Dissertations / Theses on the topic 'Gender Education'
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Hudson, Heather M. "Parental gender and literacy in the home environment predict early childhood gender and literacy in the school environment /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_hudso_paren.pdf.
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Mubireek, Khalid Al. "Gender-oriented vs. gender-neutral computer games in education." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056139090.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xi, 120 p.; also includes graphics Includes bibliographical references (p. 101-106). Available online via OhioLINK's ETD Center
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Aslam, Monazza. "Gender and education in Pakistan." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439699.
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McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.
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Sanderson, Nicole Brigit. "Gender issues in initial teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33449.pdf.
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Gracia, Luque Rosaria. "Access and gender in multimedia education." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3159/.
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The focus of this thesis is the arena of activity around access to information and communication technologies (ICTs) and its relationship with gender and the discipline of Multimedia in UK universities. With education as a field of research, the thesis aims at providing a model which assists students to be better equipped to design accessible and inclusive design processes and products. The arena of access has been increasingly important in recent decades exemplified by policies that aimed to provide "universal access". Existing concepts of access have unsystematically focused on physical, economic and ergonomic considerations. This thesis reports on a study that uses a number of theoretical tools to conceptualise this complex area. Feminist Epistemology offers the tools to examine and understand gender and technology, and to inform the framework of study. Technological Determinism (TD) and Social Constructionism (SCOT) theories provide the theoretical base to study access in the context of new technologies, specifically in the Multimedia sector. The research was qualitative and was conducted using documentary analysis, questionnaires and interviews. The research design moved from macro to micro levels. In the first stage a theoretical framework was developed which mapped current understandings of the concepts. As well as a literature review, this stage also included distribution and analysis of questionnaire responses from 180 students and 5 tutors from 3 UK universities. This macroanalysis focused on the study of organisational understandings of access, gender and Multimedia in the chosen educational institutions. The second stage of the research was concerned with the structural shaping the discourses deployed within it. Interviews were conducted with 24 students and 5 tutors. This microanalysis used Grounded Theory as a research tool and focused on individual understandings of access, gender and Multimedia in the selected multimedia courses. The analysis of research data confirms that there is a compartmentalised understanding of access to ICTs within university-based Multimedia education. Access is often referred to as physical and economic access to equipment. User involvement in the design process is often impeded by current institutional structures and designers' individual attitudes, and this affects the accessibility of the product. Gender dynamics are at play but are often ignored within the design process. Essentialist values also influence the construction of those gender dynamics. Multimedia applications do not fully explore interactivity and the use of multiple platforms is largely ignored. The thesis challenges current understandings of access by bringing attention to a more gender balanced approach by proposing a new model, "creative access". This model encourages a gender aware approach to processes and products, and supports the creation of a working environment that uses multimedia applications as tools to transform current physical, economic, social and cultural boundaries.
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Bobbitt-Zeher, Donna. "Gender, Higher Education, and Earnings Inequality." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217947446.
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Wipert, Cheryl A. "Promoting Gender Equity Through Art Education." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770302.
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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 mariageIn 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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Thomas, Kim E. "Gender and subject in higher education." Thesis, Aston University, 1987. http://publications.aston.ac.uk/12190/.
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This thesis is concerned with the issue of gender inequality in higher education. It examines the relationship between gender and subject specialisation, looking in particular at the reasons for the predominance, at undergraduate level, of men in the physical sciences, and of women in the humanities. It investigates ideas of `masculinity' and `femininity' and how these relate to constructions of `science' and `arts'. The thesis argues that students choose which subject to study on the basis of certain qualities these subjects are seen to hold, and that these qualities have close connections with beliefs about `masculinity' and `femininity'. It examines this through an interview study of male and female students on six higher education courses: two university courses of physics, two university courses of English, a polytechnic course in communications and a polytechnic course in physical science. The interview study demonstrates that the science subjects are perceived by science students as more certain, more useful and more important than the humanities, and emphasise the value of their degree in gaining a well-paid and important job. Female science students, however, experience conflict between being `a good scientist' and being `feminine'. English and communications students emphasise the breadth, uncertainty and individuality of their subjects, and find science restrictive and narrow. They make little link between their degree and their future career. Men, however, feel no conflict between their identity as men and their chosen subject. It is argued that there is a close link between the construction of masculinity and the construction of physical science, but that English and communications are more ambivalent: in some senses `masculine', in some `feminine'. Men are advantaged in these subjects because of their greater visibility and assertiveness. The thesis concludes that the division between `science' and `arts' reinforces ideas of masculinity and femininity, and argues that female `failure' in education is in part the result of higher education's inability to transcend that division.
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Husain, Muna. "Essays on gender differences in education." Ann Arbor, Mich. : ProQuest, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307183.
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Thesis (Ph.D. in Economics)--S.M.U.Title from PDF title page (viewed Mar. 16, 2009). Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1454. Adviser: Daniel Millimet. Includes bibliographical references.
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Romeo, Katherine E. "Adolescents' Reasoning about Gender Harassment| The Role of Grade and Victim/ Perpetrator Genders." Thesis, University of Illinois at Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668628.
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This study investigated middle and late adolescents’ judgments of and reasoning about an incident of homophobic harassment in four conditions, where the genders of the victim and perpetrator were varied (N = 104). Participants were asked whether they thought the victim in their scenario was upset, as well as whether or not the perpetrator had a negative intention. Social cognitive domain theory served as the framework for coding adolescents’ reasoning. In addition, adolescents’ endorsement of gender stereotypes was measured. As expected, having had a male victim, as opposed to a female victim, was related to lesser odds of believing the harassment was completely wrong among tenth graders, and lesser odds of believing the victim was upset. Participants in tenth grade were also more likely to use conventional reasoning in justifying their judgments about harassment than those in twelfth grade. Participants in the male victim/ perpetrator condition were less likely to believe the perpetrator had a negative intention than those in the female victim/ perpetrator condition. Contrary to expectations, endorsement of gender stereotypes was unrelated to the use of conventional reasoning. The effects of endorsement of gender stereotypes and use of moral reasoning in relation to judgments of harassment were significant among participants in the male victim condition, but non-significant among participants in the female victim condition.
