Dissertations / Theses: 'Gender Gap in Educational Attainment'

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Meshkaty, Azadeh S. "Determinants of gender gap reduction in educational attainment a study of primary education in Indonesia /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646197275/viewonline.

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Townsend, Yvonne. "Examining Gender Differences in Persistence in Higher Education Among African American Students." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/118.

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This Study examined issues related to persistence in higher education among African American students, using the prominent model proposed by Vincent Tinto. The intentions were to examine the growing gender gap among African American students. The study examines factors from the Tinto model such as high school GPA, College GPA, college social integration and academic integration to try and explain the effects of gender among African American students. This research also attempts to elaborate the Tinto model by considering high school extracurricular activities as a pre-entry attribute that has an effect on persistence in higher education. Use of the Tinto model, even in an elaborated state, did not explain the effects of gender among African American students. This research suggests that other factors not included in the model have some effect on student persistence; one such factor could be gender socialization which can lead to different patterns in educational achievement.

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Arsenault, Jacques. "Reassessing the college gender gap analyzing current trends in college attainment by gender /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4167.

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Kuroiwa, Kelly J. "The gender-gap in educational expectations." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236374.

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This study utilizes the 10th-12th-grade panel from the National Educational Longitudinal Study (NEIS:88) to examine the gender-gap in educational expectations. The study uses regression analysis to determine whether background, academic, social, and career variables affect educational expectations differently for males and females and whether these differences can explain the gender-gap in educational expectations. Socio-economic status and having professional career aspirations have stronger effects on educational expectations for males. However, no significant sex differences were found in the effects of academic ability and achievement, parents' expectations, or peer engagement on students' educational expectations. The results also indicate that females have higher educational expectations because they have higher academic ability and achievement; parents and peers have higher expectations for them, and they are more likely to have professional career aspirations than their male peers.
Department of Sociology

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Bayamna, Tela. "POST-SECONDARY EDUCATIONAL EXPERIENCES OF TOGOLESE IMMIGRANT WOMEN AND EDUCATIONAL ATTAINMENT." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493315803545342.

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Roberts, Cheryl Ann Elder Glen H. "Adolescent health and educational attainment understanding patterns by race and gender /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2913.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.

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Gaebel, Mary Kate. "An Intersectionality Approach to Understanding Turkish Women’s Educational Attainment in Germany." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338252812.

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Schneebaum, Alyssa, Bernhard Rumplmaier, and Wilfried Altzinger. "Gender in Intergenerational Educational Persistence Across Time and Place." Springer, 2015. http://dx.doi.org/10.1007/s10663-015-9291-5.

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Primarily using data from the 2010 European Social Survey, we analyze intergenerational educational persistence in 20 European countries, studying cross-country and cross-cluster differences; changes in the degree of intergenerational persistence over time; and the role of gender in determining educational persistence across generations. We find that persistence is highest in the Southern and Eastern European countries, and lowest in the Nordic countries. While persistence in the Nordic and Southern countries has declined over time, it has remained relatively steady in the rest of Europe. Our analysis highlights the importance of a detailed gender analysis in studying intergenerational persistence, finding that mothers education is a stronger determinant of daughters (instead of sons) education and fathers education a stronger determinant of the education of their sons. For most clusters, declines in intergenerational persistence over time are largely driven by increasing mobility for younger women.

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Fleming, Gwendolyn M. "Missouri Superintendents' Perceptions of the Variables Impacting the Gender Leadership Gap in Public Education." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845294.

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The nation’s gender leadership gap, or the disproportionate number of men in top leadership positions versus women, has prevailed throughout the history of public education (Superville, 2016; Rosenberg, 2017). Despite the fact that 76% of America’s educators were women, only 27% of the nation’s school superintendents were female (U.S. Department of Education, 2016; Rosenberg, 2017). Thus, men have continued to dominate the top-level leadership positions within the educational arena (Superville, 2016). The purpose of this study was to investigate the gender leadership gap in the position of school district superintendent. Specifically, the researcher developed two research questions aimed to explore the following: a) to determine what demographic variables show the greatest impact on gender leadership and b) to research Missouri school superintendents perceptions of the variables (gender roles, stereotypes, and implicit biases) influencing the gender leadership gap in public education. The researcher utilized a mixed-method approach in the instrumentation with a Likert-scale survey and open-ended written-response items to collect current superintendents’ input on the topic. The researcher sent the six-part, 45-item online survey to all 561 Missouri school superintendents in 2018. Exactly 137 (24%) superintendents completed and submitted the Missouri Superintendent Gender and Leadership Survey. Based on the findings of the study, the researcher concluded some Missouri superintendents perceived issues related to gender roles, stereotypes, and biases as being obstacles to the female superintendency. The findings also showed more female superintendents believed gender roles, stereotypes, and biases adversely affected the gender leadership imbalance within the school superintendency. Though the majority of the Missouri superintendents surveyed believed in the existence of the gender leadership imbalance, most believed it was closing.

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Stewart, Stute Susan. "The Gender Gap in Patents: An Exploration of Bias Against Women in Patent Attainment and “Blockchain” As Potential Remedy." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1566578260177108.

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Wang, Yan. "Sibling structure and gender inequality: assessing gender variation in the effects of sibling structure on housework performance, education, and occupation." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2656.

