571.
Full textKewley, Clinton Garner. "Facilitating gender equity in and around the classroom, teachers as change agents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/MQ46179.pdf.
Full textSpeck, Phoebe Bozonelis. "Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054738258.
Full textLinner, Sonja, and Helena Månsson. "Har jämställdhet i hemmet ett samband med planer på att utöka familjen? : En kvantitativ studie." Thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-128264.
Full textMasemola, Mathews Malegole. "The effect of the social and labour plan on addressing gender equity in selected mining houses in Lephalale." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2586.
Full textThis study looked into the effectiveness of the Social and Labour Plan on addressing the gender equity in selected mining houses in Lephalale. The newly elected democratic government of South Africa introduces numerous strategic policies to open all sectors of economy for all South Africans, but with special emphasis on the historically disadvantaged, which include women and people with disability as part of its economic emancipation policy. Hence the Social and Labour Plan was adopted. The main aim of the study was to investigate the effect of the Social and Labour Plan (SLP) in selected mining houses in Lephalale. A qualitative approach was used for this study, and interviews were contacted to collect data and thematic analysis used to analyse the data. It was found that the Social and Labour Plan (SLP) in the mines was not working fully and effectively. Also the research findings included, among others slow implementation of policies, more males than females, white male dominance, and discrimination of women, transformation, where taking place both on race and gender, only at snail pace and the lack of enforcement for implementation of policies such as the Social and Labour Plan (SLP) by the Department of Miners and Resources (DMR). Amongst other revelations were inequality issues, discrimination and nepotism experienced by women. Based on the finding the researcher recommended that mining organisations should review their mining Social Labour Plan (SLP) so that they state very clearly the number of women to be employed by the organisations, and such document once approved by the Department of Mineral Resources (DMR), should be complied to. Furthermore the Department of Mineral Resources (DMR) should commit to an annual review of the Social and Labour Plan Report performance by mining companies, instead of waiting for five years.
Webb, Georgina. "Contested elements, competing voices : values added Australian school gender equity policy 1975-2004 /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18367.pdf.
Full textLee, Jennifer Anne. "Gender Equity Issues in Technology Education: A Qualitative Approach to Uncovering the Barriers." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-05062008-105006/.
Full textMatsau, Liapeng. "Institutional ethnography of race and gender equity matters in three South African universities." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7587.
Full textAllred, Leif Dale. "Engineering gender equity." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1756.
Full texttext
Akala, Beatrice M'Mboga. "Gender equity tensions in higher education: a critique of post-apartheid gender equity policy." Thesis, 2016. http://hdl.handle.net/10539/20784.
Full textGender inequality has been an area of concern internationally, regionally and nationally. Black South African women in general suffered triple oppression during the apartheid regime, based on race, gender and class oppression. Higher education mirrored the varied forms of marginalisation that existed in society and therefore the majority did not have the access to quality higher education afforded their white minority counterparts. The few black women who did have access were concentrated in historically disadvantaged institutions or studied through correspondence (Chisholm & September, 2005). The courses for which they were enrolled were aimed at perpetuating male dominance in the public sphere and domesticating them through women’s traditional roles of nurturing and caring. With the advent of democracy in 1994 the gates of higher education were opened to students who had previously been excluded. Effectively, black people in general and women in particular benefitted from race and gender categories of equity, according to the Department of Education, White Paper (1997). The equity clause that has been integrated in higher education policies encapsulates a clause that targets the redress of gender-related inequities and inequalities, aimed at ameliorating women’s access to higher education. Although race, gender and disability were identified, the National Plan (2001) notes that race equity had been given primacy in policies over gender equity. I argue that aggregated data emanating from recent studies in higher education indicate that 57% of the current female population are accessing public higher education. Although the figures from documentary evidence affirm a high presence, on examination of other factors this study found a more nuanced picture. Specifically, a change in equity deduced from the same data indicates that fewer women were enrolled in courses such as Science, Engineering and Technology (SET) or in postgraduate studies. Other areas of concern include high dropout rates, attrition and throughput (CHE, 2010; Draft Green Paper, 2012). This argument is made using theoretical and thematic exploration of post-apartheid South African gender equity reform agenda in higher education. In addition, higher education policy documents (National Council for Higher Education, 1996; White Paper, 1997; Higher Education Act, 1997; National Plan for Higher Education, 2001) and gender laws and frameworks have informed the study. It has aligned itself to one of the goals of White Paper (1997) that noted that in order for equity to be meaningful to the formerly disadvantaged; access and success have to run concurrently. Ultimately, the study has contended that by homogenising women the particular contexts of social justice have not been recognised (Young, 1990). The implication of the misrecognition of the particular and specific experiences of black women in higher education could be contributing to the enigmatic low throughput, high dropout rates and high levels of attrition currently being experienced in higher education. This thesis poses a challenge to policymakers and institutions of higher learning to shift their attention from viewing the attainment of gender equity and equality through notions of expanded access (global participation). To narrow the current gap it proposes a hybridisation of equity and equality policies (macro) with initiatives that target the particular and specific conditions (micro) of black women who access higher education. Key words: gender, equity, higher education, post-apartheid, policy, women.
