Dissertations / Theses: 'Gendered interactions'

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Alford, Kelli Brooke. "Job Skills, Tolerance, and Positive Interactions: The Gendered Experiences of Appalachian Migrants." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1135.

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The following study examines gendered learning experiences of a population of Appalachian migrants surveyed from the late 1970s to the early 1990s. The respondents who participated in the survey used for this study began their lives in Appalachia. These respondents then left Appalachia for various other areas in the country and even around the world only to ultimately return to the mountainous region later in their lives. To begin, theory will be introduced concerning the stratification of gender in the Appalachian economic landscape, as well as a theoretical framework placing Appalachian women in an interlocking web of oppression with other subjugated cultural groups. This outsider kinship found among Appalachian women and other socially ostracized groups, I argue with the support of theory, will foster an atmosphere of tolerance and positive interaction among Appalachian females and the people they meet in their new homes. Literature will also be presented regarding the heavily skewed nature of the role of women versus men in Appalachian society and economy. Using logistic regression, various aspects of migrant experiences away from Appalachia will be examined and analyzed, including the acquisition of job skills, tolerance-based knowledge, and positive interactions with neighbors in their new environment.

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Ganz, Johnanna J. "Contested Titles: Gendered Violence Victim Advocacy and Negotiating Occupational Stigma in Social Interactions." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1427213914.

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Scomparin, Irene Asia <1997&gt. "Migration and Gendered Interactions at the U.S.-Mexico Border during the Period of the Trump Administration." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20528.

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This thesis is the result of a systematic literature review conducted from January to July 2021. It offers an in-depth look at the themes of migration and gender through the means of real case studies, statements, and intimate stories. The material at the base of this work spans from first-person testimonies of migrants at the frontier, to legal declarations coming from detention centers, and even press releases. The following thesis is divided into two main Chapters and consequent sub-sections to explore in detail all the principal lenses of analysis that intertwine in this study. The first Chapter is centered around the main topics of border studies and migration. It will start by looking into the specific geographical context focus of this work: the U.S.-Mexico border. The consequent macro theme is that of migration, and in particular looking at the migratory trends and the immigration regime of the United States during Presidency of Donald Trump. The second Chapter of this work is based around the variables of gender and family. The first section introduces the topic of gender in connection to migration, through an overview of the existing roles, expectations and actual behaviors of both males and females migrants in the contexts of Mexico and the United States. The attention of the first two specific case studies is centered on the impacts of migration in connection to the gender and gendered identities of both women and men, and their positions as partners and parents.

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Heredia, Cessi. "Class Management, Teaching and Teacher-students Interactions in Crowded Classrooms : An observational analysis in an urban Catholic single gendered school." Thesis, Linköpings universitet, Tema Barn, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121582.

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One of my concerns has been how children behave in a crowded classroom with few available opportunities to interact and rehearse the lesson with their peers and teacher. This research paper allows me to explore how teacher`s directives/ manners (verbal & non-verbal communication) during the English lesson, impact and fix children`s behaviours temporarily. I have conducted this emprirical case study in a religious catholic, monolingual, Spanish school conformed only by girls aged 7-9, who are in the third level of its primary level. As my interest was to analyze the talk of my purpose sampling (teacher-student) and the interactive behaviour in the natural occurring situation in this social setting, the method I chose was the analysis of social interaction, on Conversation Analysis. This allows me to unfold the talk-in-interaction and concentrate on micro-analytic situations using the standard convention to transcribe my selected analysis. Therefore, the contribution of this paper is to explore and demonstrate how disciplinary acts were deilvered by the teacher affecting the child`s subjectivity and performance in a crowded classroom.

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Joeck, Samantha. "Street Interactions and the Spatial Dynamics of Gender and Social Class in Medellín, Colombia." Electronic Thesis or Diss., Paris, EHESS, 2024. http://www.theses.fr/2024EHES0100.