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Syachaba, Pandey Zekeza. "Globalisation, education and gender : education provision for girls in Zambia." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29389.
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This study explores the nature of globalisation and patriarchy and analyses their consequences for education and in particular the education of women and girls. This thesis argues that a significant contributory factor in the slow progress in addressing the gender inequalities in education in developing countries such as Zambia is the lack of attention to the combined effects of globalisation and patriarchy on girls’ education. This study argues that globalisation and patriarchy together impact negatively on the education of women and girls, and supports that argument with reference to supra-national and transnational policy developments, as well as an analysis of national policy for the education of girls in Zambia, and case studies of girl’s’ experiences of education in two contrasting local settings in Zambia. Globalisation is associated with an increase in social and economic inequality due to its tendency to obscure equity and social justice issues in its pursuit of establishing markets in almost all spheres of life. Market forms are pre-occupied with profit, hence pushing equality concerns to the fringes. Patriarchy takes advantage of globalisation’s tendency to obscure equity and social justice considerations to reassert itself in its uncompromising oppression of women. Therefore, globalisation and patriarchy play a significant role in perpetuating gender inequalities in education. This study posits that any attempt to resolve gender inequalities in education should take into account the impact of globalisation and patriarchy on girls’ education. Although education alone will not ensure women’s empowerment, the study considers it as very important to combine with other factors to bring about an end to women’s oppression.
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Hoke-Sinex, Linda. "Discovering the gender lens the influence of an introductory gender studies course on personal change /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204534.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Psychology, 2006.Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0365. Adviser: Anne D. Stright. "Title from dissertation home page (viewed Jan. 24, 2007).
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Blair, Heather Alice 1952. "Gender and discourse: Adolescent girls construct gender through talk and text." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282147.
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The initial purpose of this study was to better understand issues of gender in classrooms in relation to language and literacy. In particular, this research was designed to examine the construction of gender in the talk and text of adolescent girls in one Canadian urban grade eight classroom. This research was based on the theoretical premise that gender is a social construct, talk is a social construct, and text is a social construct. In order to demonstrate the social construction of gender with middle school girls, this analysis was framed within the larger Canadian society. This linguistically informed ethnographic research included classroom observations, interviews with students and teachers, analysis of tape recorded classroom talk, and an examination of classroom written texts. The data from these observations, interviews of students, and oral and written texts were analyzed for themes. The following themes emerged from the data: classroom talk and text are gendered, youths construct their gender identity through talk and text, the "genderlects" and "genderprints" reflect the lives of these youths in a modern world. Conflict, toughness, violence, friendships, relationships, and modernity were salient constructs in the social construction of gender for these youth. These micro social processes contributed to the macro social process or gendered relations in Canadian society. The findings from this study suggest implications for schools. The main implication is that the gendering of discourse in schools is important and that gender identity is linked to both talk and text. Classroom teachers need to develop an awareness and understanding of what and how gender implicates all classroom interactions and that the social phenomena of classroom interactions are important to the success of girls in middle schools. Another contribution of this study is that it contributes to the growing body of knowledge on gender and language at a time when gender equity is emerging as central to the educational success of girls yet is seldom the focus of examination of educational research.
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Bamora, Florence Naah. "Gender inequality in secondary education in Ghana." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5295.
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This thesis examines some of the issues surrounding extensive gender inequalities operating within the school, family and the wider society which affect girls’ rights to education. It reveals that institutional culture within the home, community and school reinforces gender inequality and continue to limit girls’ access to school and in performing equally to boys, especially in science and mathematics subjects. It is based on interviews, focus group discussions, observations and life history interviews I conducted with students (girls and boys between the ages of 15 and 22), school dropouts, teachers, parents and education officials in a secondary school in Ghana. Following a brief review of the literature on the construction of gender in general and femininity in particular, as well as literature on gender and education, focusing mainly on factors and causes of girls’ unequal access to, and performance in schooling in Ghana and Africa in general, I analyse the differential experiences of schoolgirls and how these gendered experiences impact on their performance, achievements, choice of subject and future aspirations from a gendered perspective, using the social construction of gender as a theoretical framework. It explores the ways in which teachers’ and parents’ attitudes discriminate against girls on gender lines and help to perpetuate particular perceptions and expectations about the appropriate education of boys and girls. This thesis also examines the factors and situations which contribute to the incidence of high dropout rates among girls in the study area with an emphasis on household factors such as poverty, pregnancy and gendered cultural practices. It analyzes how leaving school without adequate skills and qualifications impacts negatively on the career prospects of school dropouts, especially girls. It evaluates the successes and challenges of Girls’ Education Unit (GEU) and government policies at improving girls’ educational attainment and opportunities with emphasis on how educational officials perceive government policies in achieving gender equality in the study area and suggests gender sensitive strategies and policies that would help bridge the gender gap as well as provide guidance for educational policy makers in the Ghanaian education system.
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Kettley, Nigel Charles. "Gender, stratification, and attainment in further education." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615689.
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Petrie, Kirsten. "Gender construction in New Zealand physical education." Thesis, University of Canterbury. School of Sciences and Physical Education, 2002. http://hdl.handle.net/10092/2870.