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The objective of this dissertation is to investigate the effect of sibling structure on women's and men's socialization and achievement outcomes in three areas: housework performance, education, and occupation. Data from China and the United States are used for analyses. The findings indicate that the effect of sibling structure largely depends on the cultural and structural contexts in each society. More specifically, although women and men on average have the same sibling structure, the meaning of sibling configuration is different for women and men because of macro-level factors, such as cultural expectations, gender stereotypes, historical legacy, and political propaganda, and micro-level factors, such as parental preferences, parent-child communication and sibling competition. To examine the effect of sibling structure on each outcome, I conduct three empirical studies. In the first study, using data from the 2006 wave of the China Health and Nutrition Survey, I investigate the effect of sibling structure on children's housework performance. The results show that sibship size, sex composition, and birth order are important predictors of children's housework performance in China. On average, children's probability of doing housework increases as number of siblings increases and singletons are least likely to do housework. In two-child families, for girls, a brother increases the likelihood of doing housework, whereas a sister has no impact. For boys, the presence of a younger brother increases the likelihood of performing housework, whereas a sister and an older brother have no impact. In the second study, I focus on the effect of sibling structure on educational attainment and the role of siblings' education in this relationship. Data from the National Longitudinal Survey of Youth 1979 (NLSY79) are used for analyses. I find that the effects of sibship size and sibling sex composition on educational attainment are mediated through siblings' educational achievements. These effects are divergent for men and women. For women, sibship size and sex composition do not impact their educational attainment after accounting for siblings' educations. For men, only the number of brothers (but not sisters) has a negative effect on their educational attainment after controlling for siblings' educational achievements. In the third study, I investigate the influence of birth order on the prestige and sex type of adolescents' occupational aspirations using the first wave of the NLSY79. The results indicate that for both females and males, firstborn and lastborn adolescents on average expect higher prestige occupations compared to middleborns, and lastborns are more likely to have nontraditional occupational aspirations than firstborns and middleborns. Taken together, the results suggest that the gender gap in important child and adult behavioral outcomes is smaller among individuals with fewer siblings, fewer brothers, and among lastborn young adults.

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Leach, Owen S. "Parallel Hearts Mathematics Game: Using Educational Games To Address the STEM Field Gender Gap." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/292.

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Despite equal educational opportunities, a gender gap develops in the science, technology, engineering, and mathematics field amongst American adults. This is caused by various societal factors including pressure for females to pursue more â€œfeminineâ€� careers, biased grading systems, and a vicious cycle of mathematics teaching. Even though females score as well as males on standardized tests, during their middle school years there is a steep drop off in females interested in pursuing STEM careers. This project attempts to close this gap by creating interest in mathematics during these studentsâ€™ most formidable years through the use of computer games. Parallel Hearts, a 2D puzzle game designed to teach mathematics to 7th grade students, is examined and successfully tested in a classroom setting to show that female players of this age can be targeted and interest can be created in the STEM field.

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Schneebaum, Alyssa, Bernhard Rumplmaier, and Wilfried Altzinger. "Intergenerational Educational Persistence in Europe." WU Vienna University of Economics and Business, 2014. http://epub.wu.ac.at/4139/1/wp174.pdf.

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Primarily using data from the 2010 European Social Survey, we analyze intergenerational educational persistence in 20 European countries, studying cross-country and cross-cluster differences in intergenerational mobility; the role of gender in determining educational persistence across generations; and changes in the degree of intergenerational persistence over time. We find that persistence is highest in the Southern and Eastern European countries, and lowest in the Nordic countries. While intergenerational persistence in the Nordic and Southern countries has declined over time, it has remained relatively steady in the rest of Europe. Further, we find evidence of differences in intergenerational persistence by gender, with mothers' education being a stronger determinant of daughters' (instead of sons') education and fathers' education a stronger determinant of the education of their sons. Finally we see that for most clusters differences over time are largely driven by increasing mobility for younger women. (authors' abstract)
Series: Department of Economics Working Paper Series

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Murray-Thomas, Lynda. "Jumping over Hurdles to Get to the Finish Line| Experiences Influencing Black Female Advanced STEM Degree Attainment." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825730.

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According to former President Obama’s Council on Advisors of Science and Technology (PCAST) analysis on science, technology, engineering, and mathematics (STEM) graduation rates, the study concluded that United States will require an increase in STEM graduation rates by 40% to keep up with future job demands. The PCAST findings and National Center for Educational Statistics indicated that Black females are underrepresented in attaining advanced STEM degrees. To achieve increased advanced STEM degree rates, it is necessary to increase graduation rates for underrepresented Black to meet the growing demand for jobs requiring advanced STEM degrees. This narrative inquiry study explores the experiences of seven Black females who attained their advanced STEM degree, as they recalled the people and events that positively influenced their successful completion.

Utilizing Swail, Redd, and Perna’s Geometric Model of Student Persistence and Achievement as the study theoretical framework, the study findings revealed the cognitive, social, and institutional factors that influenced advanced STEM degree attainment for the study participants. Additionally, the study revealed the influences outside of the Geometric Model that impacted their degree success. This study delved into the participants’ kindergarten through graduate school experiences to provide recommendations to improve advanced STEM degree completion rates for Black females. The study concludes with implications for future study so that researchers can add to the dearth of literature that exists on this topic and contribute to closing the gap on underrepresented resources needed for current high technology job demands.

