The current study examined the most common reason for behavioral referrals and the effects of student gender, teacher age, teacher experience, and school setting on reasons for behavioral referrals to the schools intervention team or the Individual Education Plan (IEP) team. Additionally, it examined the self-efficacy of teachers and compared the self-perceptions of teaching general education students with behavior problems with perceptions of teaching students identified as having an Emotional Disturbance (ED). Participants included 179 general education teachers, grades K-12, from the state of Kentucky and additional teachers recruited from Facebook from across the U.S. Participants completed a survey about their self-efficacy in working with general education students and students with ED and their most recent male and female behavioral referral, either to an intervention team or to the IEP team. The most common reported reason for referral was defiance. This was true for both male and female students. Teachers reported referring more male than female students. Additionally, teachers reported significantly higher self-efficacy when working with general education students compared to students with ED. The relevance of findings to current research, the implications for school districts, limitations, and future directions are discussed.

Since the mid 1970s student experience of gender at school has been the focus of intense media scrutiny, academic research and policy development for schools in Australia. This study took as its focus the role of the school principal as a leader for gender equity in schools. It set out to determine the response of 35 Catholic K-6 schools to gender policy directions as contained in gender policy documents published for Australian schools between 1975 and 1997 and to use these findings to determine implications for school leadership for gender equity. The study encompassed three interlinked research phases which contributed to specific learnings about leadership for gender equity. The first research phase entailed a critical analysis of gender policy documents for Australian schools leading to the development of a Policy Analysis Template. Utilisation of the template resulted in a synthesis of gender policy implications which formed the basis for examination of school practice in a sample of K-6 Catholic schools in the next two research phases. The second research phase examined student experience of gender at school using a questionnaire and the third research phase studied teacher and principal experience of gender reform utilising questionnaires. Data analysis methods included content analysis of policy documents, statistical analysis of questionnaire responses to determine particular connections and to identify emerging trends in the data and analysis of the qualitative responses to provide validation and further insights. The research tools developed for this study provide possibilities for future work in gaining insights into policy implementation in schools. The research results confirmed the findings of the implementation literature in terms of leadership. The response of schools to gender policy directions was strongly influenced by a principal who could not only articulate a vision of gender equity but who also had a commitment to translating this vision into practice. The findings also demonstrated a clear link between a school’s commitment to its proclaimed values, formed and shaped by its Catholic ethos and its response to gender equity issues through actual practice. Thus school responses to gender policy directions were seen to be informed and influenced by their articulated vision and mission. Furthermore, results demonstrated that specific gender policy directions had been adopted by schools whereas others had resulted in little or no impact at all. It was beyond the scope of this study to investigate the factors that enabled or inhibited school response to particular gender policy directions although specific gender policy reform priorities were signalled for principal attention. The focus of this study was on the emerging connections and relationships between gender policy directions, student experience of gender at school and teacher and principal experience of gender reform. The recommendations of the study addressed the role of the principal in fostering school commitment to equity practices. The study which utilised a sample of 35 Catholic K-6 schools demonstrated the significant role of the principal in gender reform. The impact of gender policy directions on actual school practice was seen to be dependent on the vision for gender equity and commitment to implement this into practice that the school principal brings to the role of leadership for gender equity.

