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Dissertations / Theses on the topic 'Stereotypes, education, women, gender'

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Published: 24 April 2022

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1

Prasad, Ambika. "Stereotype threat in India: Gender and leadership choices." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5128/.

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Stereotype threat is a psychosocial dilemma experienced by members of a negatively stereotyped group in situations where they fear they may confirm the stereotype. This study examined the phenomenon in India, thereby extending previous research to another culture. In addition, with participation by students preparing to be professionals, the results are applicable to organizational settings. Ninety graduate students from a professional training institute viewed common Indian advertisements under three conditions: gender stereotypic (women depicted as homemakers), counter stereotypic (women represented as professionally employed individuals) and neutral (no reference to any gender identity). It was hypothesized that females in the stereotypic condition would be susceptible to stereotype threat effect and thus opt for problem solver over leadership role on a subsequent task, while females in the counter stereotypic condition were expected to choose leadership roles. ANOVA was employed to test for differences across the three conditions. The study also hypothesized mediation of the stereotype threat performance deficits by self-efficacy, evaluation apprehension, anxiety, role conflict, stereotype activation, father's and mother's education levels. Hierarchical multiple regression procedures as recommended by Baron and Kenny (1986) were conducted for mediational analysis. Data analysis provided partial support for the two hypotheses. In support of the stereotype threat theory, condition emerged as a significant variable influencing selection of role choice. In line with previous research, no evidence for mediation by any of the variables studied as potential mediators was found. However role conflict and evaluation apprehension may have functioned as suppressor variables that enhanced the variance in the condition-role choice relationship. The results of the study and their implications, in context of the Indian scenario, are discussed. Certain limitations are identified and suggestions made for future research.

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Arltoft, Emma. "Women as characters, players and developers : An educational perspective." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18831.

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There is a lack of female representation in video games, and women are often ignored as characters, as players, and as developers. This thesis investigates how the University of Skövde works with gender diversity in the second game project within those categories. A content analysis was carried out, and a total of 102 documents collected from the course site were coded. It was complemented with additional information from instructor interviews and a student survey. It was found that while there is an emotional commitment to diversity from the students as well as the instructors, there is a lack of clear guidelines and resources to create more nuanced portrayals of diversity. There is significant potential for improvements and a need for a continuous effort to follow up on the content produced.

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Bolton, Charles Leonard III. "Development of a Questionnaire to Identify Barriers and Facilitators to Academic Careers for Women in STEM." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1578.

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The purpose of this research was to develop a questionnaire to be used to identify barriers and facilitators to women faculty in science, technology, engineering, and mathematics (STEM) academics. The phenomenon known as the leaky pipeline, a theoretical model describing why women are underrepresented in STEM disciplines, was examined. Women have long been underrepresented in STEM professions despite an increase in the number of women earning STEM degrees, suggesting women are faced with barriers that prevent them from achieving equal representation with men. The literature has identified several potential barriers, both historical and new, such as biological inequalities, family responsibilities, commitment differences, competitive differences, gender stereotypes and implicit biases, work environments, and job preference. Major facilitators included mentors and specific policy/program implementation. Barriers and facilitators to faculty members at Western Kentucky University will be identified objectively through the use of this questionnaire in a future study.

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Shealey, Wanda Marie. "THE EFFECT OF GENDER AND RACIAL STEREOTYPES AND EDUCATION-RELATED BELIEFS ON THE ACADEMIC AND SOCIAL IDENTITY DEVELOPMENT OF URBAN AFRICAN AMERICAN GIRLS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544108101147846.

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Jackson, Sarah Marie. "The Influence of Implicit and Explicit Gender Bias on Grading, and the Effectiveness of Rubrics for Reducing Bias." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1464731201.

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Cox, Katrina M. "Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1416.pdf.

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Machon, Marie-Claude. "Femmes et developpement : problématiques de l'éducation des femmes, dans la Caraibe anglophone, à la Jamaique, à la Barbade et à la Trinité et Tobago, au début du XXème siècle." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040135.

