In 2016, women represented 16.6% of all Chief Administrative Officers (CAOs) in local governments across the United States. Previous studies have investigated gender disparities in managerial representation, which is explained by the glass ceiling phenomenon; however, little is known about whether the women that occupy these male dominated positions have the similar levels of responsibilities as their male counterparts. Thus, the purpose of this dissertation is to understand if gender disparities in levels of work authority manifest as a new form of the glass ceiling. Work authority in this study is operationalized as CAOs’ sanctioning authority (control over personnel operations) and decision-making authority (control over formal operations). Using a mixed methods research design, this investigation is implemented in two phases. The first phase employs Ordinary Least Square (OLS) regression to explore the relationship between CAOs’ gender and CAOs’ level of work authority as well as the relationship between CAOs’ levels of work authority and annual pay. In the second phase, using a qualitative research method, I conduct an in-depth investigation of similarities and differences in the career paths of CAOs and the factors that shape their career-related decisions. This research has five main findings. First, female CAOs do not have similar level of sanctioning authority as their male counterparts. Second, disparities in level of sanctioning authority yield economic inequality among CAOs. Third, male and female CAOs take different career paths. Last, female CAOs perform dual roles—professional and personal—whereas most male CAOs are less burdened with household responsibilities in their personal lives. Last, for female CAOs with family responsibilities, their career paths are significantly fashioned by the presence of institutional and social support networks. Findings inform policy makers and public management practices. It informs that gender-based disparities in the workforce continually manifest in new forms, creating unequal employment opportunities for men and women in the workforce. Such disparities also continue perpetuating economic inequalities among men and women in the workforce. Also, it informs public management practices of the critical impact that institutional support has on leveling the playing field women to participate in male-dominated careers.

Made available in DSpace on 2017-06-01T18:08:53Z (GMT). No. of bitstreams: 1 Inalda _Oliveira.pdf: 479560 bytes, checksum: 4a6a4f3cd347283e0f1c342171652cea (MD5) Previous issue date: 2000-02-22 / The purpose of the present research was to understand the nature of the feelings demonstrated by mothers who are experiencing the separation/individuation process of an adolescent son (daughter) as symbolized by the vestibular entrance exam and to analyze the possible effect of these feelings on the vocational choice of their children. The study had the collaboration of 8 mothers, ages between 39 to 43, which were going through the vestibular situation for the first time. Using semi-directive interviews the research analyzed the following dimensions: predominant feelings in face of the vestibular situation; the mother s perception of the son s (daughter s) differentiation process; their reaction to autonomy manifestations on the son s (daughter s) part; the meaning the mother attributes to the vestibular; a possible relation between the mother s career choice and the moment the adolescent faces and the mother s perception of possible changes in her life as a result of the vestibular situation. Each interview was first analyzed as an individual case study and afterward they were all compared to each other in relation to the above mentioned dimensions. It was observed that the high level of anxiety the mothers demonstrated in face of the situation represented a sum of feelings related to the difficulty of elaborating the separation/individuation process in their children. Mothers tended to: 1) perceive their sons (daughters) as dependent and immature; 2) identify with the adolescents in a symbiotic manner of relation and to deny possible changes in their own lives in view of the new situation; 3) interfere directly in their son s (daughter s) career choice; 4) perceive the vestibular situation as a victory or accomplishment mainly for themselves, instead of the adolescent s, which denoted how some mothers feel that they re valued by their children s performance. The research concluded that this resistance in face of the differentiation process interferes in a negative way in their children s career choices and contributes to difficult the elaboration of a personal life project by adolescents. It was empathized that such influence is mainly due to the moment when the vestibular takes place in Brazil, in which the adolescent is chronologically imature, fact that contributes to difficult the separation process / A presente pesquisa teve como objetivo compreender os sentimentos que as mães apresentam frente ao processo de separação/individuação do filho (a), simbolizado pela situação do vestibular, e analisar os possíveis efeitos que eles têm na escolha vocacional/ocupacional dos filhos(as). Participaram da pesquisa 8 mães, compreendidas na faixa etária de 39 a 43 anos, que estavam vivenciando, pela primeira vez, o vestibular de um filho. Através de entrevistas semi-dirigidas buscou-se analisar as seguintes dimensões: sentimentos predominantes frente à situação do vestibular, percepção do processo de diferenciação do filho (a), reações apresentadas frente às manifestações de autonomia do filho(a), significado que o vestibular assume para a mãe, possíveis relações entre a escolha profissional da mãe e o momento vivido pelo filho(a) e a percepção, por parte das mães, de possíveis mudanças em suas vidas a partir do vestibular do filho(a). Cada entrevista foi analisada como um estudo de caso independente e, em seguida, foi estabelecida uma comparação entre as respostas de todos os depoimentos nas dimensões pesquisadas. Observou- se que o elevado nível de ansiedade apresentado pelas depoentes frente à situação do vestibular constituía-se num somatório de sentimentos relacionados à dificuldade de elaborar o processo de separação/individuação do filho(a). As mães tenderam a: 1) perceber os filhos(as) como dependentes e imaturos; 2) a identificar-se com eles de forma simbiótica e a negar a possibilidade de mudanças em suas vidas diante da nova situação; 3) interferir diretamente na escolha profissional dos filhos(as); 4) atribuir ao vestibular o significado de vitória e realização principalmente delas mesmas, demonstrando que se sentem avaliadas em seu papel parental pelo desempenho dos filhos(as). Concluiu-se que tal resistência à diferenciação do jovem, influencia negativamente na possibilidade de escolha profissional e na elaboração de um projeto pessoal de vida por parte do adolescente. Foi salientado que tal influência ocorre principalmente pelo momento que o vestibular ocorre no Brasil, no qual o adolescente está cronologicamente imaturo, o que contribui para dificultar o processo de separação