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Byrd, Dechele Marie. "Parental Involvement| The Impact of One-Parent Households on Postsecondary Educational Attainment of African American High School Males." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809521.

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This study explored of the practices and routines of one-parent households and the impact on post-secondary educational attainment of African American males. It adopted a post-positivist approach, using a qualitative phenomenological study design to construct descriptions of the lives of one-parent households whose sons are accepted and planning to enter college in the fall or are currently completing their freshman year.

The study used data from 10 1-parent households with African American sons committed to attend a college in the fall semester of 2018. The population sought to address maximum variability in participants’ parenting background, and the routines and practices in that existed in the home and contributed to their sons achieving educational attainment beyond high school. In doing so, the study sought to provide a comprehensive understanding of the characteristics of one-parent households who have provided an environment for their African American sons to seek and obtain post-secondary educational attainment.

The study used multiple methods of data collection for a 5-week period. I collected data through a questionnaire and semi-structured interviews. The study may enhance current knowledge of this subject in a variety of ways. It strove to understand specific ways the parent actions influence African American males to attend post-secondary options by identifying the routines and practices of 10 one-parent households who have African American sons who are committed to attend a college or a university in the fall immediately after graduation from high school. It also sought to identify further significant influences of one-parent households’ strategies that guided their sons to seek and attain post-secondary options through continuing their education. Additional inquiry seeks to add to our knowledge the ways one-parent households organize their daily routines and support for African American high school males to seek and attain post-secondary options upon graduation from high school.

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Bell, Chandra M. "Graduate Education Attainment and Salary: An Examination of Institutional Type, Major Choice, Gender, Race/Ethnicity, Parental Education and Work Experience Differences." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1273520207.

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Norris, Tina. "ADOLESCENT ACADEMIC ACHIEVEMENT, BULLYING BEHAVIOR, AND THE FREQUENCY OF INTERNET USE." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1270316819.

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Grove, DeeAnn. "An issue of "special opportunity": the politicalization of education in presidential election campaigns, 1968-2012." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/6585.

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This interdisciplinary study examines the issue of education in presidential election campaigns from 1968 through 2012. Historians of education have argued that the public's embrace of The National Commission on Excellence in Education report A Nation at Risk: The Imperative for Educational Reform (ANAR), in 1983 forced education onto the national agenda because political elites had to respond to voters' concerns about educational quality. Yet, historians of education have largely overlooked presidential election campaigns in their analysis of how education became a prominent political issue. In contrast, political scientists have focused a great deal on presidential election campaigns in seeking to understand the interaction between political elites and voters but have given little attention to the issue of education. This study integrates these two lines of inquiry to provide a better understanding of how education became a top-tier political issue and to better reveal the interactions between political elites and voters in that process. This study makes use of source materials that have received little scholarly examination. Internal campaign strategy documents reveal how political elites understood public opinion about education and how they sought to make use of that understanding to win elections. These underutilized sources reveal that historians have overemphasized the role of ANAR in the rise of education on the national political agenda. Long before education appeared in public opinion data as a top voter concern, strategists from both major political parties already wanted to push education onto the national political agenda. Yet, candidates were largely constrained from using education during the 1970s because they wanted to avoid engaging the controversial issue of de facto school desegregation. White voters were inconsistent on the issue: they claimed to support desegregation but took actions indicating they actually opposed desegregation. This made it difficult to craft an effective education message. When forced to discuss school desegregation, candidates of both parties employed a "quality education for all students" frame that deracialized the school desegregation debate and made education a safe issue to prime by the end of the decade. Beginning in the 1980s, Republicans used education for two electoral ends. First, they sought to use the recent transformation of the National Education Association (NEA) into a labor union and its endorsement of Democratic candidates to convince voters that the Democratic Party was beholden to radical special interest groups. Republican candidates also increased their priming of education in an attempt to close the gender gap arguing that women voters had a particular concern for the issue of education. Between 1990 and 2012, both parties wanted to use education to appeal to white voters. Republican candidates had long been committed to using education to soften their image. Now they began framing education as a civil rights issue in order to reassure white voters of their racial sensitivity. Meanwhile, Democratic candidates began framing education as an economic issue to reassure middle class white voters anxious about their children's future in the emerging global economy. A primary element in these electoral strategies was the idea that education was a "special" political issue. The "special" status rested on political elites' perceptions of voters' strong personal commitment to education and their nonpartisan attitudes toward specific policy positions. The lack of partisan correlation presented challenges for both parties but also unique opportunities to address campaign concerns related to a candidate's image, targeted voting blocs, and possible attacks on their opponents. The rise of the issue of education on the national agenda was often less about voters' concerns with educational quality and more about campaign strategy.

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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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Bailey, Grady C. Jr. "Beating the Odds: Perseverance and Its Influence on Male Students’ Perceptions in Overcoming Generational Poverty." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3834.

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This phenomenological study examined the perceived influences that male graduates from Title I high schools attribute to their success. During the last 30 years the poverty gap has not narrowed and in some cases it has increased. This study hoped to provide evidence of supports needed by looking at males who overcame generational poverty. This study included qualitative data collection from interviews of 15 male participants. Nine themes emerged in the findings of perceived influences by these participants. The nine themes identified where 1) Success has two components; internal and external, 2) School personnel and programs guided success, 3) Change in mindset, 4) Changes in family structure and circumstances, 5) Lack of family financial resources, 6) Parents prioritizing success in school, 7) Being part of an athletic team/peer group, 8) Lack of experience affected college success and understanding, and 9) Credit difficulties from childhood for their success. The analysis of data collected supported the developed themes. Recommendations were made for further study and practice.

