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This thesis presents a gender analysis of the IT managerial career progression process. The research includes case studies conducted within the IT division of four companies and survey results of IT managers carried out in the U K. The case studies include the collection of documentary evidence, observation and a total of fifty interviews conducted with IT managers and Personnel representatives. The case companies comprise the financial services, utility, retail and IT manufacturing sectors. This study builds on and extends existing knowledge within three areas of literature - women in management, gender and IT and career progression. Despite arguments within and between these fields of literature this study demonstrates how, due to gaps and weaknesses within each of the areas, it is necessary for them to be brought together under a single theoretical framework. Additionally, on an organisational level, by seeking out and analysing both formal and informal factors that influence the career progression of IT managers, aspects of this process that may inhibit women's IT managerial career progression are identified. This study concludes that there are aspects of both the IT management role and the associated career progression process that may be identified as gendered. Such aspects influence the career choices made by IT managers, leading to some identifiable differences in the approaches men and women adopt in progressing their careers. In addition, it is suggested that the gendered aspects have greater negative influence on the career progression opportunities and potential of women than men IT managers.

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This thesis addresses issues of sex equality in the financial services sector in Britain and Turkey. incorporating a critique of the well-established theories of sex segregation in tht? labour force, the labour market and the organisation. The concepts of 'belonging' and 'otherness' are utilised to explain the problems of representation in the lahour force. Sex segregation in the lahour market is analysed using the occupational closure framework which elaborates gendered strategies of inclusion. exclusion. demarcation and dual closure. At the organisational level. the implications of different ideologies of sex equality will be studied. with a specific focus on transformational change ideology. The field study for this project was carried out with male and female stafT working in the financial sector in both countries. Two main types of data were collected: primwy data gathered through interviews and questionnaires. supplemented by field notes: and secondary data provided by the readily available published material such as international. national and organisational surveys, and company publications. The Turkish suryey generated 312 completed questionnaires and 21 taped interviews with staff employed in the sector. The British survey. which presented greater difficulties in secunng access. eventually yielded 50 completed questionnaires and 25 taped interviews. The analysis of the findings revealed certain cross-cultural differences in the gendered norms of "belonging' and 'otherness'. in the gendered strategies of occupational closure and in organisational approaches to redressing issues of sex equality. However. despite these differences. common patterns of disadvantage based on gender were apparent for staff working in the financial services sector in both societies.

This study was based on the present writer's perception that inequality in education is a result of people's negative traditional cultural attitudes to girls and women and that, to provide equal opportunities for both girls and boys, there is a need for changes in the primary and secondary school curricula that will alter peoples' attitudes. The thesis of this dissertation is that equal opportunities policies are often based on developed countries' models, recommended for implementation in developing countries' education systems by funding and research bodies. These policies do not take into account the perceptions of the key players in the implementation process and how their perceptions might influence the success or failure of intended measures to provide equal opportunities in education for boys and girls. It is hypothesised that in Uganda, the government has chosen affirmative action policies to reduce gender inequality in education but, from the perceptions of the key players, they have had unexpected consequences which reinforce past patterns of advantage and disadvantage for the targeted group. The advantages and disadvantages are grounded in the contradictory and paradoxical outcomes of internationally and nationally recommended educational policies. This is because policies deal with only one aspect of educational inequality, which is perceived in terms of girls' non-participation in education (access, enrolment and retention). They ignore the attitudinal problem, which is an outcome of the socio-economic, socio-cultural, and school related factors which not only further disadvantage girls but boys as well, thus creating more inequalities. The study focuses upon a cross-section of those who inform and implement policies in the Ministry of Education, those who implement policies at the district and school level and those whom policies target in the classroom. The data, which is selectively quoted in the study, was derived from standardised open-ended elite and group interviews. Key players' perceptions, which impact on the provision of equal opportunities in education, are discussed in relation to international and national policies in education. Particular attention is paid in the study to understanding key players' perceptions of the meaning of equal opportunities in education. This was considered as central to the successful implementation of equal opportunities measures in a way that will not disadvantage any group. It soon became clear from the perceptions on equal opportunities held by key policy makers and implementers in the Ministry of Education and at the district levels, that the problem was not changing attitudes, but increasing access, enrolment and retention for girls within the system of education. At the school level, the problem involved increasing: enrolment; retention; academic competition between boys and girls; participation of girls in school leadership; interaction; and strategies to reduce discrimination practices between boys and girls by their teachers. These perceptions were reflected in individual schools. Implications for theory and practice of equal opportunities in education are drawn from findings from the study.

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This thesis was carried out as part of a wider comparative study that was funded by the University of Plymouth and the Equal Opportunities Unit of the European Commission. Researchers from Great Britain, Greece, Ireland, Portugal and Sweden participated in this study. This thesis is based on the research that was carried out in London for which the author was solely responsible. The impetus for this research was to explore the implications for women of a largely unexplored aspect of European Community (EC) legislation. A lot of attention has focused on EC equal opportunities legislation but very little has been written about the impact of other more fundamental aspects of European Community legislation on women. This thesis therefore makes an important contribution to the EC gender equality debate by providing an understanding of the Free Movement of Persons Provisions - which serve as the basis for European citizenship - from a gender perspective. This research is based on three components; secondary data analysis, in particular the Labour Force Survey and a literature review of migration studies and issues concerning women and citizenship. The investigation also involves an analysis of primary, secondary and case law relating to the Free Movement of Persons provisions. The main empirical element of this research is an analysis of fifty in-depth life history interviews with European Union national women who had migrated to Great Britain and who were living in London in 1995. This thesis exposes the limitations of existing data sources and migration literature concerning the nature and process of migration for this group of women. It is argued that migration has been reported as a male phenomenon, which has perpetuated a myth, that migration is a male rather than female affair. A discussion of citizenship issues at a national level reveals the secondary citizenship status of women. These gendered assumptions about migration and the operation of citizenship rights are echoed in the way in which the Free Movement of Persons provisions have been developing and are at odds with the European Union's commitment to gender equality