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This study investigates how teacher beliefs, programmes and practices contribute to
gender construction, within co-educational secondary schools, in New Zealand. It
explores how physical education teaching practices support and reinforce socially
desirable forms of masculinity and femininity. The research utilises interviews with
teachers and students in co-educational secondary schools in the Canterbury region.
Students and teachers offer narratives surrounding the gendered beliefs and practices that
are inherent in physical education classes. The evidence presented represents the
collaborative ideas of four teachers and twenty students.
The discussion investigates the nature of teacher beliefs surrounding the development of
gender, and examines the hidden curriculum that supports the replication and
legitimisation of socially desirable forms of masculinity and femininity. In particular, it
examines teachers' understandings of masculinity and femininity, the hierarchies and
different expectations of achievement and behaviour that exist in physical education
classes. It examines how changes in physical education programmes, have challenged
explicit issues relating to gender, while hidden messages have not been addressed. Lastly
the discussion reflects on the reasons why gender constructions go unchallenged, and
provides insight into possible avenues to instigate change.
This research indicates how gender continues to be constructed due to the hidden
curriculum that is operationalised by teachers and students in physical education classes.
It suggests strategies that would assist in changing and challenging the gender
construction in physical education. Finally, the study concludes that in order for gender
construction to be reduced within from the physical education classroom the physical
education sector must strive to challenge existing ideologies and develop practices that
allow and provide for a diverse range of masculinities and femininities.
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Mirembe, Robina. "AIDS education and gender in Ugandan schools." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340967.
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Charthaigh, Dearbhal Ni. "Gender issues in teacher education in Ireland." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/33032.
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In 1985 the council of Ministers of Education of the European Community agreed upon a Resolution containing an action programme for equal opportunities in education for girls and boys. One element of that programme was the inclusion of equal opportunities in the curriculum of teacher education. This thesis represents a series of developments in research and curriculum development which have resulted in a Community wide Action Research programme by the Commission of the European Communities to implement the terms of the action programme in all member states. The thesis examines the social and occupational status of women in the Republic of Ireland in the light of the differential education received by boys and girls. The participation of women in mathematics. Science and Technology in particular is examined, and, drawing on the author's own data from a sample of girls in second-level schools, conclusions regarding the nature of teacher education programmes are drawn. The central part of the thesis examines the structure of teacher education in Ireland and the place of equal opportunities in the curricula of all the institutions offering pre-service teacher education. This data is evaluated against the available data from the member states of the European Community and leads, in the final part, to a presentation of a model curriculum for the integration of equal opportunities in both pre- and in-service teacher education. Examples of the integration of gender issues in teacher education are provided from the author's own courses, and the thesis concludes with a proposal for an Action Programme to give expression to the model curriculum design presented in the thesis.
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Maharajh, Divya. "Feminine experience : media education and gender representation." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/4875/.
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This doctoral thesis examines the ways young women experience media education in sixth form, with particular emphasis on their experience of gender representation lessons. Secondary research objectives include an examination of how young women regard the development of their own critical media literacy and how they conceive of the effects of media education on their self-esteem. Through classroom observations and interviews with A-level Media Studies teachers and female students, this research explores three key areas of focus in understanding young women’s experiences: media representations of feminine aesthetics and the sexualisation of feminine appearance, the negotiation between course material and students’ personal engagement with media, and lastly reflections on how critical media literacy is defined and developed within the Media Studies course. The thesis discusses ways in which content both constrains and enables students’ development of critical media literacy. The role of chosen exam boards, teaching styles, and forms (i.e. upper sixth form versus lower sixth form) are examined as influencing factors. Specific lessons from observations, which students reflected upon during interviews, are also discussed in order to understand the process of teaching and learning about gender representation. A feminist discourse is at times present though mostly in covert ways. A greater consideration for contemporary feminist work would resolve some of the current difficulties faced by educators in their efforts to develop students’ critical awareness, specifically when teaching about the representation of women. Female students often reflect what Gill has termed a ‘postfeminist sensibility’ (2007: 254); however, this exists in varying degrees. In certain contexts students tend to articulate more ‘traditional’ feminist values. In relation to one of the secondary research objectives, students find that A-level Media Studies improves the self-esteem of their physical appearance; however, other findings reveal that the extensive focus on textual analysis of sexualised and idealised representations of women can sometimes counter-act the aspects which students referenced as beneficial to their self-esteem. Despite many recommendations for improving the teaching of gender representation that are offered here, it is evident that some solutions are dependent on broader shifts occurring at the level of the education system.
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Ezeh, Kenechukwu. "Gender inequality in education and economic growth." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Nationalekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49829.
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The objective of this thesis is to examine the impact of gender inequality in education on economic growth using Sub-Saharan African countries. Two gender inequality indicators are used: the gap in female to male primary and secondary enrolment. The core of this study was built on the Solow Model but augmented using both human capital and health care expenditure (HCE) Per capita. The empirical analysis is centred on annual data for 40 Sub-Saharan African countries over the period 1990-2018. The method of estimation employed is both Ordinary Least Squares (OLS) and Fixed effect within-group estimator in a panel data set. Thus, the main findings of this paper suggest that there exists a statistically significant negative relationship of gender inequality in education at the primary and secondary level on economic growth and a negative effect of female labour participation on economic growth.
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Papanastasiou, Efthymia. "Gender and leadership in Greek primary education." Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1023/.
