Dissertations / Theses: 'Sex discrimination in education Victoria'

1

O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.

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Edwards, Larry Guy. "Dimensions of gender discrimination in Oklahoma's system of higher education : case studies /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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3

Kosmerl, Katherine M. "Teachers' perceptions of gender bias in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kosmerlk.pdf.

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4

Blue, Kathleen M. "Does education come in pink or blue? the effect of sex segregation on education /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Blue_KMITthesis2009.pdf.

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Supawadee, Petrat Pimpawun Boonmongkon. "Human rights education as a tool for empowerment of female sex workers : a case study of one non-formal education program for female sex workers in Thailand /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd398/4537358.pdf.

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Arnot, Madeleine M. "Feminist issues in education : developing a theory of class and gender relations." n.p, 1989. http://ethos.bl.uk/.

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Nyirongo, Richard Walibwe. "School participants' perceptions of gender equity issues in school policies and practices : an ethnographic case study of a public secondary school in Malawi /." View abstract, 2005. 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:3191710.

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Finkel, Susan Kolker. "The effects of bearing and raising children on the careers of female assistant professors /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7575.

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9

Wilson, Mario N. "The influences of physical attractiveness and sex-based biases on midshipman performance evaluations at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FWilson.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004.
Thesis advisor(s): Janice H. Laurence, Armando X. Estrada. Includes bibliographical references (p. 93-94). Also available online.

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Ochwa-Echel, James R. "Gender gap in computer science education : experiences of women in Uganda /." View abstract, 2005. http://wwwlib.umi.com/dissertations/fullcit/3191711.

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11

Shivers, Marian C. "Black women administrators in California community colleges: Perceived influences of sex and race discrimination and affirmative action." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3173.

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The purpose of this study was four-fold. First, it determined the extent to which Black women were employed full time in the top three levels of community college administration in California. Second, it gathered demographic and attitudinal data about Black women in community college administration in California. Third, it reported the perceptions of Black women currently employed in top-level positions regarding race and sex discrimination as they had personally experiences it and the influences of affirmative action on career advancement. Finally, it reiterated some of the historical trends which influenced the role of Black women in the labor force as presented in Chapter 2. The research addressed the following questions: (1) Has the representation of Black women administrators in top level positions in California community colleges increased or decreased in the last decade?; (2) What does the demographic profile of Black women administrators portray regarding their educational level, age, family background, and professional experiences?; (3) Hor are current Black women administrators motivated to achieve their present positions”; (4) Do current Black women administrators aspire to higher administrative positions? If so, to what positions”; (5) Do Black women administrators report that they have experiences race and/or sex discrimination in their professional careers, particularly in the community colleges?; and (6) Do Black women administrators report that affirmative action played a significant role in their upward career mobility?

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Green, Sharin Palladino. "An Examination Of Gender Bias In Requests For Assistance For Students With Academic And Behavioral Concerns." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1149450284.

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Mikulsky, Jacqueline Anastasia. ""In or 'out'"? an examination of the effects of school climate on same-sex attracted students in Australia /." Connect to full text, 2006. http://hdl.handle.net/2123/1969.

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Thesis (Ph. D.)--University of Sydney, 2007.
Title from title screen (viewed 23rd October, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007; thesis submitted 2006. Includes bibliographical references. Also issued in print.

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14

Kretz, Heidi Scott. "Teacher perceptions of gender bias in education and recommendations for teacher training." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007kretzh.pdf.

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15

Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.

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Parent, Krista D. "Women in the Oregon superintendency /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147831.

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Thesis (D. Ed.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.

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Hollingsworth, Jerry Don. "An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 1972." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4960/.