Taiwanese Languages Curriculum in a Third Grade Class of Elementary school Li-Shu Huang Abstract This is a case study on a grade three class in Kaohsiung municipal Da-Ai (A pseudonym) elementary school. The core issue was to teach Taiwanese proverbs with the integration of gender equity ideas, including topics of based on ¡§gender equity in a multi-culture society¡¨ and ¡§related issues in gender rights and interests¡¨ in the Nine-Year Integrated Curriculum Guidelines. The purposes of the study was to discuss the development process of gender concepts of grade three students in elementary school before and after taking the integrated course instruction, to know the academic achievements and the predicaments of students¡¦ learning. This research adopted qualitative research methods for collecting data by observations, interviews, worksheets and reflection checklists; to analyze data with frequency & T-test statistics, and then to make conclusions and suggestions wishing to be a reference in future integrated instruction. According to the above research purposes, the conclusions were as follows¡G A. Students¡¦ gender equity awareness¡G 1. Before instructions, students have their own gender stereotypes. 2. The students¡¦ stereotypes can be clarified and the viewpoints of gender equity can be built through instructions. 3. Through learning and sharing, the students can learn how to protect their body, deal with the crises and estblish the human relations. B. Integrated curriculum instruction¡G 1. The use of multiple instructions can stimulate reflections on gender concepts from both teachers and students. 2. The students admired the attempts of integrating gender equity ideas into Taiwanese language instruction. 3. The instruction can raise parents¡¦ attention toward children¡¦s gender attitude. 4. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can have positive inpact on boys and girls¡¦ gender awareness, particularly in the case of girls. 5. Multiple instruction models of Taiwanese language curriculum can raise the interests on students¡¦ learning. 6. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can help students use Taiwanese in their daily lives. Based on the findings, the researcher provided several suggestions as follows¡G A. We should implement gender equity education with the help of household education. B. We should create an envivonment with non-sexual discrimination and stereotype learning in order to support the teachers implementing multiple instructions. C. The teachers should develop reflecting abilities on gender concepts. D. The integration of gender equity ideas into Taiwanese should be diversified. E. The teacher self-made inventory on gender equity attitude should be further revised. F. The number of research class and samples should be increased.

The purposes of this study are to inquire the individual class students' gender- role stereotypes and to understand the influence of gender equity education curriculum on gender- role stereotypes existing among seventh grade students. The subjects are one class (18 females, 20 males) of 7th grade students in Junior High School in Kaohsiung City as the case group. Showing students¡¦ changes of gender-role stereotypes in gender equity curriculum offers some implications on adolescent¡¦s gender equity education program in the future and to draw up a well teaching project eventually. The study adopts qualitative and quantitative methods to explore subjects¡¦ gender-role stereotype condition and reaction about gender equity education curriculum. The former of which is major method including observation, interview and document analysis. The latter of which administered questionary to subjects. In this study, the gender equity education curriculum met for one 1 hour period a week, for 14 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy once a week. From this process the final conclusions as following: (1) Junior high school students cultivate their gender-role stereotypes with social structure and people's expectation. (2) The conflict between gender is derived from unfair evaluation comes from gender-role stereotypes. (3) Girls accept flexible gender-role behaviors, but boys don¡¦t. (4) Students are used to rationalize the social gender separation, so it is difficult for them to have gender equity view. (5) Students can enlarge their scope of gender roles by reading stories and watching. (6) After gender equity education, students have more criticize ability about gender equality concept than before. Finally, based on the research results and my introspection, we can provide valuable suggestions to school education and further study plans.