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Les chiffres sur la participation et les résultats scolaires sont nettement à l’avantage des filles dans les îles anglophones de la Caraïbe, à l’inverse de ce qui se passe dans les pays dits en voie de développement, à l’exception de l’Amérique latine. L’écart entre les deux sexes est tel qu’une théorie, née il y a une vingtaine d’années, sur la marginalisation des garçons continue à alimenter les débats. En dépit du sentiment que les filles et les femmes sont en passe de prendre le dessus, une analyse de la situation globale de la société caribéenne, révèle la contradiction des inégalités qui persistent à leur détriment, dans le monde économique, professionnel et politique. La situation révèle les limites du rôle de l’éducation mais aussi les failles du système hérité du colonialisme et la valence différentielle des sexes. Les politiques de développement dans la Caraïbe, doivent intégrer la dimension du genre. Elles ne peuvent pas non plus ignorer les perspectives que pourrait lui offrir un leadership féminin en train de s’affirmer
The Caribbean school system reveals a gender gap in favour of girls and a reverse trend from other developing countries, except in Latin America. Girls outperform boys at all levels in term of academic success as well as attendance, to a point that the boys’ underachievement and under-attendance as well as repetitions at school are of a growing concern for governments in the region and have brought about a controversial theory about the marginalization of boys and men. Despite the general feeling that boys are being threatened by the empowerment of women, a detailed analysis of their situation shows the contradiction of the discrimination women still face locally in the economic, professional and political world. The situation bears evidence to the limitations of education and the failings of a post-colonial system as well as gender differentials. Can Caribbean development policies privilege gender mainstreaming so as to tap the potential of both men and women, while women should be viewed as equal agents of development?

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Kuchynka, Sophie Lois. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5720.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.

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Kusterer, Hanna Li. "Women and men in management : Stereotypes, evaluation and discourse." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108461.

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Very few women hold top corporate positions in Sweden, and women are underrepresented as managers in all work sectors. The present thesis examined stereotypes, perceptions and presuppositions about women, men and management with a combination of perspectives from social and organizational psychology, discourse analysis and gender in organization research. Study 1 of Paper I was a content analysis of management attributes and cultural stereotypes of female and male managers. In Study 2, an inventory of these attributes was formed, and participants’ stereotype endorsements tested. Stereotypes of female managers resembled good management more than male managers, and they were rated more positively, but a masculine norm was implied. Paper II aimed to study and compare gender-related management stereotypes and evaluations of actual managers, and examine perceived gender bias. Men evaluated the female manager stereotype more positively on communal attributes, and, contrary to women, judged the male manager stereotype more positively on agentic attributes. This may help explain the scarcity of women in top management. Women perceived more gender bias favoring male managers than men. Actual male and female managers were rated similarly. Still, the Euclidian distances showed that ratings of actual managers and stereotypes were linked. Paper III examined the discourse on the lack of women in top corporate positions, explanations and links to proposed measures in a project to counter the gender imbalance. A liberal discourse with contradictions and textual silences was exposed. Gender had to be construed in line with traditional gender norms and division of labor to make sense of the proposed explanations. To conclude, one can be reassured by the largely communal portrayal of good management and positive evaluations of female managers, but also apprehensive about the masculine norm of management, perceived gender bias in favor of men, and traditional gender constructions.

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Corcoran, Mayia. "Evaluating the negative impact of gender stereotypes on women's advancement in organizations." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009corcoranm.pdf.