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In recent years, few laws have had greater impact on public education than Title IX of the Education Amendments of 1972. As a result of this legislation, participation levels of female athletes have risen dramatically. Conducted in the Texas Education Agency's Region XI, this study sought to ascertain the perceptions of high school principals, the lead coaches of male athletes, and the lead coaches of female athletes with regard to their schools' compliance with the components of Title IX. The study centered on the results of a survey instrument that included twenty Likert-scale questions as well as several demographic questions. The research questions sought to determine: (1) respondents' overall perception of compliance; (2) any differences in perceptions of compliance based upon the role of the individual; (3) any differences in perceptions based upon the percentage of students qualifying for free and reduced lunch; (4) any differences based upon the state classification of the schools; (5) any differences based upon the gender of respondents; (6) whether complaints filed via OCR result in a perception of increased compliance; and (7) the program component areas in which respondents view their schools to be most compliant. Descriptive and causal-comparative methods were used to analyze the data. The results revealed that school leaders in north central Texas public high schools perceived a high degree of compliance of their schools with the requirements of Title IX regardless of their role. A descriptive analysis of the responses based upon respondent role yielded slight differences between coaches of males and females. An ANOVA of responses considering the variables of free and reduced lunch as well as state classification did not yield a statistical significance in terms of perceptions of compliance. Although the mean scores of female respondents were slightly lower than males, the research did not yield statistically significant differences based upon gender. The study was inconclusive in terms of whether districts that have experienced formal Title IX complaints are more compliant with Title IX. Finally, the study indicated that school leaders should focus more attention on the areas of coaching assignment and compensation as well as publicity as they seek to comply with Title IX.

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Gould, Sandra Marie. "Gendered rhetoric: Women's voices in academic discourse." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/708.

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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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Hauck, Elizabeth Carol. "Staying on Script: Sexual Scripts and Sex Education." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2401.

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Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women.

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Kingman, Lo Ip-shan Alice. "Hong Kong secondary school women principals : a study of gender bias /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.

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22

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

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

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Chappell, Christie Mikyla. "Perceptions of Gender in Collegiate Coaching: How Men’s and Women’s Experiences are Different." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26610.

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The number of men in collegiate coaching, in comparison to women, is overwhelmingly unbalanced. The accessibility men have to the profession of collegiate coaching at a high level in comparison to women’s’ greatly affects women’s’ ability to achieve similar jobs. The ease at which men attain jobs coaching both genders is perpetuated through the desire to maintain collegiate athletics as a male dominated profession. The women’s perspective broadens the profession itself and helps to break down the societal roles that have been assigned to women. The lack of women in collegiate coaching discourages other women from entering the profession and the women did not feel supported, accepted, or welcomed as collegiate coaches. The results also show a combination of feeling scrutinized because of their gender, and pressure to prove themselves as valuable members of the profession, which led the women interviewed to question if they should continue to coach.

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Chappell, Christie Mikyla. "Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26610.

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The number of men in collegiate coaching, in comparison to women, is overwhelmingly unbalanced. The accessibility men have to the profession of collegiate coaching at a high level in comparison to women?s? greatly affects women?s? ability to achieve similar jobs. The ease at which men attain jobs coaching both genders is perpetuated through the desire to maintain collegiate athletics as a male dominated profession. The women?s perspective broadens the profession itself and helps to break down the societal roles that have been assigned to women. The lack of women in collegiate coaching discourages other women from entering the profession and the women did not feel supported, accepted, or welcomed as collegiate coaches. The results also show a combination of feeling scrutinized because of their gender, and pressure to prove themselves as valuable members of the profession, which led the women interviewed to question if they should continue to coach.

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25

Bowie, Eleanor S. Hutchinson Sandra L. "Profile of African American women leaders in a southeastern community college system." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6976.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on April 20, 2010). Thesis advisor: Dr. Sandra Hutchinson. Vita. Includes bibliographical references.

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Turnley, Jennifer Anne. "Education and Training of Specialist Sexual Offence Investigators in Victoria, Australia from 2009 to 2011." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1481.