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Miller, Heather M. "Superior Superintendents: Examining the Gendered Difference of Instructional Competencies Among Superintendents in Ohio." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1616577824358405.

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Yost, Elizabeth Allyne. "Where have all the women gone? exploring gender differences in STEM postdoctoral education /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/yost.pdf.

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Van, Effenterre Clémentine. "Essais sur les normes et les inégalités de genre." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0095/document.

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Cette thèse étudie l’impact des normes de genre et des institutions sur les choix éducatifs, les décisions d’offre de travail et les préférences politiques. Dans le premier chapitre, nous nous intéressons à l’influence du genre des enfants sur les opinions de leurs pères en matière de droits des femmes. Nous montrons que la présence d’au moins une fille parmi les enfants est associée à des attitudes plus marquées contre l’avortement pour les pères de droite et inversement, plus favorables à l’avortement pour les pères de gauche. Nous développons un modèle théorique dans lequel les pères, qui ont des préférences paternalistes, ont tendance à adopter des positions politiques plus extrêmes lorsqu’ils ont une fille plutôt qu’un garçon. La partie empirique de l’analyse repose sur l’utilisation de deux nouvelles sources de données : une base biographique des députés français, et une enquête post-électorale au niveau européen. Nos résultats suggèrent que les filles polarisent les attitudes de leur père en matière de droit à l’avortement. Ces résultats réconcilient en partie les conclusions contradictoires des travaux récents sur l’influence des filles sur les opinions politiques de leurs pères. Le deuxième chapitre est issu d’un travail commun avec E. Duchini. Nous étudions les décisions d’offre de travail des femmes dans un contexte institutionnel qui limitait jusqu’à récemment leur capacité à bénéficier d’un emploi du temps régulier. Historiquement en France, les enfants en âge d’aller à l’école maternelle et primaire n’avaient pas classe le mercredi. Nous utilisons la réforme dites des rythmes scolaires comme « expérience naturelle ». Avant 2013, les femmes dont le plus jeune enfant était en âge d’aller à l’école élémentaire étaient deux fois plus nombreuses que les hommes à ne pas travailler le mercredi. Afin de mesurer la réaction de l’offre de travail des mères à la réforme, nous utilisons la variation de son application dans le temps et en fonction de l’âge du plus jeune enfant. Nos résultats montrent que la réforme a permis à un plus grand nombre de femmes de travailler le mercredi, entraînant, en moins de deux ans, une réduction d’un tiers de leur différentiel de participation ce jour de la semaine par rapport aux femmes du groupe de contrôle. Cet effet est essentiellement attribuable aux mères pour qui une présence régulière au travail est particulièrement profitable, comme celles qui travaillent à des postes d’encadrement. Le troisième chapitre présente les résultats d’une expérimentation avec assignation aléatoire conduite de septembre 2015 à février 2016 avec T. Breda, J. Grenet et M. Monnet. Cette expérimentation montre que l’intervention courte d’un modèle positif d’identification féminin (role model) peut influencer les attitudes des apprenants, et contribuer ensuite à modifier leur choix d’orientation. Dans un premier temps, nous présentons des éléments descriptifs sur les attitudes différenciées des filles et des garçons vis-à-vis des sciences, et sur l’importance des stéréotypes vis-à-vis des femmes dans les sciences chez les lycéens. A l’aide d’une assignation aléatoire des élèves dans un groupe traité et dans un groupe contrôle, nous étudions l’impact causal des modèles positifs d’identification sur les aspirations, les attitudes et les choix éducatifs. Ces modèles féminins extérieurs font baisser de manière significative la prévalence des visions stéréotypées associées aux métiers dans les sciences, tant chez les élèves filles que garçons. Le traitement n’a pas d’effet significatif sur le choix d’orientation des élèves de seconde, mais la proportion de filles qui s’orientent et sont admises en classe préparatoire scientifique après le lycée augmente de 3 points de pourcentage. Cet effet correspond à une augmentation de 30% par rapport à la moyenne du groupe de contrôle. Ces changements sont principalement attribuables aux élèves ayant les meilleurs résultats scolaires en mathématiques
This dissertation examines the role of gender norms and institutions on human capital formation, labor supply, and political preferences. In the first chapter, I use both theoretical and empirical analysis to study the impact of offspring’s gender on their parental political beliefs toward gender issues. I examine the hypothesis that men’s political attitudes toward abortion do respond to the presence of a daughter, but differently according to their general political beliefs. This polarization effect of daughters means that the presence of a daughter is associated with more anti-abortion (respectively pro-abortion) views for right-wing (respectively left-wing) fathers. This argument is investigated in a simple economic model and its implications are studied empirically using two original datasets. The model predicts that fathers with paternalistic preferences adopt more extreme political positions when they have a daughter than when they have a son. The empirical investigation provides evidence of a polarization effect of daughters on fathers’ views on abortion. The magnitude of the effect corresponds to around 30% of the impact of right-wing political affiliation on abortion support. In the second chapter, together with E. Duchini, we investigate women’s employment decisions when institutions limit their chances of having a regular working schedule. We use a recent reform as a natural experiment to show that women do value flexibility when their children demand it. Before 2013, women whose youngest child was of primary school age were twice as likely as men not to work on Wednesdays. To measure mothers’ response, we exploit variations in the implementation of this policy over time and across the age of the youngest child. Our results show that, although mothers take advantage of the reform to close 1/3 of their initial gap in the probability of working on Wednesday with respect to the control group. This response seems to be driven by mothers who are more rewarded for a regular presence at work, such as those working in managerial positions. The third chapter reports the results of a large-scale randomized experiment showing that a light-touch, in-class intervention of external female role models, can influence students’ attitudes and contribute to a significant change in their choice of field of study. While the impact of peers and "horizontal exposure" on aspirations gained greater attention in the recent literature, surprisingly little is known about the impact of exposure to role models on students’ attitudes and schooling decisions. Together with T. Breda, J. Grenet and M. Monnet, we implemented and monitored a large-scale experiment in randomly selected high-school classes in France from September 2015 to February 2016. We first document gender differences in attitudes toward science, as well as the prevalence of stereotypical opinions with respect to women in science among high school students. Using random assignment of students to a one-hour intervention, we investigate the causal impact of role models on aspirations, attitudes, and educational investment. External female role models significantly reduce the prevalence of stereotypes associated to jobs in science, both for female and male students. Using exhaustive administrative data, we do not find significant effect of the treatment on the choices of year 10-students, but we show that the proportion of female students enrolled in selective science programs after high school graduation increases by 3 percentage points, which corresponds to a 30 percent-increase with respect to the baseline mean. These effects are essentially driven by high-achieving students