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Cette thèse doctorale adopte une approche spatiale pour examiner comment les interactions genrées de rue affectent la structure, l’accès à et la perception des espaces publics urbains à Medellín. Elle s’intéresse notamment aux interpellations de rue masculines adressées aux femmes dans les espaces publics, souvent comprises comme du « harcèlement de rue » mais communément appelées « compliments de rue » au niveau local. L’enquête mobilise une approche intersectionnelle pour examiner comment l’usage, la régulation et la contestation de ces interactions sont modulées par des structures de pouvoir interconnectées liées au genre, à la classe sociale, et à la race. J’analyse comment les interactions genrées dans les espaces publics participent à la reproduction des hiérarchies raciales et de classe sociale enracinées dans l’histoire coloniale à travers la maintenance des polarités genrées. Ces interactions contribuent à distinguer les femmes « respectables » des femmes « repréhensibles », une classification implicite aux catégories de caste en vigueur à l’époque coloniale. J’explore également le rôle de ces interactions dans la maintenance d’une polarité masculine correspondante entre hommes protecteurs et hommes agresseurs. La recherche s’appuie sur un travail ethnographique immersif de sept mois qui comporte l’observation des espaces publics et plus que 70 entretiens semi-directifs ainsi que des méthodologies innovatrices telles que des entretiens mobiles et la cartographie sensible. Elle a été menée en 2018 et 2019, un moment où la Colombie venait d’entrer dans un état de post-conflit avec la signature d’un accord de paix en 2016 entre le gouvernement et le groupe Farc (Forces armées révolutionnaires de Colombie). Medellín a été particulièrement touché par le conflit armé mais a récemment réussi à se réinventer comme ville moderne et innovante. C’est dans ce contexte que s’inscrit un des principaux axes d’analyse de ma thèse, à savoir la façon dont des forces d’ordres à la fois légales (comme le gouvernement municipal) et illégales (comme les groupes paramilitaires) cherchent à protéger ou à harceler les femmes dans les espaces publics de manière à consolider leur contrôle des territoires et à maintenir certains ordres sociaux et économiques
This doctoral dissertation adopts a spatial perspective to explore how gendered street interactions affect the experience of and access to Medellín’s urban public spaces. It is particularly concerned with comments men direct at women in public places (many of which are commonly understood to be “street harassment” and locally referred to as “street compliments”), mobilizing an intersectional approach to analyze how their use, contestation, and regulation are affected by entwined power structures related to gender, class, and race. I examine how these interactions perpetuate racial and class hierarchies rooted in colonial history by upholding gendered polarities that distinguish between “respectable” and “dishonourable” women, a distinction implicit to caste categories in place under colonial rule. I similarly examine the role these interactions play in upholding a corresponding masculine polarity between “protectors” and “aggressors.” The research is based on seven months of immersive ethnographic fieldwork, which included observations of public spaces and over 70 semi-structured interviews in addition to innovative methodologies such as mobile interviews and social cartography. It was conducted in 2018 and 2019, shortly after the signing of peace accords between the Colombian government and the FARC [The Revolutionary Armed Forces of Colombia] in 2016. Medellín was particularly affected by Colombia’s armed conflict but has recently rebranded as a modern and innovative city on the international stage. This context gives rise to one of the central lines of inquiry in my thesis, which looks at the ways in which both legal and illegal forces of order (Medellín’s municipal government and local paramilitary groups, respectively), alternately condemn or engage in the harassment of women in public spaces as a means to consolidate control over territories and uphold particular economic and social orders
Esta tesis doctoral adopta una perspectiva espacial para explorar cómo las interacciones generizadas en los espacios públicos afectan la estructura, el acceso y la percepción de estos espacios en la ciudad de Medellín. Focaliza particularmente los comentarios masculinos dirigidos hacia mujeres desconocidas en lugares públicos (que son ampliamente comprendidos como “acoso callejero” pero habitualmente llamados “piropos callejeros” a nivel local), adoptando un enfoque interseccional para examinar cómo su utilización, regulación y cuestionamiento son modulados por estructuras de poder interconectadas que están relacionadas con el género, la clase social, y la raza. Examina cómo estas interacciones participan de la reproducción de jerarquías de raza y de clase social arraigadas en la historia colonial a través del mantenimiento de polaridades de género que distinguen entre mujeres “respetables” y “deshonrosas,” una clasificación implícita en las categorías de casta vigentes en la época colonial. También indaga el papel de estas interacciones a la hora de mantener la correspondiente polaridad masculina entre hombres “protectores” y “agresores”. La investigación está basada en siete meses de trabajo de campo etnográfico e inmersivo que incluyó la observación de espacios públicos y más de 70 entrevistas semiestructuradas, además de metodologías innovadoras como entrevistas móviles y cartografía sensible. El trabajo de campo se realizó en 2018 y 2019, poco tiempo después de la firma de los acuerdos de paz entre el gobierno colombiano y el grupo FARC (Fuerzas armadas revolucionarias de Colombia) en 2016. Medellín se vio particularmente afectada por el conflicto armado pero recientemente ha logrado reinventarse como ciudad moderna e innovadora en la escena internacional. Este contexto da lugar a una de las líneas centrales de investigación de la tesis, que analiza cómo distintos organismos de control legales e ilegales (el gobierno municipal y los grupos armados organizados, respectivamente) condenan o participan, alternativamente, en el acoso de mujeres en los espacios públicos como medio para consolidar el control sobre los territorios y mantener determinados órdenes económicos y sociales

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Abrahami-Einat, Judith. "Hidden messages, gendered interaction in Israeli schools." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020218/.

