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Hudson, Heather M. "Parental gender and literacy in the home environment predict early childhood gender and literacy in the school environment /". Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_hudso_paren.pdf.
Pełny tekst źródłaMubireek, Khalid Al. "Gender-oriented vs. gender-neutral computer games in education". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056139090.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xi, 120 p.; also includes graphics Includes bibliographical references (p. 101-106). Available online via OhioLINK's ETD Center
Aslam, Monazza. "Gender and education in Pakistan". Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439699.
Pełny tekst źródłaMcDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.
Pełny tekst źródłaSanderson, Nicole Brigit. "Gender issues in initial teacher education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33449.pdf.
Pełny tekst źródłaGracia, Luque Rosaria. "Access and gender in multimedia education". Thesis, University of East London, 2009. http://roar.uel.ac.uk/3159/.
Pełny tekst źródłaBobbitt-Zeher, Donna. "Gender, Higher Education, and Earnings Inequality". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217947446.
Pełny tekst źródłaWipert, Cheryl A. "Promoting Gender Equity Through Art Education". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391770302.
Pełny tekst źródłaValero, Mathilde. "Education and gender in developing countries". Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0217.
Pełny tekst źródłaIn the past decade, millions of children around the world have gained access to educational opportunities. However, three years after the adoption of the Sustainable Development Goals of universal primary and secondary education by 2030, there has been no progress in reducing the global number of out-of-school children. To address this issue, this thesis explores how families strategically invest in their offsprings’ education, by gender. Chapter 1 introduces the broad determinants of children’s human capital with a focus on family backgrounds such as mothers’ endowments. The study explores the relationship between women’s economic rights and children’s education in developing countries. Implicit in many researches on education is the existence of interactions between family members. Accordingly, the second chapter revisits the link between income shocks and educational achievement by considering the role of sibling composition in a rural region of Tanzania. Children suffer an additional penalty during income shocks the larger the share of girls among (younger) siblings. Finally, families might decide to underinvest in children’s education, mostly in their daughters, if they expect that they will not be able to obtain the returns for this education. Thus, the last chapter assesses theoretically and empirically the intergenerational parent-child exchange in Indonesia. We find that a substantial fraction of human capital gains for both girls and boys, generated by exposure to an educational reform, is shared with the parental generation. We show that education positively affects old-age transfers through additional labor and marital market returns for both men and women
Thomas, Kim E. "Gender and subject in higher education". Thesis, Aston University, 1987. http://publications.aston.ac.uk/12190/.
Pełny tekst źródłaHusain, Muna. "Essays on gender differences in education". Ann Arbor, Mich. : ProQuest, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307183.
Pełny tekst źródłaTitle from PDF title page (viewed Mar. 16, 2009). Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1454. Adviser: Daniel Millimet. Includes bibliographical references.
Romeo, Katherine E. "Adolescents' Reasoning about Gender Harassment| The Role of Grade and Victim/ Perpetrator Genders". Thesis, University of Illinois at Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668628.
Pełny tekst źródłaThis study investigated middle and late adolescents’ judgments of and reasoning about an incident of homophobic harassment in four conditions, where the genders of the victim and perpetrator were varied (N = 104). Participants were asked whether they thought the victim in their scenario was upset, as well as whether or not the perpetrator had a negative intention. Social cognitive domain theory served as the framework for coding adolescents’ reasoning. In addition, adolescents’ endorsement of gender stereotypes was measured. As expected, having had a male victim, as opposed to a female victim, was related to lesser odds of believing the harassment was completely wrong among tenth graders, and lesser odds of believing the victim was upset. Participants in tenth grade were also more likely to use conventional reasoning in justifying their judgments about harassment than those in twelfth grade. Participants in the male victim/ perpetrator condition were less likely to believe the perpetrator had a negative intention than those in the female victim/ perpetrator condition. Contrary to expectations, endorsement of gender stereotypes was unrelated to the use of conventional reasoning. The effects of endorsement of gender stereotypes and use of moral reasoning in relation to judgments of harassment were significant among participants in the male victim condition, but non-significant among participants in the female victim condition.