Neste estudo, investigou-se o atendimento de gestantes adolescentes, usando a perspectiva de gênero com marcador de equidade na atenção primária. Descreveu-se o que pensam os profissionais de saúde da Estratégia de Saúde da Família sobre a gravidez na adolescência, como atendem estas gestantes e quais são as vivências das adolescentes, em relação à gravidez. Trata-se de um estudo qualitativo, descritivo, no qual foram realizados dois procedimentos metodológicos para a produção de informações: grupo focal com os trabalhadores e entrevistas semiestruturadas com as adolescentes grávidas. O estudo foi realizado em um município localizado na região metropolitana de Porto Alegre, Rio Grande do Sul, Brasil. Este estudo é parte do projeto intitulado Equidade de Gênero nos Serviços de Saúde Como um Marcador de Integralidade na Atenção Básica, aprovado pelo Comitê de Ética da UFRGS (Carta de Aprovação nº 23752). Em relação aos profissionais de saúde, percebeu-se que decisões tidas como exclusivamente técnicas são influenciadas pelos preconceitos e estereótipos vigentes em seu meio social, inclusive os de gênero. A gravidez na adolescência é pouco compreendida em sua complexidade multifacetada, apesar de ser vista como um problema de saúde publica pelas equipes de saúde. Os trabalhadores utilizam a medicalização como única forma de lidar com a gravidez na adolescência. Ao contrário do que ocorre no meio dos profissionais, entre as adolescentes há uma percepção positiva sobre a implicação da gravidez na vida amorosa e em suas identidades. Na falta de melhores condições sociais, educação e de oportunidades, e inseridas em uma cultura cujas prescrições de gênero ainda valorizam sobremaneira os papeis tradicionais de esposa e mãe, a maternidade se configura nas classes populares como um projeto de vida. A gestação na adolescência não é um problema em si, mas sim o contexto de iniquidades que a produz e reproduz. Frente estes resultados, destaca-se a importância dos estudos de gênero que podem contribuir para a identificação de preconceitos e estereótipos que moldam a relação entre os cuidadores e os usuários dos serviços. / This study investigated specialized care in teenage pregnancy using the gender perspective as a marker for equity in Primary Health Care. It was described the thoughts of health professionals from a Family Health Unit about teenage pregnancy, how the pregnant are cared and what their experiences are relating to pregnancy. It is a qualitative and descriptive study, in which was done two methodological procedures to gather information: focal group with the professionals and semi structured interview with pregnant adolescents. This study was done in a town around the metropolitan region of Porto Alegre city, Rio Grande do Sul state, Brazil. This study is part of a project called Gender Equity in Health Services as a Marker of Integrality in Primary Health Care, approved by the Ethics Committee of UFRGS (Approval letter # 23752). Relating to the health professionals, it was seen that decisions done technical, exclusively, are influenced by prejudice and stereotypes according to their current social environment, including of gender. Teenage pregnancy is little comprehended in its multifaceted complexity, even been considered a public health problem by the health staff. The professionals use medicalization as the only way to deal with teenage pregnancy. Opposing what happens among the professionals, among the adolescents there is a positive perception about pregnancy implications in their lovely life and identities. Lacking better social conditions, education and opportunities, as well as been inserted in a culture that gender prescriptions are still severely valuing the traditional roles of wife and mother, motherhood is configured, in popular classes, as a life project. Teenage pregnancy is a not a problem itself, but an iniquity context that produces and reproduces it. Facing these results, is highlighted the relevance of gender studies that may contribute to the prejudice and stereotype identification that shape the relationship carers and users of health services.

The purpose of this thesis was to find out how snowboarding lifestyle and gender equity are visible in Burton Snowboards’ branding on their Instagram accounts as well as in their retail stores. Thus, the research questions were “How is (snowboarding) lifestyle and gender equity visible in Burton Snowboards’ branding on their Instagram accounts and in their retail stores?” and also, “How does branding differ in the two accounts and in the four stores?” The theory part of this thesis looks into consumer theories, such as branding and marketing communication. Also, the theory part concentrates on theories from social sciences mainly from the point of view of gender studies. In addition, the study is deepened by theoretical connections that are relevant for the overall research. The empirical part of the thesis is a qualitative study, which was carried out by mixing two different research methods. First, an extensive visual analysis of Burton Snowboards and Burton Girls Instagram accounts was conducted. Secondly, in-store observations were carried out in four different Burton Stores, three of them in the USA and one in Finland. Based on the findings of the study, Burton Snowboards’ is advancing gender equity by building and developing a lifestyle brand where actions and expressions are actively oriented towards reducing gender stratification.

