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Tesi sul tema "Sex differences in education Australia"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 gennaio 2023

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1

Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.

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2

Fellowes, Janet. "Boys and writing: Attentiveness levels and the impact of single gender classes and teaching methods." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/660.

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Abstract (sommario):

The study is concerned with boys' literacy learning. It seeks to gauge whether the change to a single-gender class brings about any improvement in the boys' attentiveness levels during writing lessons and also to ascertain whether attentiveness is influenced by other factors associated with the learning tasks, and with the teacher's pedagogical and management practices. This study involves the scrutiny of writing lessons in three classes in Western Australian metropolitan primary school - a Year 5 co-educational class, a Year 6 allboy's class ( comprising boys from the Year 5 class) in the hands of one teacher and the same class in the hands of another. Attention levels are measured at various times during writing lessons in the three classes and the approaches taken by the three teachers in the delivery of writing lessons are closely monitored. The performance of a particular boy in these classes is also studied in the hope that a useful comparison might be made between his results and those of the classes generally. The study concludes that higher levels of attentiveness will not necessarily flow from the introduction of an all-boys' class and that teaching methods are of greater importance in this regard. However, the study does indicate that all-boys' classes are potentially advantageous in creating an environment where boys feel more assured and contented and that a possible consequence of this is a willingness on the part of boys to participate more fully in lessons. The study also highlights that any potential for greater attentiveness of boys during writing lessons is unlikely to be realized if the teacher maintains a negative view about boys' capacity to learn and achieve. Finally the study observes there is great individual difference in attentiveness of individual boys, even when there is an overall pattern of higher or lower attentiveness.

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3

Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.

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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this difference<br>Doctor of Philosophy (PhD)

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4

Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phs4281.pdf.

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5

Klimek, Jennifer L. "Sex differences in academic dishonesty : a sex role explanation." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027124.

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Previous research on academic dishonesty in colleges and universities has consistently shown unacceptable rates of cheating, yet inconsistent reports of sex differences in cheating. Sex differences in cheating were studied in relation to sex role orientation and attitudes towards cheating, and in light of a distinction between two types of cheating; cheating to benefit oneself and cheating to benefit another. 256 undergraduate students completed anonymous surveys to tap their sex role orientation, attitudes towards cheating, and reported frequency of cheating. Although females reported having more disapproving attitudes towards cheating than males, they reported engaging in cheating just as much as males. Sex role orientation was not directly related to cheating, but female-associated characteristics were related to attitudes towards cheating, which, in turn, were strongly related to cheating behavior. It was also found that participants reported engaging in more cheating to benefit another person than cheating to benefit themselves.<br>Department of Psychological Science

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6

Fiore, Angela M. "Gender differences in test anxiety." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2949.

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Thesis (M.A.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains viii, 50 p. Includes abstract. Includes bibliographical references (p. 28-34).

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7

Yuen, Wai-wa Timothy. "An inquiry into the need for gender education in the teacher training programme at Hong Kong's colleges of education." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13907001.

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8

Clarence, Brian. "The effect of technology-based lessons on primary school students working in mixed and single-gender groupings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/763.

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This study investigated primary school students working in mixed and single- gender groupings around a computer during technology-based lessons. In particular it observed the patterns of peer interaction that took place when students worked co-operatively in groups in lessons. In so doing, this study attempted to explain the effects of gender of the student and gender composition of the group, on peer interaction in such a situation. The study also focussed on the effect of gender groupings on the motivation of students and children's collaborative behaviours. The subjects for the study were twenty-nine students (sixteen boys and thirteen girls) in year 5/6 with an age range of ten to eleven. These students were randomly assigned to different groups: Male-Gender Croups, Female-Gender Groups and Mixed-Gender Croups. A series of lessons on finding information about endangered animals provided the context. The students were taught to use PowerPoint (Microsoft Office, 1998) to make slides on endangered animals, and Web sites were used as sources of information on endangered animals. This research method adopted was descriptive and analytical and aimed for broad as well as specific understandings. Data that was analysed included data collected through interviews and observations, as well as the quantitative analysis of Peer Interaction Categories (Lee, 1990). The results of the analyses showed whether the students' interactions were primarily task-related, collaborative, and positive or not and whether girls and boys had significantly different experiences across groups of varied gender composition in regard to the specific categories of interaction as well as the total interaction. In conclusion, the findings have led to a number of assertions which potentially can guide primary classroom practice in fostering technology-based learning.

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9

Thiel, Peter Ram Rati. "Gender differences in returns to schooling an international cross-country study /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603525.

