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

Since the early 1970's numerous researchers have been questioning the existence of sex differences in causal attribution. From those who claim differences exist, three models have been proposed: the general externality model, the female self-derogation model, and the female low expectancy model. This study proposed that two variables, sex role and task investment, might mediate the relationship between sex and causal attribution. A structural equation model was proposed and analyzed using LISREL VII (Joreskog & Sorbom, 1989).For this study, 208 undergraduate psychology students were asked to complete the following: a demographic sheet, the Personal Attributes Questionnaire (Spence, Helmreich, & Stapp, 1975), a task investment measure created for this study, a short performance task (10 mathematics or anagram problems), and the Causal Dimension Scale (Russell, 1982).Results did not support the proposed overall model; however, some findings were significant. First, women were more likely to make unstable attributions for success than were men, consistent with the female low expectancy model, but the difference was very small. Also, in the failure condition, masculinity was negatively correlated with stability.Second, women reported being more invested in the tasks and said they had more experience at these tasks than did the men. Additionally, femininity was positively correlated with task investment, contrary to predictions. Finally, outcome was correlated with all three causal attribution dimensions. The perception of success was positively correlated with higher internal, stable, and controllable attributions, suggesting a type of self-enhancement bias for both sexes. / Department of Counseling Psychology and Guidance Services

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 107-119).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 107-119). Also available in print.

M.A. (Afrikaans) / The women's liberation movement, which had its origins in the seventies, produced a number of intellectuals who have been actively campaigning for the eradication of sexism in especially the American society ever since. In terms of this movement, language is deemed to provide the very paradigm within which gender inequality is set to flourish unchecked. One of the principal aims of the movement is, therefore, to eliminate all grammatical forms in terms of which women, trapped in a traditionally male-dominated world, are being ignored, slighted, degraded and stereotyped. Soon, several publishers started introducing and organising women's study series and workshops on sexism at conferences on language and sociology. In the wake of that, a great number of publications, in which language inequalities are scientifically described, have appeared already. In addition, many articles and books were published in which guide-lines were laid down for the avoidance of sexist lexical items in the English language, which has since gained the unfortunate distinction of being labelled the most sexist language. The emphasis in the present study will, however, not fall on the ideology underlying the women's liberation movement, but on the many publications on language sexisms that had been prompted by it. Language planning and change naturally play a crucial part in all publicatlons on language sexisms. The general sociolinguistic supposition about language change is that it is prompted by change in the social structure of a society. The advocates of the development of a non-sexist language, however, appeal to the Whorf hypothesis, in terms of which the language structure of a society is deemed to reflect and facilitate its world view. According to the champions of the said hypothesis, however, the reverse of this argument should also hold good, namely that a change in the language structure of a society should bring about an inevitable change in its world view. On the strength of the latter hypothesis, alternatives are suggested for all sexist lexical items, so that v the new-found non-sexist language could help society to create a non-sexist social structure. A definition of the term language sexism has been formulated in the present study, based on the conclusions reached in research articles. The conclusion drawn is that the term sexism could only be applied in respect of language usage relating to women. Although feminists have even coined such phrases as male chauvinist pig, the literature that was taken into study (with the possible exception of that generated by Hauptfleisch, 1989), made no mention whatsoever of the possibility that male terms' could also be considered sexist. Current research projects and existing publications on language sexisms are mainly in English. With the exception of Liebenberg (1976), the few existing research studies in Afrikaans deal with specific topics, such as sexisms in translation practice or teaching material. In the present study, however, the researcher has endeavoured to describe the specific nature of those sexisms found in the Afrikaans lexicon.