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CHESKYS, DEBORA. "INVISIBLE WOMEN: AN ANALYSIS OF THE INFLUENCE OF GENDER STEREOTYPES ON INCARCERATED WOMEN S LIFE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35084@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
BOLSA NOTA 10
Estereótipos são generalizações sobre atributos, características e comportamentos possuídos por um grupo. Embora se possa reconhecer a sua utilidade na praticidade da vida social, eles podem gerar distorções da realidade e consequentemente ocasionar prejuízos, quando, ao não considerar as especificidades de determinadas pessoas ou grupos, age para lhes negar direitos. Em uma sociedade patriarcal em que as imagens de mulher foram construídas de forma relacional ao homem, os estereótipos de gênero contribuem para a criação e para o reforço de hierarquias de gênero que operam em detrimento das mulheres. No caso das mulheres encarceradas brasileiras, é possível enxergar a forma como os estereótipos agem para criminalizá-las duplamente observando as condições de encarceramento a que estão submetidas. A realidade das presidiárias demonstra que o estereótipo da mulher como frágil e passiva, quando rompido, gera uma reprovação social maior, de modo que sua criminalidade parece ser mais grave que a do homem. Há dois aspectos que devem necessariamente ser levados em consideração no estudo do encarceramento feminino: a custódia da mulher anterior ao sistema penal, materializada por uma política de controle informal posta em prática pela família; e a interseção entre os múltiplos focos de discriminação que sofre a mulher presa. Se o direito é certamente uma instituição através da qual os estereótipos de gênero são reproduzidos, este trabalho pretende questionar em que medida ele pode também ser um instrumento de luta por igualdade, reconhecendo a urgência na construção e valorização de criminologias feministas aptas a transformar as práticas de gênero que vem impedindo a mulher presa de receber tratamento adequado.
Stereotypes are generalizations about attributes, traits and behaviors which belong to a group. Although it is accepted their usefulness in practical social life, they can create distortions and consequently lead to damage when, on failing to consider the specificities of certain persons or groups, support the denial of their rights. In a patriarchal society where woman was constructed in relation to men, gender stereotypes contribute to create and reinforce gender hierarchies that operate against women. In the case of Brazilian women prisoners, we can see how stereotypes act to criminalize them twice by observing the prisons conditions to which they are subjected. The reality of prisoners shows that the stereotype of women as weak and passive when broken generates greater social disapproval, so their criminality seems to be more severe than that of men. There are two aspects that must necessarily be regarded in the study of women s imprisonment: women s custody prior to the penal system, embodied by a policy of informal control implemented by the family, and the intersection between the multiple focuses of discrimination that women in prison suffer. Being Law an institution where gender stereotypes are reproduced, this work aims at questioning to what extent it can be an instrument of struggle for equality, recognizing the urgency in building and enhancing some feminist criminology that can transform the practices of gender that have prevented incarcerated woman to receive adequate treatment.

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Biondi, Olivia. "Gender stereotypes in reality TV : an investigation of the Real world /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447814.

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Thesis (M.A.)--University of Nevada, Reno, 2007.
"May, 2007." Includes bibliographical references (leaves 36-40). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

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Roche, Teresa Ann. "Women in non-traditional careers." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001720.

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McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.

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Ongna, Alison M. "Occupational gender role stereotypes and career choice of young children." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ongnaa.pdf.

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Lundhall, Rebecca. "Evil Women in Harry Potter : Breaking Gender Expectations and Representations of Evil." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137110.

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With a focus on gender expectations, this qualitative study analyses how Bellatrix Lestrange and Dolores Umbridge in J.K. Rowling’s Harry Potter series represent evil. Through close reading the first and the final three books of the series using the feminist criticism perspective performativity, the aim of this study is to highlight how the evil women in the series are portrayed in comparison to both good characters of both sexes as well as evil men. The results show that while the evil women represent evil in the ways that they break their gender expectations, the good men also represent goodness in the way that they break their gender expectations. Thus, they are not evil because they deviate from these expectations, but because the gendered traits these women embody are connected to evil and, in turn, help make the reader perceive them as such.

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Beck, Amy C. G. "WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.

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Abstract WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA By Amy Gray Beck, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2019 Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Students are having to pay more out of pocket for classes and tuition, and institutions rely on private funding support to provide educational opportunities to students in need. Historically, fundraising operations in higher education have focused on a traditional solicitation model, focusing on fundraising from men in households, but savvy institutions have begun to focus on philanthropy from specific populations, including women, to increase dollars raised. Research shows women are more philanthropically generous than their male counterparts, especially when giving to education. The main purpose of this qualitative case study was to highlight the successes of a women and philanthropy program at William and Mary, a public college in Virginia, as it is the first and only women and philanthropy program in the country where the funds donated are given back to benefit women, as well as add to the growing body of literature on women and philanthropy, and the lack of literature that exists on women giving to women in higher education. The alumnae initiatives endowment funded by the Society of 1918 offers alumnae leadership development, networking opportunities, continuing education, empowerment, and more. Private funding in this case is enabling a social justice program to exist that otherwise would not be funded through tuition and state and federal funding. Interviews, observations, and document analysis were utilized to examine contextual factors contributing to the development of the Society of 1918 and motivations for members joining the Society at a $10,000 level. A feminist standpoint theoretical framework helped to develop meaning-making of alumnae’s motivations for joining the Society of 1918. Utilizing portraiture as a qualitative method, findings showed how gender and timely social justice movements played a role in influencing alumnae motivations to join the Society of 1918. Finally, best practices are shared for institutions considering a comprehensive women and philanthropy program whose private gifts benefit women.