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Standridge, Daniel. "The Economic Impact of Veteran Status: The Effect of Veteran and Demographic Statuses on Household Income." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/977.

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Determining the effects of military service on those who volunteer is of vital importance in an age when service may lead to the loss of bodily function or life. The aim of this study was to examine the effect of military service with consideration for the demographic statuses of race, gender, and educational attainment on economic outcomes. Data for this study came from the Current Population Survey July 2010 with Veterans Supplement (N=83,000). Results from this study suggest that some veterans, namely those of minority racial status and lower educational attainment benefit from their military serve by achieving increased levels of household income as compared to similar non-veterans. Conversely, non-Hispanic White veterans and those with higher levels of educational attainment suffer negative consequences to levels of household income. Furthermore, differences among veterans were assessed. These results provide further insight into the experiences of veterans in the United States.

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Hall, Jona S. "Identifying the Variables that Impact the Nontraditional Career Choices of Women." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou147871185473825.

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Myers, Ron Y. "The Effects of the Use of Technology In Mathematics Instruction on Student Achievement." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/136.

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The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.

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Zhang, Zhuo, and 張卓. "The Gender Gap in Chinese Educational Attainment: An Analysis of Economic Development and Family Planning Policy." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/36hj26.

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碩士
國立臺灣大學
農業經濟學研究所
106
This study uses the OLS model, the DID model and the DIDID model to analyze the impacts of economic development and family plan policy on the gender gap of educational attainment in Chinese. Descriptive statistical and empirical analyses of the data from CHIP2013 show that, in terms of years of schooling, the gender gap has generally diminished, but both the urban-rural gap and the regional gap have increased in younger cohorts. Not only that, the rural hukou has negative asymmetric impact on women’s educational attainment, that is, the gender gap in rural areas is greater than that in urban areas, and the asymmetric impact has expanded in younger cohorts. Coincidentally, there is an increasingly negative asymmetric effect of the underdeveloped regional hukou on women’s educational attainment. In addition, family planning policy has increased residents’ educational attainment, but it cannot reduce the gender gap which has been closed in urban area, for urban residents have lower fertility rate and more resources since the 1950s so that the diminishing gender gap in overall education attainment resulted mainly from urban residents. The educational gap has been mainly influenced by economic development that has made the rural hukou and the underdeveloped regional hukou exert more asymmetric effects on women’s educational attainment. According to the results, this paper recommends that the government start with comprehensive approaches to be taken on systems, economy, cultural life, and education policies to fundamentally promote the equality of education.

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Hou, Yue. "Gender differences in educational attainment." 2007. http://proquest.umi.com/pqdweb?did=1320973491&sid=8&Fmt=2&clientId=39334&RQT=309&VName=PQD.

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Thesis (M.A.)--State University of New York at Buffalo, 2007.
Title from PDF title page (viewed on Nov. 09, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Blair, Sampson Lee. Includes bibliographical references.

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Stokes, Charles Eugene. "Left behind? : the conservative Protestant gap in educational attainment." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3788.