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Women constitute more than half of the teaching force in primary schools in Greece but men are more likely than women to achieve headship. In other countries (e.g. in the USA, in the UK and in other European countries) women are represented in educational leadership in disproportionately low numbers, too. The aim of this thesis is to cast light on the neglected phenomenon of women’s relatively low participation in Greek primary school leadership and to explore the constructions of men and women head teachers and teachers regarding headship and gender. More specifically, the research offers insights into women’s and men’s experiences of progressing to and experiencing primary school leadership in Greece; examines whether and to what extent these experiences are gendered; and maps the participants' constructions of primary headship. In addition, I explore the future for women in educational leadership in Greece. The study is underpinned by a feminist social constructionist paradigm, involving a qualitative analysis of 40 semi-structured in-depth interviews with women and men head teachers and teachers. The findings suggest that women teachers in primary education in this sample, were generally less leadership-oriented than men and followed relatively unplanned occupational trajectories compared with men. Both men and women appeared to need encouragement from colleagues, superiors and family to enhance their confidence and set them on the pathway to headship. Gendered processes in relation to the recruitment and selection of head teachers, as well as traditional 'masculine' stereotypes of leadership, are challenged by the research. It is argued that both men and women participants construct accounts of approaching leadership in a fluid way, reflecting time, place and situation, rather than primarily gender. Finally, implications for theory, policy and practice are discussed and recommendations for future research are proposed.
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Braiuka, Sandra. "The construction of gender in physical education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09armb814.pdf.
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McCue, Lesley Anne. "The Effects of Teacher Candidate Gender, Principal Gender, and Degree Type on the Elementary Teacher Selection Process." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354557126.
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Wallenius, Todd J. "Challenging gender roles through STEM education in Nepal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259120.
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Science, Technology, Engineering, Mathematics (STEM) education programs are currently being introduced and expanded across “developing” nations. STEM programs often conflict with hegemonic gender norms, for example by targeting girls and women in male dominated societies. However, given the cultural complexity of STEM for girls, implementing educators are rarely asked their point of view on programs from abroad. This study explored the perceptions of educators in Nepal who participated in the Girls Get STEM Skills (GGSS) program, a program funded through the U.S. Department of State for 2015/2016. The 8-month program reached 254 girls across three government schools and included the donation of 30 laptops. In August, 2016, the researcher conducted one-on-one interviews and focus groups with 18 participants at GGSS school sites in Pokhara, Nepal. Qualitative data was gathered on educators’ perceptions of teacher roles, Nepal as a developing nation, gender imbalance in STEM, and the GGSS curriculum. The study argues that educators viewed educational topics through the lens of bikas, the Nepali word for development. This suggests that the principal impact of STEM programs—as part of larger development initiatives—may be the creation and reinforcement of new social meanings rather than the tangible impacts of the projects themselves.
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Silva, dos Santos Emanuelle. "Class and Gender in Brazil: Informal Education and the Naturalization of Gender Inequality." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/21033.
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Diese Arbeit ist ein Beitrag zur Erforschung des geschlechtsspezifischen Habitus. Anhand der Arbeit von Pierre Bourdieu, insbesondere seiner Konzepte von Habitus und männlicher Dominanz, untersuchte ich, wie Frauen die Ungleichheit der Geschlechter normalisieren und wie sie in jeder sozialen Klasse im heutigen Brasilien anders aussehen. Die Aspekte der Frauenidentität, die sich auf Schwächegefühle beziehen, die in einer eingebürgerten Form innerhalb der sozialen Klasse durch informelle Bildung übertragen werden. Meine Methodik wurde nach Souza (2011) Arbeitüber die soziale Ungleichheit in Brasilien entwickelt, . Somit wurden30 Mütter in verschiedenen sozialen Schichten interviewt.. Die Recherche beobachtete die Wechselwirkungen zwischen Müttern und Töchtern in ihren Häusern. Die informellen Bildungsansätze der befragten Mütter waren unterschiedlich. Der Diskurs der Mütter über die Ralé (Randschicht) war anders als die Mütter in der Oberschicht. Wir werden in Kapitel 6 ausführlich auf die Teilungsklasse eingehen. Ich habe untersucht, wie die Mütter ihren Töchter Identitäten, dessen einbetten, was es bedeutet, „Frau zu sein“, einschließlich der Wahrnehmung ihrer körperlichen Fähigkeiten und Verhaltensweisen, mit denen sie Gefühle, Verwundbarkeit,Schwäche und Zukunftsperspektiven ausgleichen. Nach meiner Forschung wurden unterschiedliche Konzepte von „Weiblichkeit“ gefunden. Einige Frauen hatten durch stark geschlechtsspezifische Habitus ein Verständnis für ihren Körper als relativ schwach und verletzlich erlangt. Die meisten Frauen hatten in jeder sozialen Klasse ein eigenes Verständnis dafür, wo sie eine Rolle spielen und was die Gesellschaft von ihnen verlangte - auch wenn es unbewusst war, aber von Handlungen und Aussagen wahrgenommen wurde.This thesis is a contribution to research on gendered habitus. Drawing on the work of Pierre Bourdieu, particularly the concepts of habitus and male domination, I explored women’s normalization of gender inequality and its distinct manifestations in every social class in contemporary Brazil. The aspects of female identity that relate to feelings of weakness are transmitted in a naturalized form within a woman’s social class and through informal education. The focus of this research is the possibility that women can transfer aspects of their identity through social practice on a daily social practices and that the way to being a woman in a lower class, for example, is unlike being a woman in upper class in Brazil. I drew on Souza’s (2011) work on social inequality in Brazil to develop my methodology and interviewed 30 mothers from different social classes. This research observed the interactions between mothers and daughters in their homes. I found that the informal education approaches of the mothers interviewed varied across social class. The discourse of mothers from the Ralé (marginalized class) differed from the discourse of mothers from the upper class. In chapter six, I describe this class division in detail. I explored how mothers inscribe the identities of what it means “to be woman”, including perceptions of their physical capabilities, compensatory behaviors to combat feelings of vulnerability and weakness, and future prospects. I found different concepts of “womanhood” in my research. Some women had acquired an understanding of their bodies as relatively weak and vulnerable through strongly gendered habitus. Most of the women in each social class had an understanding of their role within society - even if it was subconscious, perceptible only through actions and statements.
