The purpose of this study was to describe women’s experiences and challenges encountered during the tenure process at one institution, if and how they overcame those challenges, and if the challenges are consistent with those that appear in the literature. Higher education is comprised of a majority of male faculty members and administrators, but data show that women have surpassed men in earning doctorate degrees. Nevertheless, the rate at which women achieve tenure is not equal to that of men. Most of the literature on tenure is based on institutionalized power, gender inequities, policies, criteria, and the experiences of males, while providing limited information about women and their experiences during the tenure process. Furthermore, information about tenured women provides little discussion of how women navigate the tenure process. This lack of information demonstrates that there is a gap in the literature about women’s experiences in academia, especially during the process of achieving tenure. Therefore, this study explored women’s experiences with the tenure process through the lens of institutionalized power informed by gender and feminism. For the purpose of this study, I adopted a qualitative case study approach. The primary source of data collection was semi-structured phenomenological interviews with three women who were tenured within the last five years. This case study investigated tenure, institutionalized power, and gender at a small public university. I abstracted themes from the data by applying an interpretative phenomenological analysis (IPA) technique to analyze and describe the results of the study. Results show that the participants felt stressed out and unsure about the criteria for tenure. Data also show that finding a mentor and beginning the process early are important. This study will add to the body of knowledge about women’s experiences with the tenure process in higher education.

Syfte och frågeställning Denna studie syftar till att ge ökad kunskap i hur genus som social konstruktion kan påverka lärares syn på aktiviteter i ämnet idrott och hälsa. Den empiriska studie ger svar på två frågeställningar som utifrån syftet har formulerats för att begränsa detta arbete. Dessa två frågeställningar var; Vilken syn har lärarna på genus i aktiviteterna inom idrottsämnet i skolan? Samt; Medför idrottslärarnas syn på genus inom aktiviteterna att ämnet idrott och hälsa gynnar något av könen? Metod Min fallstudie genomfördes på en skola där jag använde mig av kvalitativa intervjuer som metod. Intervjuerna genomfördes med tre lärare i ämnet idrott och hälsa. Resultat De viktigaste resultaten var att lärare har föreställningar om genus inom aktiviteterna som medför att vissa aktiviteter är mer anpassade för pojkar men andra är mer lämpade för flickor. Detta innebär att lärare har en tydlig föreställning om att pojkar skall vara intresserade av vissa aktiviteter och flickor av andra aktiviteter vilket innebär att de inte har någon neutral syn inom detta område. Nästkommande fråga som jag ställde var; Medför idrottslärarnas syn på genus inom aktiviteterna att ämnet idrott och hälsa gynnar något av könen? Här var jag inte ute efter att fokusera på betyg utan mer på hur de olika könen kan tänkas gynnar i själva lektionsinnehållet och under själva lektionerna. Här kom det tydligt fram att lärarnas genusföreställningar i korthet vara att pojkar inom de flesta avseenden tar mer plats på idrotten, de syns mer och de äger arenan på ett annat sätt. Flickor skall generellt vara mer hänsynstagande och mer avvaktande och tar inte för sig i lika stor utsträckning. Lärarnas föreställningar om att pojkar skall vara mer fysiskt utvecklade än flickor medför att de förväntas prestera mer än flickor. Flickor tillskrivs andra färdigheter som motoriks färdighet och kroppskontroll. Diskussion Utifrån min studie kan det antas att pojkar gynnas av lärarnas föreställning kring genus då de har föreställningen om att pojkar kan prestera mer och den mest förekommande aktiviteten på idrottslektionerna är "kondition och styrka" och lärarna förväntar sig att pojkarna här skall vara bättre än flickor. / Studiegång Idrott, fritidskultur och hälsa, Vt 2011

Gender encounter during interactive market is indeed a dynamic aspect of a marketing that affects its’ outcome which is to seal sales. The dynamic implication gender encounter has brought about the researching of both same gender and cross gender encounter in this paper. The division and independent investigate of same gender and cross gender encounter had given a clear motive on the gender preference among male and female students towards same/cross gender encounter. In actualizing this purpose, quantitative approach was use while the realist is the explanatory grid which constructed arguments in a deductive manner. In fulfilling the quantitative approach criterion, an online survey was carried out among students at Mälardalen University. Online questionnaire were distributed through a convenient sampling method and 389 valid responses were analyzed. The results shows majority of students prefers same gender encounter to cross gender. Therefore for an interactive marketing section to be successful as regards to gender differences, same gender encounter should be considered.

Propertius 3.20 is a poem that has received relatively little critical attention for its merits as a poem or its relationship to the poets larger poetic project and to the turbulent era in which it was written. Here, the poem is placed into its literary and cultural context and subjected to a gendered reading influenced by modern feminist theory. Propertius 3.20 uses the language of fidelity and contracts that was traditionally associated with solemn legal ceremonies and agreements in his depiction of a socially illegitimate relationship between a lover and his mistress. The destabilization of relationships caused by the application of this language to the demimonde leads to a problematization of the gender roles of the actors in the relationships. Propertius 3.20 raises issues relevant to the construction of gender in the Propertian corpus and the crisis of masculinity triggered by the rise of Augustus.

Syftet med detta examensarbete var att ta reda på om lärare bemöter sina elever olika beroende på könstillhörighet. För att studera detta använde vi oss av kvalitativa metoder; observationer och intervjuer. Vi observerade och intervjuade två kvinnliga lärare på mellanstadiet. I studien kom vi fram till att det i vissa aspekter finns en skillnad gällande bemötande. Även i den teoretiska utgångspunkten nämns dessa skillnader. Våra tankar är att skillnaderna finns på grund av att vi människor är insocialiserade i dessa mönster. Förslag till fortsatt forskning är exempelvis: Finns det skillnader mellan manliga och kvinnliga lärares bemötande av elever?

