Relatively few studies have explored the relationship between gender role conflict (GRC) and an individual's religious/spiritual identities. This study sought to add to the research on GRC by exploring the experiences of female and male GRC, and expand the understanding of the influence of religion/spirituality (R/S) variables on GRC. Participants (N = 359) were recruited from social media and undergraduate courses and completed an online survey that assessed GRC, a variety of R/S variables, and life satisfaction. Overall, there were some significant differences found between male and female experiences of GRC. In general, the R/S variables did not have a large impact on GRC. However, religious fundamentalism and extrinsic and quest religious orientations were related to specific subscales of GRC. Maintaining congruency between one's personal values and one's religious institution was related to lower levels of specific subscales of GRC. Additionally, GRC was related to lower levels of life satisfaction. Regarding the subscales of GRC, restrictive emotionality was the strongest predictor of lower life satisfaction. By furthering research on the interplay between GRC and R/S, clinicians will be more equipped to handle the repercussions of stereotypical roles within gender and religion, address negative attitudes and behaviors, and lead discussions about finding congruency between one's gender and R/S identities.

Children’s literature is a critical aspect during a child’s development; the messages portrayed in children’s books can affect the development of gender identity in young children and can affect how a child with act and perceive the world around them in the future (Tsao, 2008). Expanding on this research this study aimed to determine if award winning children’s literature contained implicit and explicit gender stereotypes and biases in the illustrations and text. The sample examined was Caldecott Award and Honor books from 2001 through 2014; the sample size was did not include biographies, autobiographies, informational books, concept books, poetry, and science fiction. This study only examined works of fiction and each book was examined, read, and analyzed. Following the methodology of various studies, a three part Data Collection Instrument was used: book identification, frequency analysis of illustrations, and a character analysis. This research attempted to answer the following questions: (1) Is there evidence of gender stereotypes in the written depiction of characters in Caldecott Award and Honor books award between 2001 and 2014?, (2) Is there evidence of gender stereotypes in the illustrated depictions of characters in Caldecott Award and Honor books award between 2001 and 2014?, and (3) Are males’ and females’ roles and attributes represented equally through the text and illustrations? This research aimed at examining whether gender biases and stereotypes still existed in the text and illustrations and if so, to what extent.

Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.

The No Child Left Behind Act of 2001 requires public schools to be highly accountable for dollars spent on education and for the achievement of students. To support this mandate, the law expanded local control and allowed schools to explore innovative ways to enhance student learning (U.S.D.E., 2004). Given the opportunity, some public schools have experimented with single-gender classes as an avenue for improving the way students are taught. Studies have indicated that separating students according to gender has a positive impact on learning (e.g., Haag, 2000; Maslen, 2001; and Sommers, 2001). Single-gender settings have also been reported to have a positive affect on the attitudes of students (NASSPE, 2004b; Colley et al., 1994, James & Richards, 2003; and Rowe, 2000). Because single-gender classes were not an option in the public school sector in recent years, most current studies of single-gender education involve private and parochial schools. The purpose of this mixed methods study was to examine the initial impact of implementing gender-based instruction in a suburban public elementary school in central Mississippi. The impact was analyzed in terms of the overall perceptions of the administrator, teachers, students, and parents who participated in the pilot program. The impact was also measured by the students' performance in the areas of academic achievement, school attendance, and classroom behavior during the pilot year of fifth-grade, single-gender classes. The results of the study indicated the overall perceptions of the participants were favorable toward single-gender classes. The students maintained approximately the same level of academic achievement in fifth-grade, single-gender classes as in fourth-grade coeducational classes. They produced an average of 2.6 years (grade equivalent) growth in Accelerated Math during the year of single-gender classes. The average daily attendance was consistent with previous attendance patterns and exceeded the district average. An analysis of discipline records revealed a positive difference in the reported conduct of students in the single-gender classes as compared to the students in coed classes throughout the district. The conclusions drawn from this study suggest continuing the single-gender classes. It is recommended that the administration and staff continue to explore gender-based teaching and classroom management.

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The purpose of this study was to investigate the relationship among teacher gender, student gender, and the referral of students to intervention processes that could potentially lead to special education evaluation for behavioral characteristics of emotional disability (ED) and attention deficit hyperactivity disorder (ADHD). Male students are disproportionally represented in special education (Bal et al., 2014). Disproportionality in special education is problematic (Chesmore et al., 2016). Research indicates that perceptions of student behavior differ by teacher gender and their years of teaching experience (Alter et al., 2013). Examining the relationship between teacher gender, student gender, and the referral of male students to special education evaluation may assist curriculum development for teacher preparation programs (Sciuchetti, 2017). This study included 31 survey responses from as many as 11 middle schools located centrally in the Commonwealth of Virginia. Data collected, included teacher gender, years of experience, perception of student behavior, and student gender. Relationships between teacher gender, student gender and referral of males to special education were identified using descriptive statistics. The study found that male students were more likely to be referred for intervention processes for behaviors that could lead to special education. The study found that teachers with 10 years of experience or more were more likely to refer students for behaviors to intervention processes that could potentially lead to special education evaluation. It also found that nearly all teachers considered behaviors when referring students to interventions that could potentially lead to special education evaluation. Additonally, more than half of survey participants identified specific ADHD and ED behaviors as problematic and the reason for the referral for interventions that could lead to special education. Finally, certain ADHD behaviors were only selected only by female teachers. Findings suggest a need for social emotional learning to be imbedded in core content instruction. School divisions should train teachers to account for gender differences when designing instruction. School divisions should emphasize training for teachers of the referrals process while making the process uniform. Finally, school divisions should train teachers in interventions for commonly occurring problem behaviors as well as instructional strategies designed to prevent misbehavior. / Doctor of Education / Male Students are almost twice as likely to be identified for special education services than female students (Bal et al., 2014). This is problematic as students with disabilities were often less likely to have high expectations in the educational setting (Hibel et al. 2010). Students with disabilities were also less likely to graduate high school, attend college, and were more likely to be incarcerated (Chesmore et al., 2016). Current research indicated that teacher perceptions of student behavior differ by teacher and student gender (Alter et al., 2013). Teacher perceptions of behavior played a central role in the referral of students to be evaluated for special education services related to behavioral needs (Raines et al., 2012). The purpose of this study was to investigate the relationship among teacher gender, student gender, and the referral of students to intervention processes that could potentially lead to special education evaluation for behavioral characteristics of emotional disability (ED) and attention deficit hyperactivity disorder (ADHD). Relationships between variables were examined using an ex post facto survey sent out to 460 middle school teachers across 11 schools. Survey items captured data from teachers who have referred students to interventions for ED and ADHD behavioral characteristics, potentially leading to special education evaluation. Data included teacher gender, years of experience, perception of the severity of student behavior, and the gender of the student referred. Relationships between variables were analyzed using descriptive statistics. Findings suggest male students were more likely to be referred for intervention processes for behaviors which could lead to special education evaluation for ED and ADHD behaviors. Also, that male and female teachers with10 years of experience or more were more likely to refer students to intervention processes that could lead to special education evaluation behaviors. Nearly all teachers considered behaviors when referring students to interventions that could potentially lead to special education evaluation. More than half of survey participants identified specific ADHD and ED behaviors as problematic and the reason for the referral for interventions that could potentially lead to special education. Finally, certain behaviors were selected only by females when it pertained to ADHD behaviors.