Yang, Cheng-Hsiu, and 楊程琇. "Gender Equity Education Act in Trial." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u6b6ea.
Full textOdaga, Geoffrey. "Achieving equity and gender equality in Uganda’s tertiary education and development." Thesis, 2019. http://hdl.handle.net/10500/26224.
Full textDevelopment Studies
D. Phil. (Development Studies)
ying-ying, Wang, and 王穎瑩. "Seeing ‘Gender’ in Folk Customs:An Action Research on Gender Equity Education." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/81930749560589256859.
Full text國立高雄師範大學
性別教育研究所
95
This action research is to explore the gender politice in traditional folk customs by working with a class of grade of four students in an elementary school. In order to help students discover the gender relations in and the impact on folk customs and activities, a teaching plan which integrates concepts of gender equity education into courses of folk customs is designed. The themes of the folk courses are two folk customs, giving birth and getting married. The courses intend to explore three unfair gender relationships: the dichotomy of gender, the women by otherized, and the concept of having a son to carry on the family name. During the teaching process, I found that I myself still keep integral and monolithic ideas of ‘women’. Also, there is unfair relationship by means of the operation of gender politics. In the research process, first, students see the gender dichotomy. After the course, most of them have learned to respect people’s choice about the gender. Second, though research participants do not care the female status in folk customs, they are willing to care about women’s feelings, and even provide them support to change their status. At last, students can easily identify the ingrained value of having a son to carry on the family name and find out it is the origin of gender discrimination. As a whole, students actively take a part in the course, and provide living experience instead of passively following the classroom teaching. As a researcher, course designer and a teacher, instead of putting emphasis on personal technical phase, I have learned to have deeper understanding in folk customs and the structures of the gender relationships.
Chan, Ya-Chiao, and 湛雅喬. "Gender-equity awareness of high school students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20409240006623439403.
Full text中華大學
科技管理研究所
93
Abstract The major purpose of this research is to understand the gender-equity awareness of high school students, by analyzing the variances of different variables of gender-equity awareness. The objective is to discuss how the different backgrounds, environments of full-time and part-time students will affect the intensities of gender-equity awareness of them. We adopt the questionnaire method on part-time and full-time students (N=1323) in National Miaoli Senior Commercial Vocational School under different factors of students including personal, educational, family, environmental factors. In the statistic analysis, we consider five aspects which include (1) Opportunity equity, (2) Family life equity, (3)Right and obligation equity, (4) Physiology equity, and (5) Mental equity. With respect to the results of the questionnaire, we use SPSS software in data analysis. The results of the research are listed below: 1. Different academic systems – Full-time students have higher awareness of gender equity than that of part-time students in general. 2. Different gender – Boys’ score in average is lower than that of girls’, which means female students have higher gender-equity awareness than that of male ones. 3. Willing to be educated – Students who will to take further education opportunity have higher score in average than those who don’t. The higher score he(she) gets, the higher awareness of gender equity he(she) has. 4. Age – In general, students under 16 (16 is included) get highest scores in average. Besides, during the high school period, the younger the students have higher gender awareness than the older students. 5. Place of growth – Students who live in big cities have higher awareness of gender equity than that of those students who live rural area. 6. Social experience – Students without working experiences get higher score in average than that those without working experiences. The higher score he(she) gets, the higher awareness of gender equity he(she) has. 7. Family background – Students who live with both parents have higher scores of the factor of family life than those who live with a single parent. The higher score he(she) gets, the higher awareness of gender equity he(she) has. 8. Parent education style –Students under democracy education style have the highest score on the opportunity and family life equity. The higher score he(she) gets, the higher awareness of gender equity he(she) has. keywords: gender, gender equity, gender equity education, sex-role stereotype