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The topic of training specifically designed for investigators of sexual offences has received little attention from academic researchers to date. Previous studies have not described training provided to police investigators of sexual offences in Australia. This thesis developed Turnley’s Framework for the Examination of Police Training in Sexual Assault Investigation, to examine and describe a Sexual Offences and Child Abuse Investigative Teams (SOCIT) Course, provided to Victorian Police from 2009 to 2011. This entailed triangulation of findings from non-participant observations of one SOCIT Course, with quantitative and qualitative data sourced though an in-depth interview with course trainers; feedback sheets voluntarily completed by trainees who undertook the course and responses from an online survey of 44 police who completed a course between 2009 and 2011. A description of the course design, resourcing, content, delivery, individual and organisational outcomes are presented as findings. Trainees reported the SOCIT course to be highly relevant for the work of specialist sexual assault investigators, with 80% of survey respondents self-reporting a change in their attitudes towards victims of sexual offences as a result of the SOCIT training. Despite these self-reports, findings from the survey indicate the maintenance of negative attitudes by some police in relation victims. The findings of this thesis concur and support findings of the Policing Just Outcomes Project with regard to the need for police to focus on, and refine the process of selection and recruitment, for this specialised area of police work.

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Roy-Woods, Sabrina M. Lumsden D. Barry. "Reflections on diversity graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.

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Siekman, Jennifer L. "Education versus equality : supporting single-gender, public institutions for women." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020185.

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This study presents a theory supporting single-gender, public institutions for women based on constitutional and legal history, educational theory, and feminist theory. Evidence from these areas suggest that single-gender, public institutions can be legally reviewed as constitutionally sound; that women can positively affect their situation in public life by learning the tools necessary to succeed in an educational environment without the added competition of men; and that once women experience leadership positions in college, they will understand how to gain access to channels of power. In order to reach the masses of women, this form of education must be offered as a choice in the public system of higher education so that all women, regardless of geographic or financial restrictions, can take advantage of a single-gender education.
Department of Secondary, Higher, and Foundations of Education

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29

Yau, Kin-man Angela, and 游健敏. "Changes in educational and working opportunities for women of China and Japan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31953335.

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Carls, Lina. "Våp eller nucka? kvinnors högre studier och genusdiskursen 1930-1970 /." Lund : Nordic Academic Press, 2004. http://catalog.hathitrust.org/api/volumes/oclc/60344421.html.

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

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

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

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Armeni, Virginia. "Student perceptions of gender equity in high school coeducational and single-sex physical education classes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/MQ54976.pdf.

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34

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

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Duke, Thomas Scott. "Project Hoʻoponopono : the impact of racism, sexism, homophobia/heterosexism, and colonialism on an adolescent day treatment program student service delivery team (ADTPSSDT) in rural Hawaiʻi." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882871&SrchMode=1&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208552082&clientId=23440.

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Naseem, Muhammad Ayaz. "Education, the state and subject constitution of gendered subjectivities inthrough school curricula in Pakistan : a post-structuralist analysis of social studies and Urdu textbooks for grades I-VIII." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85025.

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In this study I challenge the uncritical use of the long held dictum of the development discourse that education empowers women. From a post-structuralist feminist position I show that in its current state the educational discourse in Pakistan actually disempowers women. This discourse constitutes gendered identities and positions them in a way that exacerbates and intensifies inequalities between men and women. Gendered constitution and positioning of subjects also regulates the relationship between the subjects and the state in such a way that women and minorities are excluded from the citizenship realm.
Educational discourse in Pakistan is the premier site where meanings of signs such as woman, man, mother, father, patriot, nationalist, etc., are gendered and fixed. It also provides the techniques of discipline and surveillance for naturalization of meaning and normalization of subjects. Urdu and social studies curricula and textbooks for classes 1-8 and 3-8 respectively constitute subjects and subjectivities and relations among them by means such as inclusion and exclusion from the text, hierarchization of the meanings ascribed to the subjects, normalization of the ascribed meanings (so that subjects stop questioning the meaning fixation), totalization (where all theoretical and explanatory differences are obfuscated), and classification of subjects in terms of binary opposites where one is superior to the other.
As a result of such gendered subjectivity constitution and subject positioning, women in Pakistan have been subjected to the worst kind of social, political, economic and juridical discrimination. However, Pakistani women have refused to be passive victims. They have used their agency to put up a spirited resistance against the unequal citizenship status and rights resulting from the gendered subjectivity constitution and subject positioning. In order to make education more meaningful and empowering for the women of Pakistan it is imperative that both women's groups as well as the educational policy makers understand the working and dynamics of the educational discourse in conjunction with the judicial and economic discourses and those of the state and the media. It is only from within the discourses that a change can be brought about.