Syachaba, Pandey Zekeza. "Globalisation, education and gender : education provision for girls in Zambia". Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29389.
Pełny tekst źródłaHoke-Sinex, Linda. "Discovering the gender lens the influence of an introductory gender studies course on personal change /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204534.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0365. Adviser: Anne D. Stright. "Title from dissertation home page (viewed Jan. 24, 2007).
Blair, Heather Alice 1952. "Gender and discourse: Adolescent girls construct gender through talk and text". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282147.
Pełny tekst źródłaBamora, Florence Naah. "Gender inequality in secondary education in Ghana". Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5295.
Pełny tekst źródłaKettley, Nigel Charles. "Gender, stratification, and attainment in further education". Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615689.
Pełny tekst źródłaPetrie, Kirsten. "Gender construction in New Zealand physical education". Thesis, University of Canterbury. School of Sciences and Physical Education, 2002. http://hdl.handle.net/10092/2870.
Pełny tekst źródłaMirembe, Robina. "AIDS education and gender in Ugandan schools". Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340967.
Pełny tekst źródłaCharthaigh, Dearbhal Ni. "Gender issues in teacher education in Ireland". Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/33032.
Pełny tekst źródłaMaharajh, Divya. "Feminine experience : media education and gender representation". Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/4875/.
Pełny tekst źródłaEzeh, Kenechukwu. "Gender inequality in education and economic growth". Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Nationalekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49829.
Pełny tekst źródłaPapanastasiou, Efthymia. "Gender and leadership in Greek primary education". Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1023/.
Pełny tekst źródłaBraiuka, Sandra. "The construction of gender in physical education /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09armb814.pdf.
Pełny tekst źródłaMcCue, Lesley Anne. "The Effects of Teacher Candidate Gender, Principal Gender, and Degree Type on the Elementary Teacher Selection Process". University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354557126.
Pełny tekst źródłaWallenius, Todd J. "Challenging gender roles through STEM education in Nepal". Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259120.
Pełny tekst źródłaScience, Technology, Engineering, Mathematics (STEM) education programs are currently being introduced and expanded across “developing” nations. STEM programs often conflict with hegemonic gender norms, for example by targeting girls and women in male dominated societies. However, given the cultural complexity of STEM for girls, implementing educators are rarely asked their point of view on programs from abroad. This study explored the perceptions of educators in Nepal who participated in the Girls Get STEM Skills (GGSS) program, a program funded through the U.S. Department of State for 2015/2016. The 8-month program reached 254 girls across three government schools and included the donation of 30 laptops. In August, 2016, the researcher conducted one-on-one interviews and focus groups with 18 participants at GGSS school sites in Pokhara, Nepal. Qualitative data was gathered on educators’ perceptions of teacher roles, Nepal as a developing nation, gender imbalance in STEM, and the GGSS curriculum. The study argues that educators viewed educational topics through the lens of bikas, the Nepali word for development. This suggests that the principal impact of STEM programs—as part of larger development initiatives—may be the creation and reinforcement of new social meanings rather than the tangible impacts of the projects themselves.
Silva, dos Santos Emanuelle. "Class and Gender in Brazil: Informal Education and the Naturalization of Gender Inequality". Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/21033.