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Mahoney, Darbra J. "Gender and Leadership: Female ROTC Cadets' Perceptions of Gender and Military Leadership." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/90.
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Gender continues to be an impediment for women in military leadership positions, particularly in Reserve Officers’ Training Corp (ROTC) training programs in higher education. This study examines the social construction of gender by female cadets in a predominately male military environment. According to Herbert (1998), female soldiers strike a balance between being feminine enough to be considered a woman yet masculine enough to be considered a military leader—sustaining a view that finds these women are viewed as less than competent officers. Achieving equilibrium between femininity and masculinity is a common thread in much of the literature on female military leadership. This dissertation is informed by gender schema theory, role congruity theory, and social comparison theory. The research is narrative in design and uses a structured questionnaire for two to three one-hour interviews with six junior and/or senior female cadets matriculated in the ROTC program as well as four one hour focus group interviews and three one hour military staff interviews. The study determined female cadets manage their gender in a predominately male military environment at a Senior Military College by appearing more masculine than feminine when in uniform. Female cadets often felt they worked twice as hard as their male colleagues, yet gender consistently underscored their accomplishments and leadership. Female cadets who embraced the patriarchy of the military values appeared to be the most successful leaders in this study. The findings will benefit those who study gender and leadership in higher education.
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Dunlap, 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.
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Schwendenman, Diane. "Gender Role Expectations of Classroom Teachers." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.
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Parker, Joshua C. "Gender differences in the motivation to learn." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.
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Dunn, Robert W. S. "Educator's Perceptions of Gender and Charismatic Leadership." Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1513007723954717.
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Hummel, Judythe A. "Gender differences of school superintendents /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130506.
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Rubalcava, Raymond. "Gender equity and computer use." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.
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The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.
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Rooke, Gunilla. "In Search for Gender awareness in Technology Education." Licentiate thesis, KTH, Lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-123169.
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This thesis consists of two essays and an introduction. The main theme is gender awareness in technology education and the theoretical standpoint is gender theory. The first essay examines the subject of technology in compulsory school, scrutinizes the status of gender awareness in technology education and what methods are used to break gender boundaries. By observations, interviews and questionnaire pupils’, teachers’ and school leaders’ apprehensions of technology and technology education are examined. The gender issue is known to everyone, but awareness in strategies and education methods is rather deficient. The already rather invisible subject of technology, lack of qualifications among teachers, material and methods obstructs gender awareness. To make changes the school leader has a key position. The second essay considers gender oriental recruitment actions for increasing the number of female students in higher technology education. The actions have been governmental, from the profession and from local schools. By literature studies actions are mapped and organized according to their physical and structural arena. Five arenas have been identified: square, mass, entrance, class room and board room. Actions at public arenas aimed to increase interest and change attitudes dominate. Structural actions, preferably initiated from the government, have been tried, often with good results. These actions challenge the power system at the board room and class room and are therefore met with resistance.QC 20130604
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Hsieh, 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.
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The 2004 Gender Equity Education Act (GEEA) sought to challenge gender and sexual discrimination in Taiwan by focusing on the importance of spaces of education as sites where gender and sexual identities are normalized and reproduced. This thesis explores the production of the GEEA and its subsequent implementation in two schools in Taipei City. Through reviewing geographical literature on education, children/young people, gender and sexualities, this thesis explores four research questions: (1) how the aims of the GEEA are shaped in Taiwanese policy context; (2) how the GEEA is implemented in schools; (3) how teachers shape young people's gender and sexual identities; (4) how young people's experiences of teaching practices and peer cultures affect their understandings of gender and sexual identities. Methods including discourse analysis, semi-structured interviews, and observation are adopted to answer the above questions. The research aims to challenge the dichotomy of inward- and outward-looking approaches in geographies of education, to expand the construction of childhood and the gender model in existing geographical research in Western contexts, and to further the conceptualisation of different forms of heterosexuality. Consequently, based on empirical findings, the thesis argues that the objective of the GEEA, which is to enable the performance of diverse gender and sexual identities in educational spaces, has not been achieved yet because of the contradictory practices evident within school spaces. In conclusion, the thesis relates the research findings to some of the key debates within contemporary geographical literatures by highlighting the importance of combing inward- and outward-looking approaches to study education, the complex nature of young people's gender identities formation, and the age-dependent form of heterosexuality. Ultimately, this thesis demonstrates the crucial role of education spaces in shaping young people's identities in an East Asian context.
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Nollenberger, Castro Natalia. "Three Empirical Essays on Gender Equality and Education." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/125719.