Objective: Because of the increasing shortage of general practitioners (GPs) in many countries, this study aimed to explore factors related to GP career choice in recent medical graduates. Particular focus was placed on the impact of specific practice-orientated GP courses at different stages of the medical undergraduate curriculum. Design: Observational study. Multivariable binary logistic regression was used to reveal independent associations with career choice. Setting: Leipzig Medical School, Germany. Subjects: 659 graduates (response rate = 64.2%). Main outcome measure: Choice of general practice as a career. Results: Six student-associated variables were found to be independently related to choice of general practice as a career: age, having family or friends in general practice, consideration of a GP career at matriculation, preference for subsequent work in a rural or small-town area, valuing the ability to see a broad spectrum of patients, and valuing long-term doctor – patient relationships. Regarding the curriculum, after adjustment independent associations were found with a specifi c pre-clinical GP elective (OR = 2.6, 95% CI 1.3 – 5.3), a four-week GP clerkship during the clinical study section (OR = 2.6, 95% CI 1.3 – 5.0), and a four-month GP clinical rotation during the final year (OR = 10.7, 95% CI 4.3 – 26.7). It was also found that the work-related values of the female participants were more compatible with those of physicians who opt for a GP career than was the case for their male colleagues. Conclusion: These results support the suggestion that a practice-orientated GP curriculum in both the earlier and later stages of undergraduate medical education raises medical schools’ output of future GPs. The findings are of interest for medical schools (curriculum design, admission criteria), policy-makers, and GPs involved in undergraduate medical education. More research is needed on the effectiveness of specific educational interventions in promoting interest in general practice as a career.

Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.