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Vu, Phuong Anh. "Gender stereotypes in story textbooks for primary school students in Vietnam /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/77612/vu_thesis.pdf.

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Drottz, Charlott, and Sara From. "Från husmor till yrkeskvinna : En kvalitativ analys av moderskap i magasinen Husmodern och Mama." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17096.

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Our purpose with the study was to investigate how the image of a mother’s role is created by the magazines Mama and Husmodern. Mama is an existing magazine, but Husmodern ceased to exist in 1988. Both magazines focus on children, fashion and housework. We wanted to know what qualities you need to become a good or a bad mother. Also who is allowed to give advices on motherhood? We compared the magazines to find out how the mother´s role has changed over time. For that we used six issues of Mama from the year 2011, and six issues of Husmodern from the years between 1941 and 1959. The result of the research shows that mothers, now as well as in the 1940-1950's, are expected to put their children first. Nowadays, in Mama’s context, she is also expected to work. It is no longer socially acceptable to live as a housewife, which was the ideal in the magazine Husmodern. The result also shows that mothers, according to Mama, are in a constant state of stress. The magazine tries to offer them solutions for their stress-related problems. Husmodern on the other hand, puts a greater emphasis on moral, and offers the readers their moral values.

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Ali, Emua. "Somali women in London : education and gender relations." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10018889/.

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This thesis explores the impact of education levels on the social changes experienced by Somali women migrants to Britain, in particular attitudes towards changes in gender relations. The original hypothesis was that the higher the level of education the greater the degree of empowerment, other research and policy having linked education to women's autonomy and emancipation. Somali women in general have low levels of education and most did not speak English upon arrival in Britain. A sample of 50 Somali women aged from 16 to over 50 with a variety of education levels ranging from no formal education to higher education levels was selected and studied using a variety of qualitative methods. These included participant observation within the community by attending social events; group interviews; and indepth interviews conducted in Somali and English using a semi-structured questionnaire. During the study the following areas were explored: gender equality, education, employment, marriage, divorce, health, housing, immigration, social security, religion, culture, and the family. Somalis are Muslims and their lifestyle is influenced by Islam especially in the areas of gender relations, marriage and divorce. The study found that contrary to the original hypothesis, Somali women with higher education levels had a mo re conservative approach to gender equality and women's empowerment than less educated women. All the women believed education could provide a route to skilled employment and empowerment. The educated women gave more credence to the Somali community's perceptions of their behaviour and followed religious precepts on gender relations rather than the pursuit of their own empowerment and autonomy. Women with less education felt able to file for divorce if their husbands were not living up to their part of the marriage contract. The key finding was that economic independencer ather than level of educationw as the main key to women's empowerment.

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Prasad, Ambika Marshall Linda L. "Stereotype threat in India gender and leadership choices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5128.

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Arán, Paula Daniella. "Overcoming Gender Stereotypes: A Depiction of Six Swedish Students in Non-Traditional Fields." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33422.

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The study investigates the factors that encouraged six Swedish students to choose a femaleor male-dominated field of study in higher education. This is of interest as gender normsand stereotypes may inflict and limit students' educational choices. The purpose is likewiseto elucidate the educational choices from a gender perspective. The study explores twoquestions: “Which factors may have encouraged the students to opt for a non-traditionalcareer?” “How can the students’ educational choices be understood from a genderperspective?”. To fulfil the purpose and question of issue a qualitative method was used,including female and male students aged 22–36. For the analyse of the interviews, the studyrelies on the theoretical framework of Linda Gottfredson – The Theory of Circumscription,Compromise and Self-Creation, Social Cognitive Career Theory (SCCT) by Lent, Brown &Hackett and The Stereotypical Gender Contract by Hirdman. The results indicate thatstudents' non-traditional educational choices consist of both internal and external factors.On the one hand, it is possible to find explanations in upbringings that have been moretolerant regarding gender roles. It has also been shown that several of the students invarious ways have been exposed to the profession through past experiences. Nevertheless,there are also personal motives that led to the choice of education as well as a supportivenetwork in form of family members and significant persons in the environment. From agender perspective, this means that the students, through their upbringing, where it appearsto have been less strict attitudes concerning gender roles, also contributed to lessrestrictions on their educational choice. On the other hand, the results imply that harmfulgender norms and stereotypes still affect students’ choice of occupation why more work isneeded in order to stop these negative patterns.