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About one-fourth of Americans claim a conservative Protestant (CP) religious affiliation, making conservative Protestantism the largest religious tradition in the United States. CPs lag behind other religious groups in average educational attainment. Despite notable government efforts to ensure that no young American is “left behind,” relatively little scholarly attention has been paid to the CP educational gap. In this dissertation, I begin by using 30 years of data from the GSS to describe the CP gap, especially noting that the CP gap is largely driven by relatively lower rates of college attendance among CPs. After socio-demographic factors are taken into account, the CP gap in college attendance is larger than the more widely studied black-white gap in college attendance. Thus, the remainder of this dissertation focuses exclusively on the CP gap in college attendance. The most commonly offered explanation for the CP educational gap is that CPs resist schooling because of anti-educational elements in CP culture. I directly test several hypotheses related to the resistance theory, in addition to examining alternative hypotheses related to resource deficiencies, educational ambivalence, and demographic factors. Specifically, I analyze data from multiple waves of the Add Health study along with data from the companion AHAA study. In chapter 5, I find that White CPs are less likely to want to attend college than their non-CP peers. In chapter 6, I discover that CPs (regardless of race and gender) are less likely than non-CP peers to complete upper-level courses , but no more likely to post lower GPAs. Finally, in chapter 7, I directly investigate college matriculation and find that CPs are less likely than their non-CP peers to attend college, largely because of resource deficiencies but, to a lesser degree because of their lower aspirations and inadequate preparation. Ultimately, I find little evidence that CPs are directly resisting college attendance. Instead, they appear to be disadvantaged at fairly young ages due to relative resource deficiencies compared with non-CP peers. In light of these findings, future investigations would best be directed at understanding educationally related interactions between CPs and their parents.
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Liu, Li. "Gender differences on educational attainment An examination of Asian American students /." 2006. http://proquest.umi.com/pqdweb?did=1203583491&sid=8&Fmt=2&clientId=39334&RQT=309&VName=PQD.

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Thesis (M.S.)--State University of New York at Buffalo, 2006.
Title from PDF title page (viewed on Mar. 02, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Blair, Sampson Lee. Includes bibliographical references.

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Michinobu, Toshiyuki. "Exploration of Japanese women's patterns of educational attainment : the effect of gender of siblings." Thesis, 1995. http://hdl.handle.net/1957/34692.

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Guided by the emerging interest in gender of siblings as one important sociological component in American family studies, the major objective of this study was to examine the effect of sex composition of siblings on women's levels of educational attainment in the Japanese setting. The present study hypothesized that the presence of brothers poses women a greater obstacle to a high level of educational attainment than the presence of sisters. For the purpose of gaining more depth in understanding Japanese women's education, this study also investigated other factors which differentiate the patterns of educational attainment between men and women. Two major methods were employed for the exploration. First, in order to examine the effect of sibling gender, this study analyzed quantitative data obtained from a sample of 518 young women. Second, face-to-face interviews were conducted with 15 mothers and 15 young women individually. In the interviews, in addition to several issues surrounding women's education, the mothers were asked their experiences about their children's education whereas the young women were asked their own educational experiences. The quantitative results identified gender of siblings as one important family characteristic in explaining women's levels of educational attainment. While providing some support for the quantitative findings, the qualitative data revealed the importance of other factors including parental attitudes toward gender role ideology and the notion of an appropriate marriage age. Implications of the findings for future research are discussed.
Graduation date: 1996

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Van, Parys Jessica N. "Analyzing the gender gap in educational achievement in children ages 5-12." 2009. http://purl.galileo.usg.edu/uga%5Fetd/van%5Fparys%5Fjessica%5Fn%5F200905%5Fma.

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"Breaking Down Barriers Through the "STEAM" College Success Program: Increasing STEM Bachelor's Degrees for First-Generation Hispanic Students of the Desert Southwest." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.55651.

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abstract: ABSTRACT To remain competitive on local, state, and national levels and to achieve future economic and social goals, Imperial and Yuma County need an educated workforce. The primary industries supporting the desert region are technical, science, technology, enginnering and mathematics (STEM)-based, and require a highly skilled and educated workforce. There continue to be vast disparities in terms of numbers of students declared and enrolled in STEM transfer degree programs and the number of students completing STEM bachelor’s degrees. Perceptions regarding post-secondary education start to develop at a young age and can prevent or enable a student’s development of post-secondary aspirations. Understanding a student’s perceptions of barriers are important because they can prevent students from completing a four-year degree. The pilot research provided in the study are the first steps in helping educators and community leaders understand what drives and form student perceived educational barriers and student perceptions of self, and then provide a better understanding of first-generation Hispanic students’ value of higher education. As part of the study, I designed the science, technology, engineering, agriculture and mathematics (“STEAM”) College Success Program to help college students overcome the perceived barriers intervening with the completion of a bachelor’s degree. The program involved community, industry, and college students in a unique experience of incorporating a one-week camp, academic year of mentorship, STEM education, and college support. Pilot results of the “STEAM” College Success Program indicate the innovation was effective in reducing perceived barriers relating to college success and bachelor’s degree completion.and was most effective in the area of self-efficacy and personal achievement.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019

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Hu, Bo Wei, and 胡伯維. "Cluster Effect on Education Attainment: The Rural-Urban Gap under Educational Expansion and Tracking Trajectory in Taiwan, 1978-2007." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/82682v.