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Peters, Carole C. "The micropolitics of gender at work: Leading women in education rocking the boat and moving on." Thesis, Peters, Carole C. (2004) The micropolitics of gender at work: Leading women in education rocking the boat and moving on. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/257/.

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This thesis investigates the experiences of 21 women in leadership and management who chose to leave their positions in the central office of a large state education department in Australia between 1991 and 2001, despite a record of high achievement and, for most, many years of loyal service. In particular, I identified why the women left and elements of the organisational culture that altered their career directions. The study adds to existing knowledge about women in management in Australia and the phenomenon of 'the glass ceiling' (generally understood to refer to an invisible barrier which prevents women, because they are women, from advancing beyond low to middle levels of organisational management). It demonstrates that the few women who do make it into senior management positions often encounter resistance to their acceptance at that level where the predominantly male managers exclude those who are different. Using a qualitative research approach with in-depth, open-ended interviewing techniques drawn from a critical feminist perspective, I worked with the interviewees to explore their experiences as women in organisational management. In combining a phenomenological approach with critical reflection I aimed to create a dialogue on lived experiences while at the same time using theory to inform and reflect on those experiences. My focus shifts back and forth from the women's stories, related in their own voices, to my critical interpretation through a feminist lens, of their life-worlds. The sample ranged from women leading projects and special programs to directors, executive directors and chief executives. All, with one or two exceptions, encountered barriers and described gendered micropolitical processes at work. The loss of talent is central to the research. The findings suggest that more could be done to retain women of high potential and, more broadly, to value talented and 'different' individuals who may disrupt the traditional understanding of 'manager' or 'leader'. In a profound questioning of the corporate culture the research participants identified the micropolitical processes at work that often blocked career progress. They questioned political game playing, factional politics, unwritten rules, gatekeeping, the exclusiveness of the boys' club, positional power, and the hierarchical and bureaucratic management structure. They observed that relational, inclusive and interactive management styles were not valued in a corporate culture that defined merit in masculinist terms. Many challenged excessive self-promotion and careerist politics; recognised techniques that excluded and marginalised women; and asked why men with mediocre performance records got promotions, often ahead of more qualified, experienced and talented women who worked passionately for 'the good of education'. Yet these female leaders recognised that behaviours cannot be divided neatly along gender lines. Many of the interviewees cited examples of a new wave of women they considered had become honorary males, responsible for perpetuating rather than resisting deeply entrenched practices, and not supportive of other women. One experienced CEO, who had worked in a wide range of public sector positions, distanced herself from gender debates and rejected feminist arguments that identified leadership as gendered. Adding to the complexity of the stories, other women at executive level talked of survival, the exhaustion of the lone female, the overwhelming weight of expectations from others (both male and female) and the ethical dimension of working in an 'alien' environment. As the 90s progressed, social justice discourses were lost in the neoliberal agendas of managerialism and economic rationalism and feminist voices were submerged.

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Peters, Carole C. "The micropolitics of gender at work : leading women in education rocking the boat and moving on /." Access via Murdoch University Digital Theses Project, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.105434.

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Kakuru, Doris Muhwezi. "The combat for gender equality in education rural livelihood pathways in the context of HIV/AIDS /." Wageningen, the Netherlands : Wageningen Academic Publishers, 2006. http://books.google.com/books?id=1PaeAAAAMAAJ.