Neste estudo, investigou-se o atendimento de gestantes adolescentes, usando a perspectiva de gênero com marcador de equidade na atenção primária. Descreveu-se o que pensam os profissionais de saúde da Estratégia de Saúde da Família sobre a gravidez na adolescência, como atendem estas gestantes e quais são as vivências das adolescentes, em relação à gravidez. Trata-se de um estudo qualitativo, descritivo, no qual foram realizados dois procedimentos metodológicos para a produção de informações: grupo focal com os trabalhadores e entrevistas semiestruturadas com as adolescentes grávidas. O estudo foi realizado em um município localizado na região metropolitana de Porto Alegre, Rio Grande do Sul, Brasil. Este estudo é parte do projeto intitulado Equidade de Gênero nos Serviços de Saúde Como um Marcador de Integralidade na Atenção Básica, aprovado pelo Comitê de Ética da UFRGS (Carta de Aprovação nº 23752). Em relação aos profissionais de saúde, percebeu-se que decisões tidas como exclusivamente técnicas são influenciadas pelos preconceitos e estereótipos vigentes em seu meio social, inclusive os de gênero. A gravidez na adolescência é pouco compreendida em sua complexidade multifacetada, apesar de ser vista como um problema de saúde publica pelas equipes de saúde. Os trabalhadores utilizam a medicalização como única forma de lidar com a gravidez na adolescência. Ao contrário do que ocorre no meio dos profissionais, entre as adolescentes há uma percepção positiva sobre a implicação da gravidez na vida amorosa e em suas identidades. Na falta de melhores condições sociais, educação e de oportunidades, e inseridas em uma cultura cujas prescrições de gênero ainda valorizam sobremaneira os papeis tradicionais de esposa e mãe, a maternidade se configura nas classes populares como um projeto de vida. A gestação na adolescência não é um problema em si, mas sim o contexto de iniquidades que a produz e reproduz. Frente estes resultados, destaca-se a importância dos estudos de gênero que podem contribuir para a identificação de preconceitos e estereótipos que moldam a relação entre os cuidadores e os usuários dos serviços. / This study investigated specialized care in teenage pregnancy using the gender perspective as a marker for equity in Primary Health Care. It was described the thoughts of health professionals from a Family Health Unit about teenage pregnancy, how the pregnant are cared and what their experiences are relating to pregnancy. It is a qualitative and descriptive study, in which was done two methodological procedures to gather information: focal group with the professionals and semi structured interview with pregnant adolescents. This study was done in a town around the metropolitan region of Porto Alegre city, Rio Grande do Sul state, Brazil. This study is part of a project called Gender Equity in Health Services as a Marker of Integrality in Primary Health Care, approved by the Ethics Committee of UFRGS (Approval letter # 23752). Relating to the health professionals, it was seen that decisions done technical, exclusively, are influenced by prejudice and stereotypes according to their current social environment, including of gender. Teenage pregnancy is little comprehended in its multifaceted complexity, even been considered a public health problem by the health staff. The professionals use medicalization as the only way to deal with teenage pregnancy. Opposing what happens among the professionals, among the adolescents there is a positive perception about pregnancy implications in their lovely life and identities. Lacking better social conditions, education and opportunities, as well as been inserted in a culture that gender prescriptions are still severely valuing the traditional roles of wife and mother, motherhood is configured, in popular classes, as a life project. Teenage pregnancy is a not a problem itself, but an iniquity context that produces and reproduces it. Facing these results, is highlighted the relevance of gender studies that may contribute to the prejudice and stereotype identification that shape the relationship carers and users of health services.

Neste estudo, investigou-se o atendimento de gestantes adolescentes, usando a perspectiva de gênero com marcador de equidade na atenção primária. Descreveu-se o que pensam os profissionais de saúde da Estratégia de Saúde da Família sobre a gravidez na adolescência, como atendem estas gestantes e quais são as vivências das adolescentes, em relação à gravidez. Trata-se de um estudo qualitativo, descritivo, no qual foram realizados dois procedimentos metodológicos para a produção de informações: grupo focal com os trabalhadores e entrevistas semiestruturadas com as adolescentes grávidas. O estudo foi realizado em um município localizado na região metropolitana de Porto Alegre, Rio Grande do Sul, Brasil. Este estudo é parte do projeto intitulado Equidade de Gênero nos Serviços de Saúde Como um Marcador de Integralidade na Atenção Básica, aprovado pelo Comitê de Ética da UFRGS (Carta de Aprovação nº 23752). Em relação aos profissionais de saúde, percebeu-se que decisões tidas como exclusivamente técnicas são influenciadas pelos preconceitos e estereótipos vigentes em seu meio social, inclusive os de gênero. A gravidez na adolescência é pouco compreendida em sua complexidade multifacetada, apesar de ser vista como um problema de saúde publica pelas equipes de saúde. Os trabalhadores utilizam a medicalização como única forma de lidar com a gravidez na adolescência. Ao contrário do que ocorre no meio dos profissionais, entre as adolescentes há uma percepção positiva sobre a implicação da gravidez na vida amorosa e em suas identidades. Na falta de melhores condições sociais, educação e de oportunidades, e inseridas em uma cultura cujas prescrições de gênero ainda valorizam sobremaneira os papeis tradicionais de esposa e mãe, a maternidade se configura nas classes populares como um projeto de vida. A gestação na adolescência não é um problema em si, mas sim o contexto de iniquidades que a produz e reproduz. Frente estes resultados, destaca-se a importância dos estudos de gênero que podem contribuir para a identificação de preconceitos e estereótipos que moldam a relação entre os cuidadores e os usuários dos serviços. / This study investigated specialized care in teenage pregnancy using the gender perspective as a marker for equity in Primary Health Care. It was described the thoughts of health professionals from a Family Health Unit about teenage pregnancy, how the pregnant are cared and what their experiences are relating to pregnancy. It is a qualitative and descriptive study, in which was done two methodological procedures to gather information: focal group with the professionals and semi structured interview with pregnant adolescents. This study was done in a town around the metropolitan region of Porto Alegre city, Rio Grande do Sul state, Brazil. This study is part of a project called Gender Equity in Health Services as a Marker of Integrality in Primary Health Care, approved by the Ethics Committee of UFRGS (Approval letter # 23752). Relating to the health professionals, it was seen that decisions done technical, exclusively, are influenced by prejudice and stereotypes according to their current social environment, including of gender. Teenage pregnancy is little comprehended in its multifaceted complexity, even been considered a public health problem by the health staff. The professionals use medicalization as the only way to deal with teenage pregnancy. Opposing what happens among the professionals, among the adolescents there is a positive perception about pregnancy implications in their lovely life and identities. Lacking better social conditions, education and opportunities, as well as been inserted in a culture that gender prescriptions are still severely valuing the traditional roles of wife and mother, motherhood is configured, in popular classes, as a life project. Teenage pregnancy is a not a problem itself, but an iniquity context that produces and reproduces it. Facing these results, is highlighted the relevance of gender studies that may contribute to the prejudice and stereotype identification that shape the relationship carers and users of health services.