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El objetivo de esta tesis es aportar nueva evidencia empírica sobre tres temas de gran importancia en las áreas de Economía de Género y Economía de la Educación. La tesis consiste en tres ensayos con una marcada orientación empírica. En el primer ensayo se analiza el efecto de proveer servicios de guardería universales sobre la participación de las madres en el mercado de trabajo. Para ello se utiliza un marco cuasi-experimental derivado de una reforma educativa llevada a cabo en España a inicios de los noventa y que amplió la educación preescolar pública en horario completo a los niños de 3 años. Utilizando datos de la Encuesta de Población Activa española, se aplica el método de Diferencias-en-Diferencias y de Diferencias-en-Diferencias-en-Diferencias. Los resultados sugieren que dicha política habría tenido un efecto moderado sobre la probabilidad de empleo de las madres. Sin embargo, los análisis de persistencia y heterogeneidad revelan que la política habría contribuido a reducir la depreciación del capital humano, en tanto los efectos actuales y de mediano plazo son mayores entre las madres con secundaria completa y aquellas de mayor edad. En el segundo ensayo se utiliza el marco cuasi-experimental que surge de la misma reforma educativa para analizar si la introducción de educación pública preescolar para niños de 3 años influye en el rendimiento cognitivo de los niños al final de la escolaridad obligatoria. Para ello se aplica un modelo de Diferencias-en-Diferencias utilizando datos de las pruebas PISA 2003, 2006 y 2009 para España. Los resultados sugieren que la asistencia a preescolar mejora el desempeño en las pruebas de lectura y matemáticas a los 15 años y reduce la probabilidad de repetición en primaria y secundaria. El efecto es mayor entre las niñas y entre aquellos que provienen de hogares más desfavorecidos. En el tercer ensayo se analiza el papel de la cultura como determinante de las diferencias en el desempeño educativo por género. Investigaciones recientes encuentran que en los países con mayor igualdad de género las niñas tienen un desempeño relativo mejor en las pruebas de matemática y lectura. Sin embargo, la interrelación entre las instituciones y las normas no permite separar rigurosamente el efecto de la cultura del efecto de las instituciones. En este ensayo se avanza en este sentido y se analiza la brecha en el desempeño educativo por género entre inmigrantes de segunda generación viviendo en un mismo país de acogida. Esta estrategia empírica, conocida como enfoque "epidemiológico", explota el hecho de que los hijos de inmigrantes han crecido bajo la influencia de las instituciones del país de acogida pero sus creencias es probable que estén influidas por las del país de origen de sus padres. Para ello se utilizan los resultados de las pruebas PISA de varios países y se testea si existe una relación entre la brecha en el desempeño educativo por género de inmigrantes de diferentes orígenes viviendo en un mismo país de acogida y el grado de igualdad de género en su país de origen. Los resultados indican que a mayor igualdad de género en el país de origen, mejor es el rendimiento educativo de las niñas inmigrantes en relación con los niños, sugiriendo que la cultura juega también un papel en explicar las diferencias en el desempeño educativo por género.The aim of this dissertation is to provide new empirical evidence on three issues of high relevance within the fields of Gender Economics and Economics of Education. The dissertation consists of three essays with a marked empirical orientation. In the first essay I analyze the effect of free childcare provision on maternal employment. For this, I use a quasi-experimental framework that arise from an educational reform carried out in Spain during the 1990s, which expanded the pubic full time pre-school education to children of 3 years old. Using data from the Spanish Labor Force Survey, I apply a Differences-in-Differences and a Differences-in-Differences-in-Differences approach. The results suggest a modest effect of childcare provision on maternal employment. Nonetheless, persistence and heterogeneity analysis reveals that the program seems to work by reducing the depreciation of mothers' human capital as current and medium-run effects are strongest among mothers with a high-school degree and older mothers. The second essay exploits the quasi-experimental framework that arise from the same educational reform to analyze whether the introduction of public preschool education for 3-year olds can significantly influence children's cognitive performance by the end of mandatory schooling. Using the 2003, 2006 and 2009 Spanish PISA data sets, I apply a Differences-in-Differences approach and find sizable improvements in children’s reading and math skills at age 15, as well as in grade progression during primary and secondary school. Effects are driven by girls and disadvantaged children. The third essay analyzes the role of culture in explaining the educational gender gap. Recent studies find that in more gender-equal countries, girls tend to perform relatively better than boys in mathematics and reading scores. However, the interrelationship between institutions and norms makes it difficult to disentangle the effect of culture versus that of institutions. Following the epidemiological approach, this essay goes a step further and look at how second-generation immigrant girls and boys perform in school according to the prevailing gender roles in their parents' country of origin. This approach exploits the fact that immigrants' children have lived under the institutions and markets of the host country but their culture are likely to be influenced by the culture of their parents who grew up under a different institutional framework. The empirical analysis uses multi-country PISA data sets and examines the relationship between the gender gap in tests scores of second-generation immigrants living in the same host country and the degree of gender equality in their country of origin. I find that the higher the degree of gender equality in the country of origin the better the performance of second-generation immigrant girls relative to boys, suggesting that culture matters in explaining gender differences in the educational attainment.
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Gracia, Pablo. "Diverging parenting behavior: education, gender, class and institutions." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/85061.
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Esta tesis doctoral investiga cómo el cuidado parental varía por educación, género, clase social y países. Se usan datos de uso del tiempo para Gran Bretaña, Dinamarca, Flandes y España. Éstos son los resultados principales: (1) existen variaciones nacionales en el equilibrio “cuidado parental-empleo” entre los padres, pero no entre las madres, quienes muestran más diferencias por educación; (2) en España, el empleo femenino se correlaciona fuertemente con la participación paterna en actividades rutinarias/físicas en familias con niños preescolares; (3) existe un gradiente educativo paternal, relacionado con las etapas evolutivas y en consonancia con las prácticas de crianza recomendadas por “expertos” en paternidad; (4) en Gran Bretaña la clase social y la educación se correlacionan fuertemente con los estilos parentales asociados con la acumulación de capitales cultural, humano y social; (5) los hombres en ocupaciones post-industriales parecen identificarse particularmente con las normas de paternidad intensiva de “cultivo educacional”.This doctoral dissertation investigates variations in parenting behavior by education, gender, social class, and countries. Time-diary data from Britain, Denmark, Flanders, and Spain are analyzed. The main findings are these: (1) cross-national variations in parenting-work balance are observed amongst fathers, but not amongst mothers, for which a more salient education gradient is observed; (2) in Spain, women’s employment is strongly correlated with paternal involvement in routine/physical activities in families with preschoolers; (3) a strong education gradient in fathering is correlated with children’s developmental stages, in line with those child-rearing practices recommended by “parenting experts”; (4) in Britain, social class and education are strongly correlated with those parenting styles associated with children’s accumulation of cultural, human, and social capital; (5) men in post-industrial occupations appear to be particularly identified with the fathering norms of intensive “educational cultivation”.