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Doctor of Philosophy / Department of Kinesiology / Craig A. Harms / The overall aim of this dissertation is to further understand sex differences in the cardiopulmonary responses during exercise in younger and older individuals. Emphasis is directed towards the influence of sex in modulating respiratory muscle blood flow and the inspiratory muscle metaboreflex. The first investigation of this dissertation (Chapter 2) demonstrated that sex differences do not alter respiratory muscle blood flow at rest or during exercise. The second investigation (Chapter 3) demonstrated that sex differences exist in the cardiovascular consequences of the inspiratory muscle metaboreflex. Specifically, premenopausal women, compared to age-matched men, exhibited attenuated increases in mean arterial pressure and limb vascular resistance as well as decreases in limb blood flow during inspiratory muscle metaboreflex activation. In Chapter 4, we demonstrated that postmenopausal, compared to pre-menopausal, women exhibit greater increases in mean arterial pressure and limb vascular resistance and decreases in limb blood flow during activation of the inspiratory muscle metaboreflex. Furthermore, no differences in the cardiovascular consequences were present between older men and women or younger and older men with activation of the inspiratory muscle metaboreflex. These data suggest that the tonically active inspiratory muscle metaboreflex present during maximal exercise will result in less blood flow redistribution away from the locomotor muscles in pre-menopausal women compared to postmenopausal women, as well as younger and older men. In conclusion, sex differences in young adults incur a major impact in the cardiovascular consequences during inspiratory muscle metaboreflex activation, while not modifying respiratory muscle blood flow.

Lee Ka-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 80-88). / Abstracts in English and Chinese. / Members of Thesis Committee --- p.ii / Abstract --- p.iii / Chinese Abstract --- p.v / Acknowledgements --- p.vii / Table of Contents --- p.ix / List of Tables --- p.xi / Chapter Chapter 1 --- Introduction to the Research Question --- p.1 / Chapter 1.1 --- Introduction / Chapter 1.2 --- Life Course Perspective / Chapter 1.2.1 --- Basic Principles of the Life Course Perspective / Chapter 1.2.2 --- Timings of life events / Chapter 1.2.3 --- Cohort Analysis to Study Social Change / Chapter 1.3. --- Determinants of Family Timing / Chapter Chapter 2 --- Analytical framework --- p.11 / Chapter 2.1 --- Introduction / Chapter 2.2 --- Gender Comparison / Chapter 2.3 --- Cohort Comparison / Chapter 2.4 --- Determinants of Family Timings / Chapter 2.4.1 --- The Extension of Education / Chapter 2.4.2 --- Work Career Development / Chapter 2.4.3 --- Migration History / Chapter Chapter 3 --- Family Formation in a Changing Social Context --- p.28 / Chapter 3.1 --- Introduction / Chapter 3.2 --- Migration Experiences / Chapter 3.3 --- Education Expansion / Chapter 3.4 --- Increased Labour Force Participation / Chapter 3.5 --- First Marriage / Chapter 3.6 --- First Birth / Chapter Chapter 4 --- Data and Method --- p.43 / Chapter 4.1 --- Data and Measures / Chapter 4.2 --- Method / Chapter Chapter 5 --- First Marriage --- p.53 / Chapter 5.1 --- Introduction / Chapter 5.2 --- Gender Comparison / Chapter 5.3 --- Cohort Comparison / Chapter 5.4 --- Summary / Chapter Chapter 6 --- First Birth --- p.62 / Chapter 6.1 --- Introduction / Chapter 6.2 --- Transition to Parenthood since Age15 / Chapter 6.2.1 --- Gender Comparison / Chapter 6.2.2 --- Cohort Comparison / Chapter 6.3 --- Transition into First birth since Marriage / Chapter 6.3.1 --- Gender Comparison / Chapter 6.3.2 --- Cohort Comparison / Chapter 6.4 --- Summary / Chapter Chapter 7 --- Discussion and Conclusion --- p.72 / Chapter 7.1 --- Research Questions / Chapter 7.2 --- Key Findings / Chapter 7.3 --- Limitations / Chapter 7.4 --- Implications for Future Studies / Chapter 7.4.1 --- Sibling Order and Number of Sibling / Chapter 7.4.2 --- Parents' Educational Attainment and Occupational Status / Chapter 7.4.3 --- Residential Arrangement / Bibliography --- p.80

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.