Masters in Public Administration - MPA / It is often contended that many barriers deter women from reaching the academic ladder in terms of hierarchy. Publication records are important in promotion criterion to become Professors, it is therefore imperative that females become engage in academic activity for their successful progression and recognition in the academia. This can be achieved through the extension of strategies and practices that women use to attain Professorship. Against this background, this study examined possible challenges female Professors encounter within their Departments, Faculties, and the Institution. The study explores qualitative research method within a feminist paradigm, face to face in-depth interview with academic female Professors was administered to get an insight and understand their experiences; how they cope with such challenges; policies that promotes gender equality and institutional responses to these challenges. The findings to this study revealed that networking groups amongst women where they are able to share their challenges are not available. In addition, the university does not have policies that support females in general and Professors in particular in their struggle to combine their personal and academic role. The study therefore recommends a strong need for a networking group amongst females and female Professors to assist each other; future studies that will include female black Professors, and institutional intervention in terms of policies that would develop and support academic females in their publishing at UWC.

This dissertation examines the concept of underrepresentation as deployed in scholarly and gray literature to describe the paucity of women in elite research and senior administration positions in Canadian universities. I explore the meaning of underrepresentation, drawing from research in organization studies, feminist and gender studies, philosophy, and political studies, to discuss the different ideas and assumptions that converge to define the parameters of women’s underrepresentation. I demonstrate how underrepresentation arises as an unproblematized claim in gender and organization theorizing and holds significant implications for women in its partial and reductive descriptions. This dissertation proposes a conceptual revisioning based on views of representation that allows for a more holistic consideration of women in organizations—in the context of my research, women in elite research and senior administration positions in academe. I adopt a dual-study research design to determine the shape and measure of women’s representation from the field. Using thematic analysis (TA), I review institutional texts pertaining to the Canada Research Chairs program (CRCP) and transcripts from my interviews with women in senior administration roles in Canadian universities. My findings confirm the need to augment the conceptual framework to include views of representation in order to achieve greater alignment between gender and organization theorizing and women’s lived experiences. I conclude that views of representation hold the potential to disrupt the problematic claim of underrepresentation, thus allowing for a more holistic and multifaceted understanding of women in organizations. My dissertation is an interpretivist-feminist project that exposes a conceptual problematic for the purpose of producing and advancing theory that is critically constructive rather than critically reactive, rooted in women’s experiences, self-aware and committed to supporting social action in favour of women’s full participation and gender equity across all facets of academic organizational life.