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This ethnographic study exposes hidden, sex differentiated messages conveyed to boys and girls in Israeli Jewish schools. The analysis of classroom interactions, the school culture, school documents, extra curricular activities, and teachers' reflections about sex roles and their pupils' sexuality, all render valuable information about the powerful undercurrents present in the Israeli educational system, that is officially committed to equal opportunities. The observations conducted over a full academic year in three schools, are read within their cultural context. References to those social constructs that both generate the subtle sexist practices observed, and explain their deeper meanings and far reaching implications, make this study significant to the understanding of the specific Israeli scene. In addition, the disparity recorded between the teachers' stated commitment to equality, and their explicit and implicit gendered expectations, suggests a line of enquiry relevant to other educational systems too. The incompatability between traditional Jewish values, social constructs of modern Israel, and recent feminist critique, results in an ambivalent attitude to sex equity. This in turn leads to the resort to the most circuitous manner of preserving traditional values, that actually contradict the egalitarian ethos of each of the schools studied. Hence, the teachers' belief in the complementarity of the sexes, their interest in the pupils' patterns of heterosexual pairing, the insensitivity noted to subtle forms of sex discrimination, to sexual harassment and to double standards in evaluations, all suggest an agenda hidden from the teachers themselves. The gendered interactions and the hidden messages conveyed through them, are most pronounced in extra curricular activities. The conclusion is that whether or not the Israeli national curriculum contains or encourages sexist practices, the schools, in their unique ways, convey traditional messages about sex roles, in extremely subtle manners.

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Bazán, Ramírez Aldo. "Regarding gender relations: Gender identity or gender interaction styles?" Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/102283.

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This study discusses sorne assumptions from the social determinism in the construction of gender roles, gender-typed identities, and gender relarions inequities. Ir is proposed that gender sryles of interaction are relatively invariant forms or dispositions related ro specific contexts of social interaction. Iris not enough ro say that socialization factors such as the family, school, mass media, and rhe inirial social group relations generare a typed gender identity or gender seggregation, but it is also necessary ro make explicit how preferences, beliefs and interaction sryles are structured according ro rhose factors and how these interactive tendencies are built u pon social interaction situations as part of a developmental process.
En el presente trabajo se discuten algunos supuestos del determinismo social en la construcción de roles de género e identidades genéricas estereotipadas y de desigualdad en las relaciones intergéneros. Se propone que los estilos de interacción de los géneros se constituyen como formas o disposiciones relativamente invariantes en relación a contextos particulares de interacción social. No es suficiente afirmar que los factores de socialización y las primeras relaciones en grupo social, generan una identidad genérica estereotipada o de segregación de géneros, sino que es necesario también explicitar el cómo se estructuran preferencias, creencias y estilos de interacción de acuerdo a tales factores y, cómo estas tendencias interactivas se constituyen a partir de situaciones de interacción social y como proceso de desarrollo.

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Fleury, Rosanne. "Gender and human-computer interaction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ50310.pdf.

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Duchastel, Christina. "Sibling Interaction in Preschool Children." Thesis, Stockholm University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-852.

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This study investigates interaction in eight sibling pairs aged 1-5 years with the purpose of examining the prevalence of certain variables constituting the interaction. The siblings were observed with video camera while playing with a toy brought along by the author. In order to validate and expand upon the information obtained from the observations, the parent(s) were asked to respond to a number of questions from a Questionnaire. The variables investigated were reciprocal and complementary interaction, asymmetrical roles, imitation, conflict, joint and parallel play and communication. The results obtained indicate that, in these eight sibling pairs, reciprocal interaction, that is interaction taking place on an equal level, is signified by joint play. Complementary interaction, that is interaction taking place on different levels, is signified by parallel play. High activity level for boys versus low activity level for girls in three sibling pairs were observed to correspond to gender-specific play activities in everyday life.

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Wang, Yan. "Gendering Human-Robot Interaction: exploring how a person's gender impacts attitudes toward and interaction with robots." Association for Computing Machinery, 2014. http://hdl.handle.net/1993/24446.

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Developing an improved understanding and awareness of how gender impacts perceptions of robots and interactions with them is crucial for the ongoing advancement of the human-robot interaction (HRI) field, as a lack of awareness of gender issues increases the risk of robot rejection and poor performance. This thesis provides a theoretical grounding for gender-studies in HRI, and contributes to the understanding of how gender affects attitudes toward and interaction with robots via the findings from an on-line survey and a laboratory user study. We envision that this work will provide HRI designers with a foundation and exemplary account of how gender can influence attitudes toward and interaction with robots, serving as a resource and a sensitizing discussion for gender studies in HRI.

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Ng, Pak Hoi Jeffery. "Gender differences of conversational interaction in radio programmes." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/489.

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Hosseini, Chero. "Gender differences in the classroom : A linguistic study of how language is used, from a gender perspective." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27917.

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This is a qualitative study which examines students' language use from a gender perspective. The survey was done through observation analyzed using Dell Hymes method, Ethnography of Communication. The focus is on how these students speak and also if the teacher's didactics have any impact on the classroom interactions. The results show a clear gender difference in how the language is used and the teacher's didactics may be one reason why these differences occur in classrooms.

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Rowe, Victoria C. "Patterns and consequences of gender interactions in instrumental music lessons." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/patters-and-consequences-of-gender-interactions-in-instrumental-music-lessons(50a8e1cb-524d-4258-9e8b-394a72e66225).html.