Pełny tekst źródłaThis thesis is a contribution to research on gendered habitus. Drawing on the work of Pierre Bourdieu, particularly the concepts of habitus and male domination, I explored women’s normalization of gender inequality and its distinct manifestations in every social class in contemporary Brazil. The aspects of female identity that relate to feelings of weakness are transmitted in a naturalized form within a woman’s social class and through informal education. The focus of this research is the possibility that women can transfer aspects of their identity through social practice on a daily social practices and that the way to being a woman in a lower class, for example, is unlike being a woman in upper class in Brazil. I drew on Souza’s (2011) work on social inequality in Brazil to develop my methodology and interviewed 30 mothers from different social classes. This research observed the interactions between mothers and daughters in their homes. I found that the informal education approaches of the mothers interviewed varied across social class. The discourse of mothers from the Ralé (marginalized class) differed from the discourse of mothers from the upper class. In chapter six, I describe this class division in detail. I explored how mothers inscribe the identities of what it means “to be woman”, including perceptions of their physical capabilities, compensatory behaviors to combat feelings of vulnerability and weakness, and future prospects. I found different concepts of “womanhood” in my research. Some women had acquired an understanding of their bodies as relatively weak and vulnerable through strongly gendered habitus. Most of the women in each social class had an understanding of their role within society - even if it was subconscious, perceptible only through actions and statements.
Mahoney, Darbra J. "Gender and Leadership: Female ROTC Cadets' Perceptions of Gender and Military Leadership". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/90.
Pełny tekst źródłaDunlap, Celeste E. "An Examination of Gender Differences in Today's Mathematics Classrooms: Exploring Single-Gender Mathematics Classrooms". Cedarville University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033047176.
Pełny tekst źródłaSchwendenman, Diane. "Gender Role Expectations of Classroom Teachers". University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.
Pełny tekst źródłaParker, Joshua C. "Gender differences in the motivation to learn". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.
Pełny tekst źródłaDunn, Robert W. S. "Educator's Perceptions of Gender and Charismatic Leadership". Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1513007723954717.
Pełny tekst źródłaHummel, Judythe A. "Gender differences of school superintendents /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130506.
Pełny tekst źródłaRubalcava, Raymond. "Gender equity and computer use". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.
Pełny tekst źródłaRooke, Gunilla. "In Search for Gender awareness in Technology Education". Licentiate thesis, KTH, Lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-123169.
Pełny tekst źródłaQC 20130604
Hsieh, Yu-Chieh. "Gender equity education in Taiwan : policy, schooling and young people's gender and sexual identities". Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7070.
Pełny tekst źródłaNollenberger, Castro Natalia. "Three Empirical Essays on Gender Equality and Education". Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/125719.
Pełny tekst źródłaThe aim of this dissertation is to provide new empirical evidence on three issues of high relevance within the fields of Gender Economics and Economics of Education. The dissertation consists of three essays with a marked empirical orientation. In the first essay I analyze the effect of free childcare provision on maternal employment. For this, I use a quasi-experimental framework that arise from an educational reform carried out in Spain during the 1990s, which expanded the pubic full time pre-school education to children of 3 years old. Using data from the Spanish Labor Force Survey, I apply a Differences-in-Differences and a Differences-in-Differences-in-Differences approach. The results suggest a modest effect of childcare provision on maternal employment. Nonetheless, persistence and heterogeneity analysis reveals that the program seems to work by reducing the depreciation of mothers' human capital as current and medium-run effects are strongest among mothers with a high-school degree and older mothers. The second essay exploits the quasi-experimental framework that arise from the same educational reform to analyze whether the introduction of public preschool education for 3-year olds can significantly influence children's cognitive performance by the end of mandatory schooling. Using the 2003, 2006 and 2009 Spanish PISA data sets, I apply a Differences-in-Differences approach and find sizable improvements in children’s reading and math skills at age 15, as well as in grade progression during primary and secondary school. Effects are driven by girls and disadvantaged children. The third essay analyzes the role of culture in explaining the educational gender gap. Recent studies find that in more gender-equal countries, girls tend to perform relatively better than boys in mathematics and reading scores. However, the interrelationship between institutions and norms makes it difficult to disentangle the effect of culture versus that of institutions. Following the epidemiological approach, this essay goes a step further and look at how second-generation immigrant girls and boys perform in school according to the prevailing gender roles in their parents' country of origin. This approach exploits the fact that immigrants' children have lived under the institutions and markets of the host country but their culture are likely to be influenced by the culture of their parents who grew up under a different institutional framework. The empirical analysis uses multi-country PISA data sets and examines the relationship between the gender gap in tests scores of second-generation immigrants living in the same host country and the degree of gender equality in their country of origin. I find that the higher the degree of gender equality in the country of origin the better the performance of second-generation immigrant girls relative to boys, suggesting that culture matters in explaining gender differences in the educational attainment.