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Thesis (D.A.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 8, 2006. Dissertation Committee: Rati Ram (chair), Anthony L. Ostrosky, Mark S. Walbert. Includes bibliographical references (leaves 63-65) and abstract. Also available in print.

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10

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.<br>Department of Sociology

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11

Murray, John. "Great expectations : individuals, work and family." University of Sydney, 2009. http://hdl.handle.net/2123/5435.

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Doctor of Philosophy<br>Female labour force participation has increased constantly over the last thirty years in Australia. A number of theories and an established literature predict that such an increase in the performance of paid work by women will lead to a redistribution of unpaid work between men and women in the household. There is little evidence, however, of a corresponding redistribution of unpaid work within Australian households, raising a number of questions about the process through which paid and unpaid work is distributed between partners. A review of the literature considers economic and sociological approaches to the domestic division of labour and how the distribution of paid and unpaid work between partners has been understood, measured and explained. This review identifies two related problems in the existing explanatory frameworks; one theoretical, and one empirical. First, existing explanatory frameworks make assumptions about either unilateral, exchange or bargaining decision making processes between partners, rather than empirically establishing the process through which decisions are made. These untested assumptions about the decision making process lead to an empirical problem, whereby the interpretation of empirical data relies on establishing associations between the individual characteristics of household members and the subsequent distribution of time spent on different tasks. By examining the decision making process that is subsumed within the existing explanatory frameworks, this thesis addresses a gap in the literature. Results in the established literature rely on the strength of assumptions about the decision making process in these explanatory frameworks and neglect alternative possibilities. More recent studies provide alternative explanations about the allocation of time within households which consider the independent behaviour of autonomous individuals as well as their perceptions and preferences about paid and unpaid work. These insights guide the construction of this study, with additional consideration given to how individuals perceive, anticipate and make decisions about work and family, taking account of both the established and alternative explanations for the allocation of time to paid and unpaid work. Specifically, the research question asks: what is the decision making process when allocating time to paid and unpaid work in the household? Two component questions sit within this, firstly: what type of decision is it – autonomous, unilateral, exchange or bargaining? And secondly: what is the basis for the decision – income, preference or gender? In order to counter the empirical problems identified in both recent studies and the established literature, and pursue the research questions, a qualitative strategy of data collection and analysis is implemented. Based on replication logic, a target sample of sixty respondents is constructed, containing ten men and ten women from each of three purposefully identified life situations; undergraduate, graduate and parent. This sample allows for the comparative analysis of results between and across samples of men and women drawn from different stages of work and family formation. Subsequently the interview schedule is detailed, along with the composition of the final sample, made up of male and female undergraduates, male and female graduates, mothers and fathers who are also graduates. The results of the interviews are presented in three separate chapters in accordance with the different life situations of the interviewees, namely male and female undergraduates, male and female graduates, and male and female parents who are also graduates. Following the three results chapters is a detailed analysis and discussion of the key findings in the final chapters. Findings from the research indicate that the decision making process is based on gender and operates independent of partners in an autonomous manner. Indeed, gender is seen to be pervasive in the decision making process, with gendered expectations evident in the responses of all men and women in the sample, and taking effect prior to household formation, before decisions about work and family need to be made. The findings demonstrate that, independent of one another, men and women have implicit assumptions about how they will manage demands between work and family. Men in the study are shown to be expecting to fulfil and fulfilling the role of breadwinner in the household, with a continuous attachment to the workforce, whereas women in the study are shown to be expecting to accommodate and accommodating additional care demands in the household, impacting on their attachment to the workforce. These implicit assumptions by men and women conspire to limit the range of options perceived in the household when decisions about work and family need to be made and prevent households from redistributing paid and unpaid work responsibilities between partners in accordance with their economic needs and preferences. These findings also highlight institutional constraints that prevent the redistribution of paid and unpaid work between partners, reinforcing the delineation in the division of labour between household members. In the process this study makes two key contributions to the existing literature, firstly with a method for the investigation of the hitherto untested decision making process, and secondly with findings that demonstrate an alternative decision making process to that which is assumed in the existing explanatory frameworks, which takes account of the gendered expectations of men and women independently.

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12

Garrett, Tana Diane. "Sex role as a factor in high school girls' choice of advanced in mathematics courses and mathematically related careers /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219888.

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13

La, Rocca Michela Anita. "Perception of leadership qualities in higher education : impact of professor gender, professor leader style, situation, and participant gender." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000103.

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14

Hall, Tracy Lynn Pfeifer. "Nurse Focused Cultural Competency Education for Patients with Differences of Sex Development." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn161944517472267.

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15

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

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16

Jose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.