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Feldner, Melissa L. "An examination of how gender stereotypes affect voters' perceptions of state Supreme Court candidates." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1131735219.

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Strickland, Hayley A. "Women at Work: Working Girl, Disclosure and the Evolution of Professional Female Stereotypes." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/386.

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In this analysis, I examine how stereotypes of working women function in some of the most popular film and television shows made in past thirty years. A study of films such as Working Girl and Disclosure and television shows such Ally McBeal and Sex and the City within a second-wave and postfeminist framework ultimately reveals that Hollywood stereotypes of working women have evolved very little and simply become more creatively disguised.

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Merrill, Barbara. "Gender, identity and change : mature women students in universities." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.

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In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

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Schaub, Kayla. "Representations of Minority Women in Banlieue Cinema: Divines and Bande de filles." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1554215562826029.

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Comrie, Allison. "The Plight of the 'Girl' Gamer: Deconstructing the Stereotypes of Women in Gaming." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/350.

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In 2012, the Entertainment Software Association announced that 47% of all game players are women. Before this statistic came out, it wasn't a surprise that girl gamers existed but the fact that this supposed 'minority' almost shared equal parts with the majority was used as a catalyst for the types of gaming environments we have today where females are faced with sexism, patriarchy, and other various forms of prejudice. This, in turn has initiated both positive and negative discourse and has perpetuated social change in the video game community. This is my response...

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Webb, Erin D. "Developing, Refining, and Validating a Survey to Measure Stereotypes and Biases that Women Face in Industry." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1321.

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Almost any woman who has worked in a male dominated industry has faced a gender stereotype or bias of some type. Some of these women have even developed coping mechanisms to counteract these biases and make day-to-day interactions at work tolerable. Gathering information to reveal these stereotypes and biases can pose a distinctive challenge. Many women do not want to reveal the challenges that they have faced in their careers, and the vastness of types of challenges makes asking the correct questions very difficult. Through testing, this study has developed a valid data collection instrument that can be used to gather the varying data. The final instrument yielded 22 items that have strong validity and reliability results.

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Macha, Elly. "Gender, disability and access to education in Tanzania." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/282/.

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The ultimate aim of this empirical study has been to investigate the obstacles visually impaired women in Tanzania face in their struggle for accessing and gaining education. It explores issues of culture, gender, disability, education and development, and examines the ways these interact with one another in shaping the lives of the women under discussion. These issues are conceptualised to establish the theoretical framework of the study. The epistemological and ontological position of the social model of disability has guided the conceptualisation and analysis of the problem under review. Using this model, this study critiques the way in which society perceives disabled people in general, and disabled women in particular. The social model approach emphasises a need to move society's perception of disability away from the medical model approach, which individualises disability. There are two main reasons for my choice of topic for this investigation. Firstly, the research is as much about my own experiences as it is about other visually impaired women. It is argued that the way the identity of visually impaired women is socially constructed, drawing on cultural understandings, social/economic and political barriers and society's negative attitudes towards sex and impairment, has served to inhibit their access to education. Secondly, I decided to research gender disparities in the provision of education for visually impaired persons because it has never previously (to my knowledge) been on research agendas of academics or disability activists in Tanzania. In setting the scene, the thesis starts by justifying the need for researching the problem of inaccessibility of visually impaired women to education in Tanzania. Semi structured interviews were used to generate the primary data for the study. 58 visually impaired women and 26 parents/guardians participated in the research, as well as other 36 key informants. Research findings reveal various obstacles visually impaired women in Tanzania encounter in their struggle for accessing and gaining education. These include cultural, social, economic, political and physicaldifficulties. The findings further highlight outcomes of the educational obstacles on the lives of visually impaired women; reviewing the coping strategies they use in their struggle for survival, and record their views about the ways their education could be improved. The study concludes by suggesting key issues for the way forward. Recommendations directed to all involved in the provision of education for visually impaired women are oriented toward changing attitudes and ensuring that education is their human right and not a matter of charity.