Gracia, Pablo. "Diverging parenting behavior: education, gender, class and institutions". Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/85061.
Pełny tekst źródłaThis doctoral dissertation investigates variations in parenting behavior by education, gender, social class, and countries. Time-diary data from Britain, Denmark, Flanders, and Spain are analyzed. The main findings are these: (1) cross-national variations in parenting-work balance are observed amongst fathers, but not amongst mothers, for which a more salient education gradient is observed; (2) in Spain, women’s employment is strongly correlated with paternal involvement in routine/physical activities in families with preschoolers; (3) a strong education gradient in fathering is correlated with children’s developmental stages, in line with those child-rearing practices recommended by “parenting experts”; (4) in Britain, social class and education are strongly correlated with those parenting styles associated with children’s accumulation of cultural, human, and social capital; (5) men in post-industrial occupations appear to be particularly identified with the fathering norms of intensive “educational cultivation”.
Poldma, Tiiu Vaikla. "Gender, design and education : the politics of voice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50557.pdf.
Pełny tekst źródłaDavey, C. "Gender & subject choice in second level education". Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.
Pełny tekst źródłaOlivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.
Pełny tekst źródłaENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.
AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.
Ali, Emua. "Somali women in London : education and gender relations". Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10018889/.
Pełny tekst źródłaLiu, Qian. "Essays on labor economics: education, employment, and gender /". Uppsala : Department of Economics, Uppsala University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101297.
Pełny tekst źródłaMacha, Elly. "Gender, disability and access to education in Tanzania". Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/282/.
Pełny tekst źródłaHooks, Calvin Rogers. "Single-Gender Education at an Urban Middle School". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2186.
Pełny tekst źródłaKawana, Sanae. "Gender equity policies in higher education in Japan". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43464/1/Sanae_Kawana_Thesis.pdf.
Pełny tekst źródłaWinsten-Bartlett, Cheryl Sue. "Gender tipping: The effects of a changing student gender composition on new faculty salaries". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284253.
Pełny tekst źródłaSeong, Moonju. "Gender and Educational Inequality in South Korea: The Correlates and Consequences of Education". Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487053.
Pełny tekst źródłaNgai, Siu-keung George, i 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.
Pełny tekst źródłaMcKenzie, Rory. "Online gender discussions| Student experiences in discussions of gender diversity". Thesis, Gonzaga University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596075.
Pełny tekst źródłaThis thesis examined graduate level students' experiences of (mainly gender) diversity in the online classroom. The philosophical framework for this study came from John Rawls' work utilizing the veil of ignorance as a strategy to create more objective determinations free from situational and circumstantial biases. Both critical pedagogy and the theory that individuals construct social and cultural meaning through communication provided the theoretical foundations for the thesis. The study analyzed experiences of the students via their contributions to the online discussion boards. The study also utilized interviews of current and former students to discuss their experiences with diversity in their online classrooms. The study came from an understanding that diversity represents a unique component of the online classroom and rests in the idea that students can all benefit from the diversity of other students' experiences. This work provides a jumping off point of analysis on how best to facilitate discussions of diversity in the online classroom. Facilitating these discussions can become a primary way to break down systemic and institutionalized inequalities that exist for minority groups. Thus, this research, while not the end point, can provide a continued impetus to discover ways to make the online classroom a place of equalized learning to maximize its purpose for all students regardless of their identity. Chief findings in the study indicate the following (not-exhaustive) items: students overwhelmingly report that they value diversity conversations; students do not seem to think that conflicting ideas represent an inherent negative; and student's see the role of the instructor in facilitating, but not inserting personal commentary into the diversity discussions.