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Willemse, Anneley. "An investigation of the educational aspirations of high school female learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1004301.

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Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.

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42

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

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43

Yucedag, Arfe. "Wage differences between male and female teachers in Turkey /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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44

Slater, Lori Melissa. "GENDER BIAS IN ELEMENTARY SCHOOLS: AN EXAMINATION OF TEACHER ATTITUDES." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1060223693.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2003.
Title from first page of PDF document. Document formatted into pages; contains v, 31 p. Includes bibliographical references (p. 23-25).

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Vesey, Reed. "Does Sex Discrimination Exist in Faculty Salaries at Western Kentucky University? An Empirical Examination of the Wage Gap." TopSCHOLAR®, 1992. http://digitalcommons.wku.edu/theses/1841.

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This thesis examines wage differentials between male and female faculty salaries at Western Kentucky University. A human capital model of salary determination is examined by using regression analysis on relevant personal and job characteristics of faculty members. A large portion of the wage gap between men and women is explained through differences in the personal and job characteristics. A portion of the wage gap remains unexplained, however, the probability of discrimination playing a substantial role in salary is very small.

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46

Watford, Tara Michon. "Looking beyond equal representation perspectives of gender equity from the new majority in doctoral education / Tara Michon Watford." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467889611&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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47

Mandoga, Edward. "Implementation of gender policies to promote gender parity in leadership in academia : a case study of two universities in Bindura Urban Mashonaland Central Province Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5260.

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The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their resonance with the situation in Zimbabwe’s tertiary institutions. The theories were analysed within the context of Agenda 2063. The relevance of the agenda’s vision for this study is its recognition of gender equality, particularly in leadership in academia, as a critical cog for Africa’s development agenda. The researcher opted to use the qualitative approach which is embedded within the interpretivist research paradigm. The interpretivist approach makes use of qualitative methods of data collection, presentation and analysis. Data were generated from a sample of twenty four lecturers, two vice-chancellors, two pro-vice-chancellors and two registrars from two universities, a private church-run institution and a state university, mainly through interviews. Data were also generated through focus group discussions and document analysis. Data from documents were used to buttress data from the interviews and focus group discussions. The findings of this study showed that the male-management norm dominated in almost every strategic section of the structures of the two institutions. This was attributable to weak implementation of gender policies. The failure of the gender policies to bring a visible change to the institutional landscape in terms of gender equality was a result of an interplay of personal, cultural and organisational factors. Some of the factors that thwarted women’s career progression to leadership positions included, lack of inspiration from role models, lack of support from colleagues, lack of training in leadership, and the Zimbabwe Council of Higher Education’s (ZIMCHE) indiscriminate policy on recruitment of staff members. All the factors however, were encapsulated within the patriarchal stereotypical conception of a women as fit for domesticity. Within the same conception, men were considered to be imbued with the clout and traits consistent with leadership demands. Studies carried out elsewhere in Zimbabwe and outside the boarders of Zimbabwe have yielded similar results. This explains the continuing and relentless nature of gender inequality in academic institutions. In order to increase the participation of women in leadership positions, the study recommends the following: establishment of a monitoring and evaluation exercise designed to audit the effectiveness of the gender policies; establishment of a review of the university programmes with the aim of establishing or intensifying training programmes in academic leadership and management; establishment of a scholarship and research fund to encourage women to undertake higher degrees studies, and the intense application of affirmative action policies and gender mainstreaming in the universities.

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Xiang, Jun. "How institutions affect workers' well-being an international study of differences in gender pay gap, rates of return to education, and workers' incomplete information on wages /." Diss., Online access via UMI:, 2005.

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Roy-Woods, Sabrina M. "Reflections on diversity : graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." Thesis, connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.

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50

Dorio, Jay M. "The impact of gender-role stereotypes and the sex-typing of the professor job on performance evaluations in higher education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001340.

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Dissertations / Theses on the topic 'Sex discrimination in education Victoria'

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