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Wood, Wendy. "Do people perceive women as worrying more than men?, a status account of the gender stereotypes of worry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64024.pdf.

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

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

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Ashcraft, Audrey Marie. "Experiences of Subtle Sexism Among Women Employees in the National Park Service." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7588.

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Although blatant sexism persists in the workplace, there is a subtler type of sexism that is not often discussed. Some of the harmful outcomes that concern organization employees and leaders include decreased job satisfaction and morale, increased stress and turnover, damaged workplace relationships, barriers to career development for women, and decreased feelings of safety in law enforcement employees. Subtle sexism is often disguised as friendliness or chivalry, and therefore is difficult to detect, so it is often ignored or trivialized. The harms are cumulative and compound over time. The purpose of this qualitative, phenomenological study was to gather data about how women experience subtle forms of sexism in the National Park Service (NPS) workplace. Semistructured telephone interviews assisted with the gathering of data from 12 women employed by the NPS. Feminist theory and critical theory guided the research process. Moustakas’s phenomenological method was used as an approach to data analysis. The findings that emerged included: (a) impacts on workplace culture, (b) harmful effects on individuals, (c) coping with subtle sexism, (d) organizational impacts, and (e) organizational change. The study promotes positive social change by providing a more nuanced understanding of how women experience and perceive subtle sexism. The results could help organizations to find more effective ways of dealing with this type of sexist behavior and decrease the negative outcomes.

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Miller, Claire Michael. "Overcoming Barriers: Women in the Superintendency." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/49.

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ABSTRACT OVERCOMING BARRIERS: WOMEN IN THE SUPERINTENDENCY by Claire M. Miller Women currently represent the largest number of teachers in the United States but remain underrepresented in the superintendent position. This suggests that the superintendency has been influenced by patriarchy. If women are to break through the barriers that prevent them from attaining a superintendency, we will need to understand the social construction of the position and women superintendents’ experiences with barriers. What do women in the superintendency think about what it means to be one of a few women in a male-dominated occupation? How does gender consciousness play a role in the ability to examine and understand barriers? How do characteristics of the position interacting with gender? Literature is reviewed surrounding these questions and includes barriers with feminine expectations, career mobility, good old boy network, mentors, family obligations, and the selection process. A qualitative approach was used to examine the experiences of five female superintendents. Additionally, race was masked to protect the identities of the women. Patriarchy was identified as the central structure for understanding the women’s experiences with barriers. This study also sought to draw on the theoretical model of sociocultural explanations for the underrepresentation of women in the superintendency. This model analyzes gender differences and focuses on sex role stereotyping, career socialization, and women’s culture to describe women’s experiences. The findings indicate that women are beginning to overcome some of the barriers; however, many of them are still present. This inquiry is important because it allows us to examine the barriers within the superintendency in order to provide a new perspective to the body of literature that has historically been grounded in almost exclusively white, male, and heterosexist epistemologies. This new perspective includes methods to overcome the barriers rather than navigate them.

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Halley, Kimberly Krystine. "Code Switching: A Tool Leveraged by Female Superintendents to Overcome Gender Bias." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592638383925545.

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

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Papadimitriou, Lamprini. "Making a Difference in Education : The role of the school and especially the teacher in empowering gender discrimination under a policy of equality." Thesis, Linköpings universitet, Institutionen för tema, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-133204.

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The aim of this thesis is to find out how the role of the teacher can affect positively or negatively the issue of gender equality in classroom and more specifically how this question can be applied to the Greek educational system which, for years, has been following a program that suggests ways for the elimination of gender stereotyping. The reason that this thesis focuses mainly on the role of the teacher, besides the fact that teaching is my occupation, lies in the fact that the implementation of every policy presupposes the willingness of the teacher to carry out those implementations. The implementation of policies on gender issues requires a constant education and training on gender issues and rights, expanding the attitude and beliefs on the issue. So far the policies tend to aim to equality and elimination of discrimination. We will see at which level we currently are and which are the visions regarding this matter.