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17

Buckingham, Elizabeth Ann. "Socialisation to higher mathematics : men's and women's experience of their induction to the discipline." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5425.

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18

Brooker, Nichole R. "Techniques for addressing gender cognitive differences in the elementary classroom." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:162.

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19

Glasser, Howard M. "Single-sex middle school science classrooms separate but equal? /." Diss., Connect to online resource - MSU authorized users, 2008.

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Abstract (sommario):

Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008.<br>Dissertation committee: John P. Smith III, Angela Calabrese Barton, Kristen Renn, Julia Grant, and David Sadker--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 275-284). Also issued in print.

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20

Parker, Joshua C. "Gender differences in the motivation to learn." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.

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21

McCrary, Michael. "Social ties, capital, and labor market position : what explains sex differences in self-employment? /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658544759.

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22

MURRAY, ALAN JAMES. "THE RELATION OF LEVEL OF EDUCATION AND GENDER TO JOB SATISFACTION." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183842.

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Changing demographic characteristics of the American workforce include increased levels of education and increased numbers of females. In 1979, females became a majority in the workforce and in higher education. Little research has been conducted on the impact of education and gender on job satisfaction since these changes have occurred. The purpose of this study was to investigate the differences in job satisfaction associated with level of education and gender. The data of the National Longitudinal Study of the High School Class of 1972 were used to answer the research questions: (1) Were there significant differences among education levels when measured by any of three measures of job satisfaction? and (2) Were there significant differences between males and females on any of the three measures of job satisfaction? Three levels of education were used, these were: high school graduate, two year college graduate, and four-year college graduate were the independent variable for education. Since the literature indicated job level, ability, and socioeconomic status could influence job satisfaction, they were included in the analysis as covariates. Multivariate analyses were used to determine whether education, gender or the interaction of these independent variables resulted in significant differences in any of the three measures of job satisfaction. The multivariate analyses indicated that there were significant differences for both level of education and for gender on the job satisfaction variables considered simultaneously. There was no significant interaction between the education and gender variables. Univariate analyses indicated that there were significant differences for both education and gender on the internal job satisfaction measure, but not on the external or overall measures. The Scheffe post hoc test was used to identify which levels of the education variable were responsible for the significant differences found. Two-year college graduates and four-year college graduates were found to be more satisfied with the internal aspects of their jobs than high school graduates. Similarly, males were found to be more satisfied with the internal aspects of their jobs than were females.

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23

Wood, Glenice. "Perception : a contributing factor in the different career advancement outcomes of female managers." Monash University, Dept. of Management, 2001. http://arrow.monash.edu.au/hdl/1959.1/7558.

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24

Cyr, Desiree. "Single sex classrooms, how boys and girls learn differently a guidebook for elementary teachers /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DCyr2007.pdf.

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25

Marino, Carmen Dolores. "Sex and ethnic differences in mathematics in a well integrated population /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9225968.

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26

Ruseffendi, Endang T. "A comparison of participation in mathematics of male and female students in the transition from junior to senior high school in West Java - Indonesia /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362337377.

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27

Lau, Sai-chong. "Gender differences in using ICT in junior secondary design & technology." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040331.

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28

Howse, Rose M. "An examination of sex differences in attitude, ability and interest." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/233.

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29

Gobby, Brad. "Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate." Thesis, Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/41/.

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Abstract (sommario):

This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education. The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world. Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.

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30

Gobby, Brad. "Captured becomings : an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate /." Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/41/.

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Abstract (sommario):

This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education. The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world. Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.

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31

Pavela, Gregory. "Education differences in elevated blood glucose do they vary by race, ethnicity and sex? /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025059.

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32

Patsch, Pamela Gail. "Developmental and sex differences in children's styles of responding to success and failure in achievement situations /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245902315.

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33

Yuen, Wai-wa Timothy, and 阮衛華. "An inquiry into the need for gender education in the teacher training programme at Hong Kong's colleges of education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957638.

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34

Chan, Anita Kit-wa. "Making gender : schools, families and young girls in Hong Kong /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17538518.

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35

Dunnington, Jason. "Learning gender at church." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=3&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1633768391&scaling=FULL&ts=1263916678&vtype=PQD&rqt=309&TS=1263916689&clientId=10355.

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36

Rockley, Danielle N. I. "Contextually driven messages about gender : an ethnographic study on messages concerning traditional gender behaviors within work, education, romantic relationships, friendships, and exercise." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/823.