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This mixed methods study investigates an aspect of learning which is often overlooked: that of gender interaction in one-to-one instrumental music lessons. The gender of teacher and pupil may contribute to differences in behaviour and expectations, which could impact upon teaching and learning processes and outcomes. The study asks the following questions: ‘Do instrumental teachers and pupils hold gendered beliefs about each other and about their lessons, and if so, how do these beliefs affect their interactions, and what might be the consequences for learning?’ Three linked studies - a teachers’ and pupils’ questionnaire study, a lesson observation study, and an interview study - were conducted to offer different perspectives on these research questions. The questionnaire studies found that participants held several stereotypical expectations. Teachers believed that girls were more conscientious than boys; pupils believed that male teachers were more ‘likely to set challenges’ than female teachers, who were more likely to be characterised as ‘patient’. The observation study found many similarities in the ways men and women interacted with boys and girls. Some important variations were identified, however, including the findings that during lessons male teachers were likely to play their instruments more frequently than female teachers, and that boy pupils were less likely than girls to look at their teacher's face. In the interview study, teachers and pupils offered background information and opinions which helped to contextualise the earlier findings. A ‘good’ relationship was seen by all participants as a key factor for successful teaching and learning, but this was defined in different ways. Men and boys were most concerned with the technicalities of playing the instrument well. Women and girls, while valuing skill, also maintained the importance of more affective issues, such as mood, personal likes and dislikes. As well as contributing to educational psychology by exploring an under-researched area, the findings will be of practical use to instrumental teachers and to conservatoires, universities and teacher educators in general education. Awareness of gender issues, and particularly of the need to avoid stereotypical expectations, will help teachers to provide equity for pupils, in order that all can achieve their potential.

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Giraldo, Elida. "Uncovering gender relations and interactions promoted by early childhood curricula /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559855871&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thompson, Andrew K. "Interactions Between Race, Gender, and Income in Relationship Education Outcomes." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4429.

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Researchers and policymakers have become interested in the use of relationship education programs as a means to remedy the effects of family instability. Research suggests that relationship education produces positive outcomes with some groups. However, whether populations who are socially and economically more at-risk of relationship problems and relationship dissolution are gaining from relationship education remains an open question. Ecocultural Theory is used to conceptualize the research question and to illustrate the importance of studying diverse populations. The purpose of this study is to assess relationship education outcomes for select at-risk groups. The sample for this study (n=1,907) comes from participants of a relationship education program in a Southern state in the United States. Ordinary Least Squares regression was used to analyze interactions between race, gender, and income in predicting change in individual empowerment, relationship quality, and relationship commitment following participation in a relationship education program. Results did not indicate any significant difference between subgroups of race, gender, and income. Clinical implications for relationship educators working with diverse and at-risk populations and future directions for research are discussed.

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MacArthur, Kelly Rhea. "“Doing Gender” in Doctor-patient Interactions: Gender Composition of Doctor-patient Dyads and Communication Patterns." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1216054789.

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MacArthur, Kelly. ""Doing gender" in doctor-patient interactions gender composition of doctor-patient dyads and communication patterns /." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216054789.

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Thesis (M.A.)--Kent State University, 2008.
Title from PDF t.p. (viewed Nov. 10, 2009). Advisor: Timothy Gallagher. Keywords: sociology, gender, doctor-patient interactions, doing gender. Includes bibliographical references (p. 78-88).

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Miller, Jane Rae. "Gender, language and interaction styles in online learning environments." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404667.

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Ghosh, Rakesh. "Interaction between environmental factors and gender on perinatal outcomes." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446230.

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Altani, Cleopatra. "Gender construction in classroom interaction : primary schools in Greece." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358088.

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Yaniklar, Cengiz. "Class, status and gender : social stratification in a Turkish town." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340429.

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Suh, Eun Jung 1968. "Gender-by-situation interaction models of agency, communion, and affect." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36840.

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The present research included gender in Person-by-Situation interaction models in the study of interpersonal behavior and affect. An event-contingent recording methodology was used to measure behavior and affect across situations and over time in natural settings for a 20-day period with adult community samples. Three dyadic situations of personal relationships that varied in gender composition and emotional closeness were examined: same-sex friendships, opposite-sex friendships, and romantic relationships.
Traditional investigations of gender, disregarding situational factors, have determined that women are generally less agentic, more communal, and more emotional than men. The present research demonstrated that the interpersonal behavior of agency and communion were influenced by both situation and gender. In same-sex friendships, women and men behaved consistently with their gender-stereotypes: pairs of women were more communal than pairs of men and pairs of men were more agentic than pairs of women. In mixed-sex dyads, individuals did not behave consistently with gender-stereotypes. Women and men behaved similarly on agency and communion with opposite-sex friends. In interactions with a romantic partner, women behaved less communally than men. Personal relationship situations were found to moderate agentic and communal behaviors, demonstrating the plasticity and variability of gender role behaviors.
Pleasant and unpleasant affect intensity was influenced by situation but not gender. The present research demonstrated that women and men reported experiencing similar levels of affect across the relationship situations. As predicted, individuals experienced both greater pleasant and unpleasant affect in romantic relationships than friendships.
The current research confirmed that there is a need to move beyond the conception that the stereotypic characteristics of men and women reside within individuals. Gender should be included in Person-by-Situation interaction models, taking into consideration psychological and social factors that shape the expression of sex-differentiated behaviors and the experience of emotions.

