In this paper an upper level compulsory school is examined from a gender perspective. The purpose of the paper is to analyse how girls and boys acquire space in the classroom (during a Swedish lesson) and in the sports hall (during a lesson in physical education). To fullfil the purpose of this paper a seventh grade class was observed during a lesson in Swedish as well as in sports. In addition to this on pupil was interviewed.  In this paper the results are compared to and measured against results from earlier research in the field. Used as a theoretical basis are Simone de Beauvoir’s theories on gender. The results attained indicate that girls and boys claims space in different ways during time in the classroom as well as in the sports hall. Boys are the ones acquiring the largest space. They talk out loud more often and they have more possession of the ball during ball games. Furthermore the girls ask for the word less often than the boys.

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Thesis advisor: Marina Vasilyeva / Motivated by the underrepresentation of women in math-related majors and occupations, the present dissertation explored the possibility that disparities in frequency of classroom participation—a measure of engagement prone to gender differences—could be partially responsible for gender differences in belonging and identity in math contexts. Via the introduction of a novel psychological construct, class participation confidence threshold, and the adoption of a Regulatory Focus Theory framework, the present work aimed to investigate mechanisms underlying gender differences in math classroom participation, as well as how these disparities might contribute to more distal outcomes.The dissertation consisted of two studies conducted with undergraduate students. Both studies tested a theoretical model that posited potential predictors and outcomes of gender differences in classroom participation. Study 1 (N = 161) was a cross-sectional investigation of students’ participation frequency, reported based on their general experience in current math and social science classes. Study 2 (N = 269) investigated the same associations using a daily diary methodology, including pre- and post-measures of relevant constructs. Results indicated that, when considering opportunities for participation, women participated less than men—both in math and the comparison domain of social science. In addition to less frequent participation, women generally displayed higher stereotype threat susceptibility and confidence thresholds in both domains. Women also demonstrated higher levels of a prevention focus in math compared to social science, while men’s regulatory orientation was similar across domains. With respect to the proposed outcomes of participation (i.e., belonging, identity, and career interest), women exhibited lower levels than men in math and equal or higher levels in social science. Path analyses revealed that students’ regulatory focus predicted their classroom participation and that this relation was mediated by their confidence threshold. Importantly, these results persisted even when controlling for motivational variables traditionally regarded as predictors of classroom participation according to Expectancy-Value Theory. The results suggest that an increased prevention focus in the math domain may lead women to set higher confidence thresholds and participate less frequently. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Concussions remain a serious public health concern, with approximately 1.6 million to 3 million sport and recreational traumatic and brain injuries occurring every year in the United States. Most research on concussions has been conducted on male athletes, specifically, football players. However, female sport participation has steadily increased over the past decade. Recent studies suggest that the incidence of and recovery from sport-related concussion varies between male and female athletes, with women having a higher risk of sustaining a concussion and taking a longer time to recover than men. As a result, this article addresses the role of gender in the assessment and management of sport-related concussion.

The primary purpose of the experiments presented in this report was to study systematically the geographic site-name, associative memory of male and female college students (predominantly White and middle class) for locations that varied in distance: local, national, and international sites. In the first experiment, participants were to match listed names of campus buildings and local cities with their marked locations on maps. In the second experiment, under a site-name memory, a site-name/map-aid memory, and a map-aid/name-aid memory (site-name associative memory) condition, participants were to recall or match as many of the 50 US states and the 25 largest US cities as they could. In the third experiment, the participants were to match a listed grouping of the world's largest bodies of water and continents, a set of countries, and the world's largest cities, with their marked locations on maps. In the first experiment, men matched significantly more local cities than did women; in the second experiment, men recalled significantly more of the cities under the site-name/map-aid and the map-aid/name-aid memory conditions than did women; and in the third experiment, men matched significantly more sites on all three maps than did women. The absence of gender differences for campus buildings and states may have been a product of the participants having had extensive opportunities to learn these sites. That men displayed greater knowledge of cities and international sites suggests that they have a greater interest in geography than do women. Because of the limitations of the methodology used, the gender differences favoring men could not be interpreted as primarily a product of nature or of nurture, and thus it was concluded that they were a joint product of nature and nurture.