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Abstract (sommario):

This thesis focuses on messages concerning gender that are communicated within contemporary U.S. society. Research consisted of twelve ethnographic interviews with students between the ages of nineteen and twenty-seven from the University of the Pacific in Stockton, California. Society is ever changing and individuals learn rules and either comply, resist or try to change traditional gender behaviors. The social contexts in which an interaction takes places are where many messages concerning gender behavior are communicated. The five areas that this study researched include: work, education, romantic relationships, friendships, and exercise/sports. Work and education are contexts in which progress has occurred; women have the freedom to apply to jobs and schools of their choice. However, some jobs and majors are still male-dominated (i.e. math, science, and engineering majors). There was the most compliance with traditional gender behaviors in romantic relationships, friendships, and in exercise/sports.

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37

Ibegbulam, Elizabeth E. "The under-representation of women in IT : a participatory research approach assessment of 14-year olds' perceptions of IT/ICT as a school subject and possible future career." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/64760/.

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In Year 9, when boys and girls are expected to make choices regarding what they want to become when they grow up, many take a crucial decision to drop or side-line IT as an academic subject, which in turn steers them away from a possible future IT career. This thesis examines the reasons why IT careers are not well-imagined or popular amongst teenagers at this critical time of their lives. Taking the widely acknowledged ‘women in IT' problem as a starting point, it focuses specifically on gender differences that exist in relation to how teenagers form their ideas about IT as an academic subject, as a possible career and in everyday life. 79 boys and 85 girls participated in this study from a mixture of 12 state-maintained and nine independent secondary schools (single-sex and co-educational) in Southeast London Borough. This research was exploratory and used an age-appropriate, participatory and mixed-methods framework incorporating: a questionnaire, a creativity map exercise, group and individual interviews, mini-focus groups, and observations. During the interviews, students were also provided with information and opportunities regarding IT careers. I argue this has been of benefit to the students as well as the research, as it has prompted them to think about a career they previously had not even considered. The findings of my study indicate boys were more likely than girls to say that they liked and enjoyed IT/ICT1 as a subject and would consider IT as a career choice for the future. Evidence throughout the study does not suggest girls lack confidence with regard to their general engagement with and use of technology, compared to the boys. Rather, the findings suggest more needs to be done in the area of role models, mentors and careers advice to inform more girls (and boys) about IT careers. The thesis concludes with recommendations for further research, especially in light of the new computing curriculum, which commenced in September 2014.

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38

Almofadda, Omar A. "Age and sex differences in spontaneous self-concept in Saudi Arabia : \"preadolescents, adolescents and youth adults\" /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825075993.

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39

Lee, Alison. "Gender and geography: literacy pedagogy and curriculum politics." Thesis, Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/149/.

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This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.

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40

Lee, Alison. "Gender and geography : literacy pedagogy and curriculum politics /." Lee, Alison (1992) Gender and geography: literacy pedagogy and curriculum politics. PhD thesis, Murdoch University, 1992. http://researchrepository.murdoch.edu.au/149/.

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Abstract (sommario):

This thesis is an investigation into processes of gendered subject production in literate practices in school settings. Focusing on student writing in geography, the study explores gender differences in written texts with a view to asking what is differently at stake for girls and for boys in 'becoming literate' in school geography. The study is an ethnographic case study of a geography classroom, focusing in particular on contexts for the production of two texts which are subject to close textual analysis. Drawing on a range of theoretical and methodological perspectives: curriculum studies, linguistics and feminist theory, the thesis argue that classrooms are sites of multiple and competing discourses. Student texts are oriented discursively and generically in different ways. These orientations both reflect and produce wider discursive alignments within the discipline of geography and elsewhere. The thesis investigates the politics of these differences. Part I builds a detailed account of the Year 11 geography classroom as a set of curriculum contexts within which students' literate practices are located. Readings are produced of the official curriculum resources, focusing in particular on the syllabus and the classroom textbook material. The spoken language dynamics of the classroom are investigated in terms of the materiality of processes of speaker positioning along gender lines in the production and negotiation of geographical meanings. Part II produces detailed readings of two student essays: one by a girl, one by a boy. Differences between the two are investigated, drawing links between the texts and the discursive contexts of their production and reception. The argument is made that the two texts enact a significant gender difference in and through different geographies. Part III discusses the consequences of the thesis findings for contemporary debates about literacy pedagogy. This includes a critique of one dominant framework within which the notion of 'critical literacy' is being engaged: that of educational linguistics. Finally, the argument is made that existing accounts of 'subject-specific literacy' need to be expanded to engage two senses of the word 'subject': both the specificity and multiplicity of the discourses of subject-disciplines and the concomitant production of different human subject positions through textual practice. To investigate the implications of this, theories of literacy pedagogy, it is argued, need to engage more substantially with available theories of the subject, such as feminist theories, while at the same time engaging sophisticated analytics for the exposure of the material workings of discursive practices in school-literate productions.