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Mollard, Douglas Hilton. "Moral development : social interaction, gender, and the coordination of perspectives." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608420.

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Jackson, Clare. "Interaction, gender, identity : a conversation analytic examination of person reference." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2242/.

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This thesis reports the findings of a conversation analytic study exploring how gendered and sexual identities are made relevant in mundane interaction. Drawing on a dataset of over seventy telephone calls made or recieved by pre-teen or teenage girls, these studies explore how (hetero)sexual matters are oriented to and managed in talk between freinds (Chapter Four), as well as how gendered identities are sponateously produced (Chapters Five and Six). The main, but not sole, analytic tool involves an examination of practices for referring to persons. A distinction is made between referring terms that are linguistically marked for gender and those that make gender relevant in talk. The upshot of this distinction is that the gendered nature of English language does not necessarily make gender relevant interactionally for participants. Indeed, non-gender marked terms can be used to ‘do’ gender. The most striking example of this is occasioned uses of ‘I’, a presumed categorically empty term, in order to produce gendered self-references. A final empirical chapter (Chapter Seven) moves away from gender and language to explore the ways in which speakers can manipulate social distances implied between speaker, recipient and non-present referents by their selection of referring term. Overall, this thesis demonstrates the utility of conversation analysis for feminist researchers, and contributes to conversation analytic understanding of person reference.

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McDougal, Mary Kathryn. "Unequal and Unfair: Free Riding in One-Shot Interactions." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2173.

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According to social psychologists, we as a species are inequity averse. We prefer conditions that foster fairness and reject injustice against common good. At the same time, however, unequal power and status hierarchies color almost every aspect of our lives. Advantages are distributed asymmetrically based on hierarchical status processes. Life, in other words, is systematically unfair in addition to being populated by free riders. Are the outcomes of potential free riders correlated with status as well? Does status affect the individual’s ability to successfully free ride? Are higher status actors typically granted a greater degree of social leniency than lower status actors? Are they less likely to be marked as free riders? I conducted a simple vignette study to in which participants were presented with a hypothetical, one-shot interaction, involving a collectively oriented, task in order to investigate the relationship between status and free riding.

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Yoon, Susan A. "Group structuring effects on gender-specific discourse interactions within knowledge-building communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ45492.pdf.

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Xue, Lulu. "Gender difference in daily activity patterns, urban form, and intra-household interactions." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/69527.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 98-103).
One notable issue to deal with when capturing the individualism of travel behaviors is the gender difference. An extensive body of research has widely acknowledged that women and men exhibit quite different travel and activity patterns. For example, findings have suggested that women tend to invest more time to family-sustaining activities and that women make more family-sustaining trips yet fewer recreational trips. The primary focus of this study is to account for gender difference in travel behaviors. Particularly, the study attempts to understand how micro-level household dynamics and meso-level urban form may affect the activity patterns of women and men differently. To test the hypotheses and the prototype model, the city of Santiago de Chile is chosen. Although the empirical results from this study do not conclusively confirm that either household dynamics or urban from constitute solid reasons for the gender differences in activity patterns, increasing females' bargaining powers and improving accessibility still remain a viable approach to empower women in Santiago de Chile. Moreover, it is found that traditional travel demand models without incorporating the power relation are less responsive to the change in household dynamics between spouses and thus tend to underestimate the travel demand of a transitional society. This underestimation of travel demand would possibly affect the accessibility and mobility of the society adversely.
by Lulu Xue.
S.M.

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Vincent, Benjamin William. "Non-binary gender identity negotiations : interactions with queer communities and medical practice." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/15956/.

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Over the last decade, studies of trans people have somewhat shifted away from essentialising and pathologising narratives, whilst recognition of gender plurality has grown. However to date, gender identities outside of the binary of male/female have received little specific sociological attention. This thesis considers negotiation of non-binary gender identities, in a UK context. Examining how non-binary individuals are involved with and integrated into LGBTQ communities exposes important nuances. This is also true regarding the negotiation of medical practice by non-binary people in relation to gender transitions, and more generally. Eighteen participants with non-binary gender identities were recruited to record ‘mixed media diaries’ for a four month period. These diaries allowed participants to use any methods they wished to express themselves. Follow-up semi-structured interviews were then conducted with the same participants in order to discuss their experiences and views, relating to broad conceptions of queer communities and medical practice. The objectives were to understand how non-binary people are integrated into queer communities and negotiate medical practice, as well as what the emergence of non-binary gender identities implies for these contexts. Symbolic interactionism provided the project’s theoretical framework, as this effectively allowed space for a multiplicity of participant interpretations resulting from interactions with the social world. The findings of this study illustrate both commonalities and difference between binary and non-binary trans experiences. Non-binary identities can present in static or fluidic forms, which may be associated with differential needs. Access to gender affirming medical services is varied, and not always pursued. Non-binary identities may be associated with discourses and practices of reduced legitimisation in both medical contexts and some queer communities. The study concludes that the improvement of a wide range of medical policies and practice is needed, together with community support initiatives to better recognise and serve non-binary people.