No description available.

The past fifteen years have yielded numerous studies of girls and the struggles they face in today's society. This dissertation examines the ways that preadolescent girls, "tweens," understand what it means to be a girl and the factors that shape their identity as a girl. Through thematic content analysis of data collected through 22 focus groups and one-on-one interviews, I argue that girlhood is a socially constructed phenomenon. The girls' perceptions of girlhood are influenced by their media consumption, their families, and their social interactions. Their understanding of girlhood includes both physical and psychological characteristics. The girls' understanding of girlhood is also reflective of stereotypical myths of femininity. The experience of girlhood, as described by the participants, is an experience of transition from child to adolescent, an experience of liminality, and includes dialectical tensions that the girls must attempt to negotiate. The girls’ experience of girlhood differs from their perceptions of ideal girlhood, and often the girls indicate that the perceptions are “real” and their personal experiences are not.

Since the passage of Title IX, there has been a steady decline of women head coaches in intercollegiate athletics. Previous research indicated that perceived treatment and access discrimination may be a plausible cause of the decline; however, research has not identified the antecedents of discrimination. Research indicates that sexism levels are associated with hiring intentions, ascription of attributes to managers, and performance appraisals. This study attempted to identify sexism as one possible antecedent of discrimination. A dyadic study between head and assistant collegiate coaches was utilized to determine the relationship between hostile and benevolent sexism, treatment and access discrimination, and intentions to leave the profession. I sampled 364 head coaches and 163 assistant coaches, creating 71 dyads. Each of the measures was validated in previous research. Results indicated that men possessed higher levels of hostile (M = 2.02, SD = 1.02) and benevolent (M = 2.33, SD = 1.01) sexists beliefs than females (M = 2.00, SD = .97, M = 1.62, SD = 1.00). Additionally, females coaches indicated significantly higher levels of perceived access discrimination (F [1, 384] = 38.05, p < .01), treatment discrimination (F [1,384] = 7.353, p < .01) and intentions to leave (F [1, 384] = 13.146, p < .01) than men. Results indicate that there is a correlation between benevolent sexism and access discrimination (r = .322, p < .001) within the coach dyads. Further, to support previous literature, this study found that 17% of the variance in intentions to leave the profession was explained by perceived treatment and access discrimination. Though the results of this study show only one relationship between sexism and perceived discrimination, the results that sexism is present in intercollegiate athletics and that females perceive higher levels of discrimination and intentions to leave the profession are an interesting finding. Sexism may have an effect on perceived discrimination; however, the relationship may be mediated through other variables such as group identity or organizational citizenship behavior. Ultimately, this study has indicated that sexist beliefs are present in intercollegiate athletics and has negative implications that should be further researched.

Wage differentials result from different years of education or experience or size of the firms, and also from other factors that do not have anything to do with the labor characteristics of the individuals. One of these factors is usually gender. The wage differential due to gender, and not to differences in labor characteristics, is called discrimination. The goal of this project is to estimate the evolution of the wages differentials and wage discrimination between males and females in Peru within and between 1997 and 2000, a time of economic recession in Peru. The wages differentials estimations show that all categories of males and females saw their real wages decreased; only blue-collar females saw their real wages increased; the return to the interaction between education and specific experience follow a linear trend. This means that more education and more experience will be rewarded at the same rate at any combination. The wage discrimination estimation shows that there was a small but significant wage discrimination in favor of women in 1997 and it disappeared by 2000. This showed that employers reduced all premiums to their employees during a period of economic recession.

Women in intercollegiate athletics have faced numerous challenges in breaking through the "glass ceiling." This issue has received a plethora of attention in the literature; however, the impact of culture on leadership stereotypes has yet to be evaluated. Therefore, the purpose of this study was to determine the impact a diversity culture may or may not have on gendered leadership stereotypes. Utilizing the social identity theory of leadership and the expectations of gender stereotypes, I predicted men would be considered more prototypical of a sport organization than would women. Moving forward, I argued culture would moderate this relationship. Specifically, women would be considered more prototypical in a proactive culture (diversity viewed as an asset), whereas men would be perceived as more prototypical in compliant cultures (diversity viewed as a liability). Finally, when a leader was determined as prototypical, then (s)he would be rated as more effective than nonprototypical leaders. A 2 (culture: compliant, proactive) by 2 (leader's sex: male, female) design was employed to determine the relationship between culture, sex and leadership prototypicality. Respondents to this research experiment included students participating in activity classes at a major Southwest University (N = 278). Respondents were first asked to read through two scenarios: one describing culture and the other manipulating the leader. Next, they were asked to complete a series of items to measure prototypicality and leadership effectiveness. Results indicated the manipulation in the scenarios was successful. A majority of the respondents correctly identified the leader?s sex (N = 241), and a proactive culture was viewed as supporting diversity when compared to a compliant culture (F [1, 274] = 120.83, p < .001, n2 = .86). The first two hypotheses were not supported. Results indicated women were considered as prototypical as men (F [1,238] = .04, p > .05, n2 =.001), and culture did not affect prototypicality ratings (b = -.04, p greater than .05). However, culture did have a significant positive relationship with leadership effectiveness (b = 21, p less than .01). Prototypicality was significantly positively related to leadership effectiveness (b = .54, p less than .001), thus supporting the third hypothesis.