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碩士
國立清華大學
社會學研究所
103
Previous educational attainment research in the fields of educational stratification, urban sociology and educational tracking studies lacked an interdisciplinary approach, and hence was unable to explain the rural-urban gap in college attainment in Taiwan. Using data from the 1997, 2002 and 2007 Taiwan Social Change Surveys with multilevel logistic regression, this paper will analyze the influence of urbanization processes and the history of higher educational expansion. Following, the hypotheses of cluster effect and neighborhood effect will be examined to figure out the precise social mechanism forming the urban-rural gap, and the role of tracking in shaping this gap will be also analyzed. Statistical results show that the rural-urban gap had been persistent during the whole process of educational expansion from 1978 to 2007. Secondly, it will be shown that the rural-urban gap in college attainment is created by differences in population density in the area of residence of individuals rather than being a result of the higher percentage of highly-educated population in that area. The critical significance of population density is further supported by random effect examination. These results strongly argue in support of the cluster effect on college attainment rather than neighborhood effect. Lastly, compared to senior high students, vocational students will increase the likelihood of college attainment if they live in areas with a higher percentage of highly educated people. However, the educational expansion eliminated this effect by rapidly providing numerous educational opportunities for them. To sum up, the formation of the rural-urban gap in college attainment in Taiwan is persistently determined by cluster effect in spite of educational expansion. The unique effect on vocational students from the percentage of highly educated people had been removed under this expansion.

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Cochran-Jackson, Emmie JoAnne. "Race, Gender, and High School Experience--Exploring Intersecting Factors Influencing Black Males’ Educational Attainment and College Aspiration." 2014. http://scholarworks.gsu.edu/sociology_diss/77.

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The underrepresentation of Black males in college and university campuses has continued to raise alarming questions for parents, teachers, and policy makers. In this study I utilized Intersectionality theory to examine Black males’ experiences in high schools in order to gain an understanding of the factors that impact their educational attainment and subsequent development of college aspiration. Based on 30 qualitative interviews with 10th, 11th, and 12th graders and 30 interviews with their parents, this study examined familial and social contexts in relations to Black male students’ educational attainment. Four key findings revealed that, 1) young Black men had to deal with gender-specific racial discrimination on a daily basis by counteracting the prevalent negative images against Black males in mainstream American society, 2) peer pressure exerted positive influence in middle to high SES neighborhoods and schools; but showed negative impact on their educational attainment and college aspiration in low SES neighborhoods and substandard schools, 3) female headed households in particular did not necessarily have negative effects on Black male students’ educational attainment, and 4) private schools appeared to have better climates than public schools in inspiring Black males to higher levels of academic achievement and college aspiration. Policy recommendations were proposed to stimulate Black male students’ greater interest in college attendance and educational achievement.

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Jenkins, Bethany Colwill. "The impact of Pupil Premium on the attainment gap in Wales : An investigation into the policy’s effect on the achievement of disadvantaged students and their peers." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49155.

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Education drives labour market outcomes and social mobility. When educational attainment is influenced by socioeconomic factors, many students from disadvantaged backgrounds are left behind. This is undesirable as it greatly reduces the human capital that could have been present in the national economy, therefore affecting the potential of economic growth. The purpose of this thesis is to analyse the impact of a policy that has the purpose of reducing the gap in educational attainment between disadvantaged students and their peers. The analysis takes place over a 12 year time span and across 22 local authority areas in Wales. The results highlight the importance in the measure of the attainment gap. The implementation of Pupil Premium can be correlated with a reduction in the gap that is defined by the proportional difference between disadvantaged students and their peers. The magnitude of the attainment gap has stayed fairly constant but overall attainment has risen significantly over the period under analysis. There is room for further study into the possibility that the impact of Pupil Premium has affected some groups of students more than others.

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Sosnowski, Nancy H. "Women of color staking a claim for cyber domain: Unpacking the racial /gender gap in science, mathematics, engineering and technology (SMET)." 2002. https://scholarworks.umass.edu/dissertations/AAI3056282.

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Women and girls of color are severely under-represented in the fields of Science, Mathematics, Engineering and Technology (SMET). Research indicates that SMET will continue to be dominated by men unless we address the needs of women of color to gain entry and sustain a career in these fields. Women of color issues and concerns are often combined with those of white middle class women, thereby making it difficult to tease out what is important to them in relationship to SMET. This qualitative research project was conducted at a large public university over a three month period with a group of women of color undergraduates, graduates and professionals in the field of engineering. Methods utilized included phenomenological in-depth interviews and observation. The study gave voice to what they encountered regarding access, recruitment, and retention to SMET careers, the gender and racial biased attitudes and practices that either supported or obstructed their determination to move forward along the engineering pipeline and the encouraging and discouraging relationships which supported or obstructed the women's determination to succeed in the field. The findings point out the important role engineering departments must take in lowering first year attrition rates by providing an inclusive, “women” friendly environment that provides same sex/race mentors, tutors and programs to encourage and support students through difficult times. Diversity workshops and programs should be created to inform faculty and administrators to develop more effective and respectful ways of communicating with different ethnicities. Creating inclusive pedagogy integrated with feminist frames and constructivist teaching methods whereby students lived reality is integrated into practical applications of knowledge would provide a more comprehensive, interesting and fun way to learn science, math and technology thereby alleviating the boredom often found in engineering courses. The study also identified the important role families played in the success of the women, especially the role of mother and daughter, which prepared these women academically and emotionally for the rigors of engineering. Moreover, K–12 teachers need to learn about, promote and facilitate skills development for girls of color to gain entry to SMET careers. One teacher can make a difference.

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Pereira, David. "Dropping Out or Opting Out?: A Qualitative Study on how Young Men of Portuguese Ancestry in Toronto Perceive Masculinity and how this Informs Educational Attainment." Thesis, 2011. http://hdl.handle.net/1807/30103.