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Poldma, Tiiu Vaikla. "Gender, design and education : the politics of voice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50557.pdf.
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Davey, C. "Gender & subject choice in second level education." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.
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Olivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.
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Thesis (MBA)--Stellenbosch University, 2000.ENGLISH 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.
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Ali, Emua. "Somali women in London : education and gender relations." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10018889/.
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This thesis explores the impact of education levels on the social changes experienced by Somali women migrants to Britain, in particular attitudes towards changes in gender relations. The original hypothesis was that the higher the level of education the greater the degree of empowerment, other research and policy having linked education to women's autonomy and emancipation. Somali women in general have low levels of education and most did not speak English upon arrival in Britain. A sample of 50 Somali women aged from 16 to over 50 with a variety of education levels ranging from no formal education to higher education levels was selected and studied using a variety of qualitative methods. These included participant observation within the community by attending social events; group interviews; and indepth interviews conducted in Somali and English using a semi-structured questionnaire. During the study the following areas were explored: gender equality, education, employment, marriage, divorce, health, housing, immigration, social security, religion, culture, and the family. Somalis are Muslims and their lifestyle is influenced by Islam especially in the areas of gender relations, marriage and divorce. The study found that contrary to the original hypothesis, Somali women with higher education levels had a mo re conservative approach to gender equality and women's empowerment than less educated women. All the women believed education could provide a route to skilled employment and empowerment. The educated women gave more credence to the Somali community's perceptions of their behaviour and followed religious precepts on gender relations rather than the pursuit of their own empowerment and autonomy. Women with less education felt able to file for divorce if their husbands were not living up to their part of the marriage contract. The key finding was that economic independencer ather than level of educationw as the main key to women's empowerment.
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Liu, Qian. "Essays on labor economics: education, employment, and gender /." Uppsala : Department of Economics, Uppsala University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101297.
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Macha, Elly. "Gender, disability and access to education in Tanzania." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/282/.
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The ultimate aim of this empirical study has been to investigate the obstacles visually impaired women in Tanzania face in their struggle for accessing and gaining education. It explores issues of culture, gender, disability, education and development, and examines the ways these interact with one another in shaping the lives of the women under discussion. These issues are conceptualised to establish the theoretical framework of the study. The epistemological and ontological position of the social model of disability has guided the conceptualisation and analysis of the problem under review. Using this model, this study critiques the way in which society perceives disabled people in general, and disabled women in particular. The social model approach emphasises a need to move society's perception of disability away from the medical model approach, which individualises disability. There are two main reasons for my choice of topic for this investigation. Firstly, the research is as much about my own experiences as it is about other visually impaired women. It is argued that the way the identity of visually impaired women is socially constructed, drawing on cultural understandings, social/economic and political barriers and society's negative attitudes towards sex and impairment, has served to inhibit their access to education. Secondly, I decided to research gender disparities in the provision of education for visually impaired persons because it has never previously (to my knowledge) been on research agendas of academics or disability activists in Tanzania. In setting the scene, the thesis starts by justifying the need for researching the problem of inaccessibility of visually impaired women to education in Tanzania. Semi structured interviews were used to generate the primary data for the study. 58 visually impaired women and 26 parents/guardians participated in the research, as well as other 36 key informants. Research findings reveal various obstacles visually impaired women in Tanzania encounter in their struggle for accessing and gaining education. These include cultural, social, economic, political and physicaldifficulties. The findings further highlight outcomes of the educational obstacles on the lives of visually impaired women; reviewing the coping strategies they use in their struggle for survival, and record their views about the ways their education could be improved. The study concludes by suggesting key issues for the way forward. Recommendations directed to all involved in the provision of education for visually impaired women are oriented toward changing attitudes and ensuring that education is their human right and not a matter of charity.
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Hooks, Calvin Rogers. "Single-Gender Education at an Urban Middle School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2186.
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Several recent studies have critiqued the cognitive science behind single gender education, and social cognitive theory has demonstrated that gender inequality in the classroom may inhibit students' academic achievement. This study examined a single-gender education program for both middle school boys and girls established to remedy academic achievement deficiencies at a public charter school, to be identified as Urban Charter School (UCS), located in an urban area. The key research questions examined the trend in mathematics and reading student outcomes over a 6-year period, the relationship between gender and outcomes in mathematics and reading, and the comparison of outcomes between the single gender program at UCS and coeducational programs in the district. This ex post facto quantitative research design used historical state level reading and mathematics assessment data from archival state assessments of 110-135 middle school students annually, in Grades 6-8. Chi-square tests were conducted to examine the differences in mathematics and reading score outcomes by gender and school type. The results demonstrated no trend in UCS student achievement scores, UCS female students exceeded state assessment proficiency expectations, and the average proficiency levels in reading and mathematics of UCS students were higher than were district averages. This study provides educators and the community at large with additional research on the relationships between single-gender education programs and student achievement.
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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.