Ursprünglich wurde die Theorie des geplanten Verhaltens (TPB) als suffizient bezeichnet, das heißt: 1.) Alleinige Determinanten der Einstellung, der subjektiven Norm und der wahrgenommenen Verhaltenskontrolle seien Überzeugungen und Bewertungen. 2.) Alleinige Determinanten der Intention seien die Einstellung, die subjektive Norm und die wahrgenommene Verhaltenskontrolle. 3.) Alleinige Determinanten des Verhaltens seien die Intention und für den Fall, dass sie gut mit der tatsächlichen Verhaltenskontrolle übereinstimmt, die wahrgenommene Verhaltenskontrolle. Das Kernziel der vorliegenden Arbeit war ein umfassender Test der Suffizienzannahme der TPB bezüglich der Vorhersage der Verhaltensintention, weil diese aufgrund einer Vielzahl von Untersuchungen, die unabhängige Effekte jeweils einzelner, zusätzlicher Prädiktoren erbracht hatten, zunehmend in die Kritik geraten war. Für einen umfassenden Test mussten alle wesentlichen in der Forschungsliteratur im Sinne potentiell zusätzlicher Intentionsprädiktoren diskutierten Konstrukte gemeinsam untersucht werden. Konkret waren dies die wahrgenommene moralische Verpflichtung, das antizipierte Bedauern, die soziale Identität, mehrere Selbstidentitäten und Erfahrung mit Aspekten des Zielverhaltens. Außerdem wurde das Konzept der wahrgenommenen Verhaltenskontrolle in Selbstwirksamkeit und wahrgenommene externe Hindernisse als interne und externe Aspekte von Verhaltenskontrolle ausdifferenziert. Eine Stichprobe deutscher Studierender der Forstwirtschaft (N = 149) wurde per Fragebogen hinsichtlich ihrer Karriereintention (für oder gegen die Aufnahme einer Tätigkeit in der sub-/tropischen Entwicklungszusammenarbeit) untersucht. Bezüglich der Suffizienz der Intentionsvorhersage ergab sich: 1.) Alle bislang nur getrennt untersuchten zusätzlichen Intentionsprädiktoren konnten in konfirmatorischen Faktorenanalysen mit zwei eher weniger bedeutsamen Ausnahmen empirisch klar voneinander und von den klassischen Konstrukten der TPB unterschieden werden. Hinter ihnen verbirgt sich also nicht jeweils ein und derselbe Wirkfaktor. 2.) Bei simultaner Untersuchung aller Prädiktoren verbesserten die direkte Erfahrung mit Aspekten des Zielverhaltens und die persönliche Norm die Intentionsvorhersage signifikant. Der durch sie zusätzlich aufgeklärte Anteil an Kriteriumsvarianz fällt mit 3% jedoch gering aus. Die anderenorts prädiktionsstarken Identitätskonzepte leisteten keine weiteren Vorhersagebeiträge. Dies wird aus dreierlei Perspektive diskutiert: a) Publication Bias, b) Priming-Effekte durch die Befragung selbst und c) Kontextabhängigkeit der Vorhersagekraft der einzelnen Prädiktoren. 3.) Neben den oder anstelle der Haupteffekte der verschiedenen Konstrukte gab es bei der Vorhersage der Verhaltensintention keinerlei Interaktionseffekte der potentiell zusätzlichen Prädiktoren untereinander und mit den klassischen Prädiktoren der TPB. Bezüglich der exemplarisch mituntersuchten Suffizienz der Vorhersage der globalen Intentionsprädiktoren ergab sich: 4.) Im Widerspruch zu den Annahmen der TPB trugen Werthaltungen als theorie-externe Variablen direkt, also nicht durch Überzeugungen und Bewertungen vermittelt, zur Vorhersage der Einstellung zum Verhalten und der subjektiven Norm bei. Direkte Beiträge theorie-externer Variablen zur Vorhersage der Verhaltenskontrolle waren hingegen nicht zu konstatieren. / Initially the Theory of Planned Behavior (TPB) was considered sufficient, that is: (1) The only determinants of attitude, subjective norm and perceived behavioral control be beliefs and evaluations. (2) The only determinants of intentions be attitude, subjective norm and perceived behavioral control. (3) The only determinants of behavior be intention and?if in accordance with objective behavioral control?perceived behavioral control. The main objective of the work presented here was a comprehensive test of the TPB's sufficiency assumption regarding the prediction of intention since it is this aspect that has come under growing critisism due to a large number of studies yielding independent effects of single additional predictors. A comprehensive test required all potentially additional predictors discussed in the literature to be included. Those were social identity, several self-identities, perceived moral obligation, anticipated regret, and experience with aspects of the target behavior. Furthermore perceived behavioral control was decomposed into self-efficacy and perceived external barriers as internal and external aspects of behavioral control. German forestry students (N = 149) were surveyed by means of questionnaires regarding their career intention to take up or not take up a development aid job in (sub-)tropical forestry. With respect to prediction of intention the following could be shown: (1) All so far only separately examined additional predictors of intention were empirically clearly distinguishable from one another and from the classical TPB predictors of intention by means of confirmatory factor analyses. Two exceptions were of just minor importance. (2) Simultaneous examination of all predictors produced a significant increase in explained variance in intention attributable to direct experience with aspects of the target behavior and to personal norm. The 3% increase in explained variance is to be assessed as small yet. The identity constructs, which had been strong predictors elsewhere, produced no contributions. This is discussed from three perspectives: a) publication bias, b) priming effects due to the survey itself, and c) context dependence of the respective constructs' prediction power. (3) There were no interaction effects between any two predictors of the classical and the additional set above or instead of any main effect. Investigation of the sufficiency of beliefs and evaluations as the only determinants of the global intention predictors' was exemplarily included in the study. (4) Contrary to TPB's assumptions, values as theory external variables contributed directly, i. e. not mediated by beliefs or evaluations, to the prediction of attitude and subjective norm but not so to the prediction of behavioral control.

