Thesis (M. Sc.)--University of Hong Kong, 2004. / Also available in print.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Bibliography: leaves 126-131. Also available online.

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 41-53).

Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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

Thesis (Ph. D.)--University of Adelaide, Dept. of Education, 1992. / Includes bibliographical references (leaves 396-422).

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

Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008. / 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.

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

This research was conducted to investigate perceptions of self esteem and the behavior of female science students in mixed gender cooperative learning groups. The research methodology used was qualitative in nature, which included a variety of data collection methods, including participant observation, student journals, interviews, video tapes of group interactions, cooperating teachers' journals, individual surveys, group surveys, and daily field notes. The data was analyzed by means of the constant comparative method. The analysis resulted in the following two hypotheses: 1. When male science students are allowed to dominate group activities female self-esteem and group interactions are affected negatively. 2. Female science students tend to be less openly critical of other students in their groups than male science students to maintain group relationships. / Graduation date: 1996