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In a similar fashion to many western countries, the political context of Japan has been transformed since the 1975 UN World Conference on Women, which eventually led to the establishment of the Basic Law for a Gender-equal Society in Japan in 1999. The Basic Law sets out a series of general guidelines across every field of society, including education. This trajectory policy research study targets gender issues in Japanese higher education and follows the development of the Basic Law and, in particular, how it has been interpreted by bureaucrats and implemented within the field of higher education. This feminist policy research study examines Japanese power relationships within the field of gender and identifies gender discourses embedded within Japanese gender equity policy documents. The study documents the experiences of, and strategies used by, Japanese feminists in relation to gender equity policies in education. Drawing on critical feminist theory and feminist critical discourse theory, the study explores the relationship between gender discourses and social practices and analyses how unequal gender relations have been sustained through the implementation of Japanese gender equity policy. Feminist critical policy analysis and feminist critical discourse analysis have been used to examine data collected through interviews with key players, including policy makers and policy administrators from the national government and higher education institutions offering teacher education courses. The study also scrutinises the minutes of government meetings, and other relevant policy documents. The study highlights the struggles between policy makers in the government and bureaucracy, and feminist educators working for change. Following an anti-feminist backlash, feminist discourses in the original policy documents were weakened or marginalised in revisions, ultimately weakening the impact of the Basic Law in the higher education institutions. The following four key findings are presented within the research: 1) tracking of the original feminist teachers’ movement that existed just prior to the development of the Basic Law in 1999; 2) the formation of the Basic Law, and how the policy resulted in a weakening of the main tenets of women’s policy from a feminist perspective; 3) the problematic manner in which the Basic Law was interpreted at the bureaucratic level; and 4) the limited impact of the Basic Law on higher education and the strategies and struggles of feminist scholars in reaction to this law.
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Winsten-Bartlett, Cheryl Sue. "Gender tipping: The effects of a changing student gender composition on new faculty salaries." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284253.
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This research questions two fundamental assumptions of established educational policies designed to promote gender equity. First, that the external labor market is the principal predictor of disciplinary salaries when all other factors are controlled, and second, that integration of women into these marketable disciplines will result in pay equity. This study describes the national trends in female participation and gender redistribution in academic disciplines, evaluates student gender composition as a proxy for "feminization" of academic fields, and examines the value of comparable worth and labor market variables in tandem to predict faculty salary increases by discipline. Correlation, chi-square and logit analyses were performed to determine the direction of gender redistribution among disciplines over time, and to address the relationship between the level of disciplinary gender composition change and the level of disciplinary salary change. The annual percentage change (logged) in full-time assistant professor salary by discipline and institution was regressed on the proportion of female students within disciplines, the distribution of male students among disciplines, NRC rank, and prior year salary (logged). Gender redistribution among disciplines is not arbitrary and changes in gender composition can predict the level of disciplinary salary increases. The full regression model was significant. The variables for female participation tended to have a significant negative influence, while the variables for male participation tended to have a significant positive influence on changes in faculty salary.
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Seong, Moonju. "Gender and Educational Inequality in South Korea: The Correlates and Consequences of Education." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487053.
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This thesis examines gender and educational inequality in South Korea. Its focus is to investigate the plausible mechanisms that account for the negative effects of education on married women's participation in the country's labour force by examining several aspects of gender inequalities. Korean women's education and labour market participation grew after the late industrialisation that occurred in the 1960s. Considering the historical exclusion of women in Korean society, this progress is noticeable. However, few Korean studies have examined patterns and trends of gender and educational inequalities systematically. This lack of attention propelled me to conduct a comprehensive study, especially a thorough analysis of the linkage among education, marriage and women's involvement in the country's labour markets. By using the most recent, nationally representative datasets, I found that the extent of gender'inequality in educational attainment remains substantial, even though the gender gap has generally decreased. The rate ofthe decrease was slowest for tertiary level of education, and women from farming class origins were likely to receive the lowest education. I also observed an unexpected pattern related to the benefit of education in occupational achievement: the impact of education on obtaining prestigious occupations was greater for women than for men. In relation to married women's labour market participation, my research revealed that the negative effect of education on women's labour market participation was affected by marital status and husbands' resources. Of interest, too, is the finding that highly educated women were less willing to accept paid jobs after they had married. This implies that strong educational homogamy in marriage and gender role attitudes may be important factors in deciding to stay at home. I believe that the results of my study, based as they are on current data, provide a comprehensive account of the patterns of gender. and educational inequality experienced by both genders in South Korea.
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Ngai, Siu-keung George, and 倪紹強. "Gender and schooling: a study of gender role socialization in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958187.
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McKenzie, Rory. "Online gender discussions| Student experiences in discussions of gender diversity." Thesis, Gonzaga University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596075.
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This thesis examined graduate level students' experiences of (mainly gender) diversity in the online classroom. The philosophical framework for this study came from John Rawls' work utilizing the veil of ignorance as a strategy to create more objective determinations free from situational and circumstantial biases. Both critical pedagogy and the theory that individuals construct social and cultural meaning through communication provided the theoretical foundations for the thesis. The study analyzed experiences of the students via their contributions to the online discussion boards. The study also utilized interviews of current and former students to discuss their experiences with diversity in their online classrooms. The study came from an understanding that diversity represents a unique component of the online classroom and rests in the idea that students can all benefit from the diversity of other students' experiences. This work provides a jumping off point of analysis on how best to facilitate discussions of diversity in the online classroom. Facilitating these discussions can become a primary way to break down systemic and institutionalized inequalities that exist for minority groups. Thus, this research, while not the end point, can provide a continued impetus to discover ways to make the online classroom a place of equalized learning to maximize its purpose for all students regardless of their identity. Chief findings in the study indicate the following (not-exhaustive) items: students overwhelmingly report that they value diversity conversations; students do not seem to think that conflicting ideas represent an inherent negative; and student's see the role of the instructor in facilitating, but not inserting personal commentary into the diversity discussions.