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Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.

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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.

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O'Loughlin, Julia Iman. "Attachment, alexithymia, gender, and emotional disclosure : an interactional investigation." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57563.

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Emotional disclosure—verbal communication of emotional experiences—reduces emotional distress and positively impacts interpersonal relationships. Consequently, concealing emotions has been shown to negatively impact physical and psychological health. Previous research has shown that people with attachment avoidance orientation, and people with alexithymia, limit their use of emotional disclosure as a means of affect regulation. Little research however, has been conducted to determine if alexithymia mediates the negative relation between attachment avoidance and emotional disclosure. Additionally, there is little research evaluating the moderating effect of gender on the relation between attachment avoidance and alexithymia. Presently, we investigated if alexithymia mediated the negative relation between attachment avoidance and emotional disclosure. Secondarily, we evaluated whether gender moderated the positive relation between attachment avoidance and alexithymia. Participants were Mechanical Turk workers (N = 178) who completed measures of attachment orientation, alexithymia, and generalized emotional disclosure tendencies. Our primary hypothesis was supported: alexithymia partially mediated the relation between attachment avoidance and emotional disclosure. Our secondary hypothesis was also supported: gender moderated the relation between attachment avoidance and alexithymia in that the relation was stronger for male participants compared to female participants. Implications for theory and counselling psychology practice will be discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Black, Andria L. "Effects of gender and gender role on cardiovascular reactivity and anger experience during an interpersonal interaction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1606.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 97 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 52-58).

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Hicks, Karen (Karen Jo-Anne) Carleton University Dissertation Psychology. "Communication, joint creativity and gender." Ottawa, 1992.

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Bergqvist, Hanna. "Strategic Interaction in Radio Interview Discourse." Thesis, University of Gävle, Ämnesavdelningen för svenska språket och engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-5478.

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The study is focused on the interactional strategies used by interviewees in radio discourse, which are face-saving, relationship-securing and cooperative strategies. The interviewees’ speech is analysed according to their use of the selected discourse operators, which are the hedge you know, the personal pronoun you, personal address as well as greeting questions, information-seeking, reassuring and tag-questions. The results turned out to be almost similar to previous research. The face-saving strategy is shown to be male-dominant, while the relationship-securing and the cooperative strategies proved to have female dominance. The results are contrasted and reviewed by using two different kinds of normalization. The normalization is done both according to the percentage of the selected items and the percentage of the space used for every selected item and strategy.

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Robertson, Olivia Anne. "Group interaction in computer mediated communication, does gender play a role?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ53406.pdf.

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Eliasson, Miriam A. "Verbal abuse in school : constructing gender and age in social interaction /." Stockholm : Karolinska institutet, 2006. http://diss.kib.ki.se/2007/978-91-7357-095-4/.

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Philippoussis, Maria C. "The effects of gender differences in newborns on adult-infant interaction." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23352.

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The current study examined whether female and male newborns could be differentiated using physical and behavioural characteristics. Sixteen female and fifteen male newborns were videotaped interacting briefly with a female and male experimenter. Raters coded neonatal physical characteristics, and both neonatal and adult behaviours. Results showed that raters could discriminate the sex of the newborns based upon the degree of cuddliness and activity level. It was also found that adults responded differently with female and male newborns. Finally, the male and female experimenter were found to differ in their behaviours with the newborns. Discussion focuses on the importance of methodological considerations in assessing sex differences in neonatal behaviours, and on the implications of neonatal behavioural sex differences on subsequent parent-child interaction.

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Shaw, Dara Gay. "Cross-cultural gender dynamics in classroom interaction the adult ESOL classroom /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1811.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).

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Björnberg, Marina. "Conversational Effects of Gender and Children's Moral Reasoning." Thesis, Linköping University, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9391.

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This thesis aimed partly to examine the effects of gender on conversation dynamics, partly to investigate whether interaction between participants with contrasting opinions promotes cognitive development on a moral task. Another objective was to explore whether particular conversational features of interaction would have any impact upon a pair’s joint response or on each child’s moral development. The conversations were coded with regard to simultaneous speech acts, psychosocial behaviour and types of justifications used. The results show no gender differences regarding psychosocial processes, but the boys used more negative interruptions, more overlaps and significantly proportionately more justifications in the form of assertions than the girls in the study. Gender differences were often more pronounced in same-gender as opposed to mixed-gender pairs, but children also altered their behaviour to accommodate to the gender of their conversational partner. Children who participated in the interaction phase of the study showed more overall progress on an eight-weeks delayed post-test than those who did not. However the only conversational feature that was related to the outcomes of conversation and development was the use of expiatory force justifications which were associated with a more advanced reply immediately after interaction as well as two weeks later.

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Cliffen, Jennifer L. "The significance of gender to interactions between elderly parents and their adult children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28551.pdf.

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Troy, Jessica Elizabeth. "Gender Roles in Beowulf: An Investigation of Male-Male and Male-Female Interactions." Youngstown State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1278623951.

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Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science /." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20080417.150635.

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Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1525.

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Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade.The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement.