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Previous research has shown that infants can discriminate both native and non-native speech contrasts before the age of 10-12 months. After this age, infants' phoneme discrimination starts resembling adults', as they are able to discriminate native contrasts, but lose their sensitivity to non-native ones. However, the majority of these studies have been carried out in a testing context, which is dissimilar to the natural language-learning context experienced by infants. This study was designed to see the influence of speaker-gender and visual speech information on the ability of 11 month-old infants to discriminate the non-native contrasts. Previous research in our laboratory revealed that 11 month-old infants were able to discriminate retroflex and dental Hindi contrasts when the speech was infant-directed, the speaker was a female and visual speech information was available (i.e., infant watched digital movies of female speakers). A follow-up study showed that with an adult-directed male voice and absence of visual speech information, 11 month-old infants did not discriminate the same non-native contrasts. Hence the aim of the present study was to address the questions posed by these two studies. Does the gender of the speaker matter alone? Also, to what extent is the visual speech information helpful for the discriminatory abilities of the infants? Would the manner of speech help infants discriminate the non-native contrasts? The result of the current study show that 11 month-old infants were unable to discriminate between the phonemic Hindi contrasts. Hence gender seems to matter as the presence of male face and voice did not seem to aid discrimination. / Master of Science

Problem: This study aims to examine the factors that influence the individual's different choice of risk level. Demographic characteristics are the underlying factors being analyzed in the study with a special emphasis on geographic factors – this in order to analyze and explain the Swedish individual’s approach to risk. Based on certified private advisers’ perspective, the study will also examine their approach to manage individuals’ risk. Purpose: Studying the differences in risk aversion among individuals when making investment decisions, based on demographic factors and geographical areas. Theory: The essay’s theoretical framework deals with theories covering behavioral finance, the risk appetite development in individuals at a demographic and geographic way, and an overview of previous research on the subject. Method: We conducted a quantitative study in which 340 respondents were asked to answer a survey. We also interviewed three certified counselors from three different banks in Sweden. Conclusions: In line with behavioral finance theory, people are not rational when making investment decisions. The study concludes that people in big cities tend to be more risk-averse than people in smaller cities. Sex is shown to be a differentiating factor with men having a higher risk-aversion than women. A higher income and level of education leads to a higher risk attitude and marital status affects the risk appetite where a married person has a higher risk appetite than a person who is single. Age and education, showed to have no relationship to the level of risk.

Past research highlights the important role of the teacher-child relationship in children's school adjustment and success. The primary purpose of the present study was to examine the role of child gender in teacher-child relationship quality across elementary school grades. Specifically, this study explored: 1) stability of teacher-child relationship quality over time for girls and boys, 2) gender differences in relationship quality at first, third, and fifth grade, 3) possible relational mechanisms that could mediate the association between child gender and teacher-child relationship quality, 4) child gender as a moderator between relationship quality and child outcomes both concurrently and over time and 5) the influence of teacher gender and teacher-child gender match on relationship quality. Using data from the NICHD Study of Early Childcare and Youth Development (SECCYD), these questions were explored in a sample of 682 children at first, third, and fifth grade. Analyses revealed relative stability in teacher-child relationship quality across grade level with no significant gender differences in stability. However, girls were consistently rated higher in closeness and boys higher in conflict across the grade levels. The child's affiliative orientation toward the teacher was found to partially mediate the link between child gender and relationship quality, such that girls' greater affiliation predicted greater closeness and lower conflict with the teacher. Child gender was found to moderate associations within grade level, such that closeness was associated with greater social competence for girls than boys. Conflict was also associated with more externalizing behaviors for girls than boys. Teacher-child gender match was also found to play a significant role in predicting teacher-child closeness. This study highlights important and significant contributions gender makes to teacher-child relationship quality.