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41

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

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42

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

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43

Van, Alstyne Audrey May. "Computers in the home curriculum project : an atttitude and gender study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31215.

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Computers are a valuable tool for education. Studies have proven that the computer can assist in the development of a positive self-concept and a positive attitude toward school. Computers can increase student-teacher interaction and achievement by individualizing the learning process. The research clearly documents the dominance of males in the computer field. Home economics educators have the ability to assist individuals and families in using this tool to their best advantage. This research study included 224 students at Sir Charles Tupper School in Vancouver, B.C. The students were thirteen or fourteen years of age and in grade nine or ten. The study was conducted between September 1989 and February 1990. The purpose of this study was to determine if the integration of computers into home economics can encourage attitude changes and promote equitable computer use between male and female students. This study will test the assertion of previous research that indicates females are less interested in computers and less likely to use computers than males. Can females do as well as males and males as well as females when given the opportunity to study personally relevant material under the supervision of a female role model? Of the 224 students in the study, 185 were in the control group and 39 were in the treatment group. The treatment involved participation in the new course, Computers in the Home. This course studies the impact of computers on family life, and explores personal and home computer applications. The survey was designed to assess student attitudes toward the computer and how they may have changed as a result of the course. Student responses to the survey were analyzed using SPSS-X and Chi-Square analyses were performed to determine any significant differences. During the period of study, the enrollment patterns in both Computer Science and Computers in the Home refute the majority of research in that more females than males were enrolled in these computer classes. It was expected and postulated that students enrolled in Computers in the Home would have been exposed to a different experience than those not enrolled. Unfortunately, there was no significant difference between the attitudes of the students enrolled in the course and students not enrolled in Computers in the Home. Although empirical observation throughout the study period lead the researcher to believe there were differences, statistical analysis of the survey responses did not support this observation. Males overtly displayed their enjoyment—they were more adventurous, aggressive and curious. Female students were quieter and tended to be more covert toward this machine. Since no difference in attitude was found, this research study has shown that females are as interested and use computers as often as male students at Sir Charles Tupper School. Although females react differently toward computers, the general trend appears to be moving toward more equitable computer experiences for all.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate

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44

Hofmann, Renate. "Geschlechtergerecht denken und leben lernen : religionspädagogische Impulse /." Münster : Lit, 2003. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=010271416&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Augsburg, Universität, veränd. Thesis (doctoral), 2001 entitled: Hofmann, Renate: Geschlechtergerechte Sozialisation im Religionsunterricht.<br>Includes bibliographical references (p. 160-200) and indexes.

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45

Poldma, Tiiu Vaikla. "Gender, design and education : the politics of voice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50557.pdf.

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46

Barth, Emily R. "Single-gender instruction and its effect on academic achievement in the middle grades /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/barthe/emilybarth.html.

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47

Luhmann, Susanne E. "Im/proper subjects? an inquiry into social differences as knowledge and pedagogy in women's studies /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ66357.pdf.

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48

Olivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.

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Thesis (MBA)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.<br>AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.

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Dunlap, Celeste Elizabeth. "An examination of gender differences in today's mathematics classrooms exploring single-gender mathematics classrooms /." Connect to this title online, 2002. http://www.ohiolink.edu/etd/view.cgi?cedar1033047176.

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50

Andrews, Karen Anne Hope. "Normative indications for Xhosa-speaking unskilled workers on the trail making test and the stroop test." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002435.

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The aim of the study was to produce preliminary normative indications for the Trail Making Test and the Stroop Test, administered in English, on a non-clinical sample of black, Xhosa-speaking, unskilled individuals (N = 33), with an educational level of 11 – 12 years, in two age categories (18 –29 and 30 – 40 years). The sample was equally distributed for gender and level of education. Participants, who were required to have a basic proficiency in English, were from traditionally black township schools with relatively disadvantaged quality of education. Within-sample age and gender effects were investigated. There were no significant age effects on the Trail Making Test, whereas there was one significant difference between age groups on the Stroop Test with respect to the Color-Word task, and a result that strongly approached significance on the Word task, with the younger group performing better than the older group. There were no significant gender effects on the Trail Making Test, whereas there was one significant difference between genders on the Stroop Test with respect to the Word task, and a result that approached significance on the Color task, with females performing better than males. Normative indications for both measures were compared to available normative data on western populations with higher levels and more advantaged quality of education. This comparison revealed consistently poorer performances for both the Trail Making Test and the Stroop Test, confirming the need for localised normative datasets to facilitate accurate neuropsychological diagnoses on culturally disadvantaged individuals.

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