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Eccles, Lynette. "Gender differences in teacher-student interactions, attitudes and achievement in middle school science." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16151.

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Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the science track in high school and college, leading to males dominating the fields of science and engineering in the work place. The interpersonal interaction between teachers and students, as both individuals and as a group, comprises a large part of the classroom learning environment. Though these interactions last only a school year, they can influence student attitudes and achievement in the long term. Past research has suggested that a key factor in improving student achievement and attitudes is to create learning environments which emphasize characteristics that have been found to be linked empirically with achievement and attitudes. The purpose of this study was to use quantitative methods to validate a learning environment questionnaire (Questionnaire on Teacher Interaction, QTI), to investigate outcome-environment associations, and to compare male and female students in terms of their attitudes, classroom environment perceptions and achievement. An attitude scale, based on items from the Test of Science Related Attitudes (TOSRA), and a 48-item eight-scale version of the QTI were administered to 1228 science students in Grades 6, 7 and 8 at one middle school in South Florida. Student achievement was measured using the students’ quarterly (nine-week) science grade.
The results revealed satisfactory internal consistency reliability for the QTI, with alpha reliability coefficients ranging from 0.51 to 0.83 for different scales with the student as the unit of analysis and from 0.54 to 0.96 for class means. For the 10-item attitude scale, the alpha coefficient was above 0.80 for both the student and the class mean as the unit of analysis, demonstrating high internal consistency reliability. Overall, the results of the statistical analyses supported that the QTI questionnaire and the attitude scale are valid and reliable instruments for use with secondary science students in South Florida. A strong relationship was found between student outcomes (attitudes and achievement) and many of the eight QTI scales with either the individual or the class mean as the unit of analysis. For example, students’ attitudes towards science were more positive when teachers exhibited more leadership and understanding behaviors and science achievement was higher when teachers were friendlier and less uncertain. The use of MANOVA tentatively revealed gender differences in students’ perceptions of teacher interpersonal behavior, attitudes towards science, and science achievement. However, the differences between males and females were statistically significant only for the Helping/Friendly, Dissatisfied, and Admonishing scales of the QTI and for achievement. In general, relative to males, female students had more positive perceptions of teacher interpersonal behavior and higher academic achievement.

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Abell, Leslie Marie. "Interactions between Female Impersonators and Tipping Audience Members: Heteronormativity and Techniques." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/178.

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Academic interest in drag entertainers began in the late 1970s and has since been slowly growing. The literature has, thus, far largely examined entertainers’ life stories as well as whether drag reinforces or transgresses traditional gender roles. Little research has focused on the interactions between drag entertainers and their audiences. Based upon observational data and in-depth interview data, this study examines the tipping interactions that occur between an audience member and a drag entertainer during a drag show, positive and negative aspects of performing in drag, and rational techniques that entertainers use to encourage audience members to tip. In addition, it explores whether gender roles are reinforced or transgressed as well as the maintenance of the illusion of heteronormativity. Entertainers reported using several rational techniques to engage the audience, which included performing popular songs, wearing interesting outfits, and interacting with the crowd. These rational strategies were based upon the entertainer taking the role of the generalized other, the audience. Entertainers in this study discussed positive aspects of doing drag that made performing a positive symbolic experience for the performer. Through their stage performances entertainers reinforced traditional gender roles and, as a byproduct, also reinforced heteronormativity.

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Dixon, Carolyn. "Being, becoming and belonging : gender and identity work in the design and technology classroom." Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286563.

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Wildman, Jonathan C. "The athlete leader role : interaction of gender, sport type, and coaching style /." Access full text online:, 2006. http://digital.library.unt.edu/permalink/meta-dc-5486:1.

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Wildman, Jonathan C. Jr. "The Athlete Leader Role: Interaction of Gender, Sport Type, and Coaching Style." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5486/.

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Effective leadership is a concept shown to be important for successful team performance in the fields of business, education, and sport. In sport, the role of the athlete leader has been under-examined and specifically, how coaching behaviors can affect athlete leader behaviors and how various leadership models (e.g., trait, behavioral, situational) relate to the athlete leader role has never been studied. The present study examined how autocratic, democratic, and collaborative coaching styles affect the athlete leader behavior preferences of athletes of different genders and sport types. Three coach scenarios reflecting the three aforementioned coaching styles were created so that athletes could imagine that they were coached by the individual presented in the scenario and then rate what type of athlete leader behaviors that they would prefer given the style of the coach that they read about. Results showed that the coach scenarios failed to have a significant impact; however, significant differences were discovered between men and women and between individual and team sport athletes on variables measuring preferred performance/task, relationship, motivation, and representation behaviors. Data were gathered on the style of athletes' current coach and this variable also produced significant differences for such behaviors as resolving conflict, providing positive reinforcement, and acting respectfully towards others. In addition, exploratory analyses showed that athletes who hold different leadership positions prefer different athlete leader behaviors. The current study seemed to offer concrete evidence on how coaching style can affect athlete leader preferences and how the athlete leader role can be explained by trait, behavioral, and situational leadership theories; however, future studies will have to further explore the impact that a coach's style can have on the behavior of athlete leaders as well as analyzing the relationship between athlete leaders and teammates utilizing the transformational leadership approach.