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Haškovcová, Kristýna. "Women in Upper Management: Perceptions of Experts and Female Top Managers." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-264162.

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Hlavním cílém této diplomové práce bylo analyzovat současnou situaci žen ve vyšším managementu ve vybraných společnostech s hlavním zaměřením na Českou republiku. Dále prozkoumat baríery, kterým ženy čelí pří jejich cestě na manažerské pozice a poskytnout doporučení budoucím manažerkám. Tato práce se skládá ze dvou částí a to části teoretické a praktické. V první části jsou analyzovány teoretické pojmy spojené s termínem gender, současná situace žen v managementu a ženský styl vedení. Praktická část diplomové práce je rozdělěna na dvě další části. V první části jsou provedeny rozhovory s ženami z vyššího managementu, které pocházejí z různých společností. V druhé části je tato problematika analyzována z pohledu odborníku ze společnosti Hays Česká republika.

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Maier, Karyn. "Gender issues in effective women in management training : a case study." Thesis, Anglia Ruskin University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364029.

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Pedone, Maggie Helene. "Persistence of Undergraduate Women in STEM Fields." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378899.

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Urban Education
Ed.D.
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women’s persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin’s Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women’s persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.
Temple University--Theses

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LaRocca, Michela A. "Perception of Leadership Qualities in Higher Education: Impact of Professor Gender, Professor Leader Style, Situation, and Participant Gender." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1415.

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This experimental study used eight written vignettes to analyze the effects of professor gender, professor leadership style (democratic/autocratic), and type of situation (task/personal) and participant gender on evaluations of professorsÊ¹ competence, likeability and masculinity characteristics. Undergraduates from the College of Arts and Science (N=932; Males=464, Females=467), and the College of Education (N=722; Males=140, Females=582) were used. Results indicated that research participants rated democratic professors significantly more competent, likeable, and more feminine than autocratic professors. Contrary to expectations derived from gender spill-over and gender congruency theories, male participants did not rate female professors more negatively than their male counterparts when they acted autocratically in a personal situation (i.e., gender incongruent manner.) Exploratory results revealed trends that are discussed along with theoretical and practical implications.

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Eudey, Betsy. "Centering women : discourses and enactment of gender and pedagogy at a girls school /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195324261.

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Gamm, Ryan D. "The Persistence of Women in STEM: A Constructivist Grounded Theory Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406662196.

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

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44

Maragh, Michelle. "The link between gender, education and employment, Jamaican women still at risk." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36509.pdf.

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45

Kirdar, Serra. "Education, gender and cross-cultural experience with reference to elite Arab women." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:db8d8e68-d8df-4cad-97d3-81fd3f4e939c.

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The core of the thesis investigates the role of education in the engendering of cultural change and leadership among a select group of a powerful 'first generation' of Arab women; specifically, the role of dual educational/cultural experiences, both Arab and Western. The broader aim of the study is to analyze the merging of cultural traditionalism and modernity and how dual education has enhanced the ability of women, especially Arab women, to become leaders in their professional careers, and within their respective communities, whilst still maintaining strong ties to their culture, religion and traditions, albeit to varying degrees. The writer has chosen to investigate the association between cultural identity and educational experience of elite educated Arab women, through a small sample, who have had exposure to both Western and Arab educational systems at different points in their lives. The researcher's heritage has led to a fundamental ideological interest in the coexistence of traditionalism and modernisation and whether the two can complement one another. There are now a significant number of Arab women who have had the privilege of education and exposure to the two types of systems. Yet, gender constraints and predefined gender roles still very much dictate the socio-cultural contexts in which such women have to operate. The patriarchal 'system' is omnipresent in the West as well as in the Arab world. The challenges the writer has faced even as a 'Western' Arab to reconcile tradition and intellectual and educational exposure has served as a greater impetus for this investigation. The investigation and the intent of this thesis as described above, is to test the preliminary hypothesis that, in the context of elite Arab women, their exposure to both West and Arab educational cultures is germane to their potential for influencing female professional development. How their educational experiences have influenced their own identities and their ability to adhere to the gender roles prescribed is of significant interest. What influence has such education had on these women's prospects for instituting and pioneering change in their respective societies and professions? Is the synergy of certain aspects of modernity and tradition possible? The general conclusion is that it is.