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Young men of Portuguese heritage in Toronto continue to demonstrate lower levels of educational attainment. American and Canadian research increasingly points to gender and masculinity to address boys’ academic underachievement, yet studies have not focused a gender lens on Portuguese male youth in Toronto to interrogate educational achievement. This qualitative exploratory study explores gender through constructions of masculinity to better understand young Portuguese-Canadian men and their choices concerning education. Through their narratives, participants revealed that masculinity does inform their attitudes and choices concerning education and school. Bourdieu’s concepts of habitus and field are used to explore how masculinity and educational mobility generate considerable struggle and tension in participants’ lived experiences. This study ultimately surfaced more questions surrounding resistance to help-related educational resources, effects of educational mobility on ethnic identity and cultural cohesiveness, and how and when young men of Portuguese ancestry arrive at decisions to de-select education.

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Warren, John Robert. "Social background, migration history, and English language ability an effort to combine explanations for the gap in educational attainment between white and Mexican origin children in the American Southwest, 1990 /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/29523310.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1993.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 118-126).

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Needham, Belinda LeeAnn. "Gender differences in the consequences of depressive symptomatology for educational attainment, social support, and health risk behavior during the transition from adolescence to young adulthood: implications for health disparities in mid to late life." Thesis, 2006. http://hdl.handle.net/2152/2585.

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C, Lavoie Laurence. "Lien entre l’exposition à différents types de stresseurs proximaux et le décrochage scolaire : modération en fonction du genre." Thèse, 2019. http://hdl.handle.net/1866/23834.

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Les différences de genre quant à l’exposition et l’impact d’événements de vie stressants contribuent à expliquer la prévalence différentielle de difficultés d’adaptation comme la dépression ou les problèmes extériorisés. Cette recherche vise à déterminer si de tels processus différentiels s’appliquent également à une autre dimension clé de l’inadaptation des adolescents, soit le décrochage scolaire. Pour ce faire, les événements de vie stressants ont été évalués auprès d’un échantillon d’adolescents âgés de 14 à 18 ans (N= 545, 52 % de garçons), recruté suivant un devis à cas témoins appariés et divisé en trois catégories : 1) des élèves ayant récemment abandonné leurs études; 2) des élèves appariés résilients et 3) des élèves normatifs. Lorsque tous les types d’événements stressants étaient considérés simultanément, l’exposition globale, de même que le lien entre cette exposition et le décrochage scolaire, était similaire pour les adolescents et adolescentes. Toutefois, des différences entre les genres ont émergé pour certains types spécifiques d’événements, les garçons étant particulièrement exposés aux événements en lien avec la performance (échec scolaire, suspension) et les conflits avec des figures d’autorité (enseignants, police), alors que les filles étaient particulièrement exposées à ceux impliquant des problèmes relationnels avec des membres de la famille, des pairs ou des partenaires amoureux. Une association spécifique aux garçons a également été observée entre les événements de vie stressants liés à la performance et aux conflits avec les figures d’autorité. Les implications théoriques et pratiques de ces résultats sont abordées en discussion.
Gender differences in exposure and reactivity to stressful life events contribute to explain adolescent girls’ and boys’ differential sensitivity regarding adjustment difficulties like depression or behavioral problems. However, few studies focus on stressful life events in relation to school dropout and even fewer studies analyze this link considering gender differences in adolescence. This research aims to fill this gap. For this purpose, individual interviews were conducted to assess stressful life events in a sample of academically vulnerable adolescents between the age of 14 and 18 years old (N= 545, 52% boys). This sample included three different groups of participants: 1) students who had recently dropped out of high school, 2) matched students at risk, that were persevering in school and 3) normative students. Global exposure was the same for boys and girls, when all the types of stressful life events were considered as a whole. However, gender differences emerged for specific stressful life events, with boys being more exposed to stressful life events related to performance (e.g., school failure, suspension) and conflicts with authority figures (e.g., teachers, police officers), and girls with stressful life events involving relational conflicts with family, peers and romantic partners. Moreover, stressful life events related to performance and conflicts with authority figures were significantly associated with dropout only for boys. It thus appears important to take into account those gender differences in order to better understand the unfolding of school difficulties that can lead to serious mental health and well-being issues later in their life.

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Terblanche, Ester Aletta Jacomina. "Measuring the accessibility of accountancy programmes with special emphasis on chartered accountancy in South Africa." Diss., 2014. http://hdl.handle.net/10500/18369.

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South Africa is experiencing a financial skills shortage with a severe shortage of accountants and chartered accountants in particular. The aim of this study was to measure accessibility of public higher education in South Africa, in general and specifically relating to accountancy programmes with special emphasis on chartered accountancy programmes in South Africa, by making use of selected accessibility indicators. Although some of these indicators have been used to measure accessibility of higher education in general both locally and internationally, they are not often used to measure accessibility of a programme for a particular profession such as accountancy or chartered accountancy. This study aimed to fill this gap by measuring the selected accessibility indicators and providing subsequent rankings of the four public universities selected for this study. The results can be used by institutions that offer accountancy and chartered accountancy programmes as well as the South African Institute of Chartered Accountants, as the profession’s Education and Training Quality Assurance body, to evaluate the accessibility of accountancy as well as chartered accountancy programmes.
Financial Accounting
M. Compt. (Applied Accountancy)

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Dissertations / Theses on the topic 'Gender Gap in Educational Attainment'

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