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Wang, Xue. "CARDIO-RESPIRATORY INTERACTION AND ITS CONTRIBUTION IN SYNCOPE." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_diss/254.

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A hypothetical causal link between ventilatory regulation of carbon dioxide anddevelopment of syncope during orthostatic challenges is reduction in arterial partialpressure of carbon dioxide and resultant reduction in cerebral blood flow. We performedtwo experiments to investigate the ventilatory sensitivity to carbon dioxide and factorsaffecting cerebral autoregulation (CA). We also studied the nonlinear phase couplingbetween cardio-respiratory parameters before syncope.For experiment one, in 30 healthy adults, we stimulated chemo and baro reflexesby breathing either room-air or room-air with 5 percent carbon dioxide in a pseudorandom binary sequence during supine and 70 degree head up tilt (HUT). Six subjectsdeveloped presyncope during tilt.To determine whether changes in ventilatory control contribute to the observeddecrease in PaCO2 during HUT, we assessed ventilatory dynamic sensitivity to changesin PaCO2 during supine and 70 degrees HUT. The sensitivity of the ventilatory controlsystem to perturbations in end tidal carbon dioxide increased during tilt.To investigate nonlinear phase coupling between cardio-respiratory parametersbefore syncope, bispectra were estimated and compared between presyncopal andnon-presyncopal subjects. Our results indicate that preceding presyncope, nonlinearphase coupling is altered by perturbations to baro and chemo reflexes.To investigate the effects of gender in CA, we selected 10 men and 10age-matched women and used spectral analysis to compare differences in CA betweenmen and women. Our results showed that gender-related differences in CA did exist andgender may need to be considered as a factor in investigating CA.To investigate the influence of induced hypocapnia on CA in absence ofventilatory variability, we performed experiment two in which subjects were randomlyassigned to a Control (under normocapnia) or Treatment (under hypocapnia) group. Bothgroups voluntarily controlled their breathing pattern yet two groups breathed in air withdifferent levels of carbon dioxide. Our results show that changes in mean blood pressureat middle cerebral artery level were less transferred into mean cerebral blood flow in theTreatment group than in the Control group, suggesting better CA under hypocapniarelative to under normocapnia.

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Bellinger, Veronica Genee. "Gender differences related to corporate dressing down." Thesis, Virginia Tech, 1996. http://hdl.handle.net/10919/42896.

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In recent years corporate organizations have implemented casual wear as an alternative to traditional dress codes to encourage comfort, relaxation,productivity, and manager/employee interactions. The purpose of this study was to examine gender differences related to attitudes towards casual work attire and productivity, to examine perceptions of the effects of casual attire on the office atmosphere, and to determine what constitutes appropriate casual dress in corporate offices. The study involved a comparative analysis of males and females to determine the differences between perceptions and attitudes towards corporate dressing down. The sample was comprised of 66 employees of 3 major companies in the southeast. Respondents completed the Manager /Employee Questionnaire on Corporate Dressing Down which contained 38 Likert-type questions and 2 questions requiring the respondents to rank apparel ensembles. The questionnaire was pilot tested for content validity and reliability. Data were analyzed using factor analysis, frequencies, t-tests, and MANOVAs. T -tests revealed no significant differences between male and female attitudes towards dressing down, attitudes towards productivity, perceptions of the atmosphere, and perceptions of manager and employee interactions. Examination of frequencies revealed that males and females differed in their selection of appropriate male and female casual wear for the workplace. Multiple analysis of variance indicated no significant difference between males and female perceptions of casual and traditional work attire.
Master of Science

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Liao, Xiaolu. "Export Propensity of Canadian SMEs: A Gender Based Study." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32506.

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SME exporters constitute a critical economic force that contributes significantly to national productivity and job creation in the Canadian economy. However, the academic literature suggests that female-owned SMEs are less likely to export. With lower export propensity, the potential of female-owned SMEs for organic growth, economic self-sufficiency and wealth creation could be comprised. This paper applies logistic regression to study factors that influence SME owners’ export propensity with particular reference to the moderating effect of gender in the context of the Ajzen and Fishbein ’s (2005) theory of Reasoned Action and Planned Behavior. We improve the methodology of prevailing research by redefining “gender” in a more appropriate way and by computing gender interaction effects more accurately. Based on this analysis, we found that, although male- and female-owned SMEs show different likelihoods of exporting, gender does not have a direct residual impact. Instead, systemic gender differences account for most differences in the export propensity between male-owned and female-owned SMEs. Specifically, female-owned SMEs may be systemically disadvantaged because their firms are smaller, more limited in management capacity with younger and less-experienced managers. The lack of resources and market knowledge become constraining factors for them with respect to becoming “export-ready”. Additionally, female SME owners show a higher perception of risk and financing difficulty (although they do not encounter higher rejection rates of financing applications). Their subjective perceptions of potential barriers may contribute to their reluctance to export.

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Dissertations / Theses on the topic 'Gendered interactions'

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