No description available.

Text in Afrikaans / It has been said that pupils are not adequately trained to think independently in the current educational system of South Africa. Therefore this research has been undertaken from a psycho-educational perspective to assess the contribution which a programme in cognitive empowerment can make towards the cognitive development and especially the general psychological development of teaching students in their final study year as potential career entrants. From this viewpoint recommendations can be made re the use of this programme in the broader educational context. In this study research has been done from a psycho-educational perspective concerning the cognitive, affective, normative and conative development of the late adolescent and the early career entrant and his/her personality in terms of this career. A group of final year teaching students, who were potential career entrants completed the Programme in Cognitive Empowerment. Before and after the presentation of this programme different media of evaluation were put into use. Based on this research, deductions have been made concerning the contribution which training in the programme has made to the development of the novice teachers. Finally, recommendations have been made concerning the implementing of such a programme. / Daar word beweer dat die onderwysstelsel in Suid-Afrika leerlinge nie toereikend tot selfstandige denke begelei nie. Gevolglik is in hierdie navorsing vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die bydrae wat 'n program in kognitiewe versterking maak tot die kognitiewe, en veral die algemene psigiese wording van die finalejaar onderwysstudente - wat potensiele beroepstoetreders is. Hieruit kan dan aanbevelings gemaak word betreffende die gebruik van die program binne bree onderwysverband. In hierdie navorsing is vanuit sielkundig-opvoedkundige perspektief ondersoek ingestel na die kognitiewe, affektiewe, normatiewe en konatiewe wording van die laatadolessente en vroegvolwasse beroepstoetreders en hul persoonlikheid in terme van die beroepswereld. 'n Groep finalejaarstudente, wat potensiele onderwysberoepstoetreders was, het die Program vir Kognitiewe Versterking deurloop. Voor en na die aanbieding van hierdie program is verskillende evalueringsmedia ingeskakel. Uit hierdie ondersoek is gevolgtrekkings gemaak betreffende die bydrae van die program tot die wording van die onderwysberoepstoetreders. Enkele aanbevelings rakende die implementering van so 'n program is ten slotte gemaak. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Der Gender-Pay-Gap ist eine statistische Kennzahl zur Messung der Ungleichheit zwischen Männern* und Frauen* beim Verdienst. Es gibt zwei Versionen: einen "unbereinigten" und einen "bereinigten". Der "unbereinigte" Gender-Pay-Gap berechnet den geschlechtsspezifischen Verdienstunterschied auf Basis der Bruttostundenlöhne aller Männer* und Frauen* der Grundgesamtheit. Beim "bereinigten" Wert hingegen werden je nach Studie verschiedene Faktoren wie Branche, Position und Berufserfahrung herausgerechnet. Neben dem Gender-Pay-Gap gibt es noch weitere Kennzahlen von Einkommensdiskriminierung wie dem Gender-Pension- oder auch dem Racial-Pay-Gap.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

This study investigates the healing experience that current practicing art therapists’ have had with art prior to their training, and how that experience influenced their decision to peruse a career in art therapy. Narrative inquiry was the primary methodology in the current study. Six current practicing art therapists, all females who currently reside in the area of Victoria BC, participated in the process of co-constructing their 1st person narratives with the primary researcher. The six stages of Braun & Clarke's (2006) Thematic Analysis was used as the guiding framework developing themes across the stories told. Themes and the implications that came out of these narratives with respect to future research and counseling practice are also discussed.