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Brubaker, Sarah Jane. "Mature Women Students: Effects of the Gender Division of Labor on Education." VCU Scholars Compass, 1992. http://scholarscompass.vcu.edu/etd/4382.

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This thesis seeks to better understand the trend toward mature women college students as impacted by the gender division of labor. It is based on qualitative research involving in-depth, semi-structured interviews with ten African-American and eleven white mature women students age 30 and over enrolled at Virginia Commonwealth University. The interview questions focus on two main decision points in the lives of mature women students. The first is defined as the point at which they chose a course of action, other than attending college, after high school, or when they left college. The second is defined as the point at which these women decided to (re)enter college. The gender division of labor is explored as it exists in capital patriarchal society and emphasis is placed on the processes by which it is created and maintained at both macro and micro levels. The focus of the research is on the connection between the structure of the gender division of labor and the processes through which it affects individual lives in everyday, personal ways. The focus on the two decision points leads the analysis of the trend toward mature women students in a direction not taken by other researchers and helps to uncover aspects of the trend which had been neglected. The findings suggest that the designation of domestic and childcare tasks to women in the gender division of labor greatly affects the trend toward mature women students at both decision points. The gender division of labor becomes a lived reality in individual women's lives and influences their decisions concerning work, family and education. The findings suggest further that the explanations for the trend toward mature women students are much more complex than current literature reflects. For the women who participated in this research, the gender division of labor creates power differentials between women and men which affect women's decisions concerning college which have not been explicitly addressed in other research.

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Alexander, Kristina A. "Gender employment equity power status among Missouri superintendents of public schools." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074366.

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Lebental, Dana M. "Women Principals of Jewish Secular High Schools in Israel| Access and Progress." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3593210.

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This quantitative investigation focused on women high school principals at Jewish secular schools throughout Israel. Despite challenges, Israeli women have succeeded in obtaining over half of the principal positions at Jewish secular high schools, but the degree to which there is equal gender access to leadership roles in the school system remains unclear. This study examined whether there was clustering of women in high school principal positions in certain geographical areas, the process by which these women obtained principal positions, what obstacles the women overcame, and an analysis if respondents differed by district in terms of their career paths, career breaks, and military experiences. This study showed that although women are in principal positions in equal or greater numbers as men depending on the region, women had a different path than men to obtain this role. The key findings in this research were that 89.5% of women principals were able to return at the same level prior to taking a career break and that 31.8% of female principals had male mentors.

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Oshan, Maryam S. "Saudi women and the internet : gender and culture issues." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/7906.

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The Internet plays an increasingly significant role in people's lives. Poverty of data and research on Internet use and users is probably one of the most significant factors affecting the understanding of the Internet use and attitude in a conservative country and society such as Saudi Arabia. The aim of this research was to identify and analyse Saudi university students' use of the Internet, with particular emphasis on factors associated with, and influencing, female university students' attitude toward using the Internet. A mixed method approach was used utilising a mixture of quantitative and qualitative research techniques. It included a questionnaire to more than 700 male and female university students in King Saud University which incorporated questions on web and email use as well as an adopted Internet attitude scale from Tsai et al (2001). This was followed by series of focus group interviews with female students on Internet gender related issues. The study found that demographic variables are associated with Saudi university students' use of the Internet. Gender was found to be significantly associated with students' email usage, chatting, and feelings about the web. Culture also affected women's reasons for using the web, choice of websites visited, and web activities. It also influenced reasons for e-mail use and non-use, and the people with whom they communicated using email. Females in Saudi Arabia face many challenges when it comest o Interneta ccessa nd use. These barriers tend to be somewhat different than those faced by man. For Saudi females it is more cultural (i.e. family restrictions, lack of time) and psychological (i.e. security and privacy, internet complexity). The majority of students had positive attitudes towards using the Internet. Female students were as positive in their attitude as male students. However, females had real or perceived difficulties in their ability to control their Internet usage. Considering the scarcity of previous literature in this particular context (Saudi Arabia), this research provides an original and comprehensive contribution to knowledge regarding Internet use and attitude among university male and female students.

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Scraton, Sheila J. "Shaping up to womanhood : a study of the relationship between gender and girls' physical education in a city-based Local Education Authority." n.p, 1989. http://ethos.bl.uk/.

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