Thesis (M.A.)--Central Connecticut State University, 2004. / Thesis advisor: Robert Dunne. " ... in partial fulfillment of the requirements for the degree of Master of Arts in English." Includes bibliographical references (leaves 67-70). Also available via the World Wide Web.

Thesis (M.A.)--Oregon State University, 2000. / Typescript (photocopy). Includes bibliographical references (leaves 86-89). Also available online.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 118-122).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 118-122).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 118-122).

Thesis (Ed.M.)--Boston University

Thesis--Catholic University of America. / Bibliography: p. 178-183.

Reprint of the author's thesis, Catholic University of America. / Includes bibliographical references (p. 178-183) and index.

Charlotte Perkins Gilman (1860-1935), writer and lecturer, provided philosophical guidance to the feminist movement of the late nineteenth and early twentieth centuries, During a career spanning the years 1890 to 1935 she published eleven books, wrote articles for popular magazines, and lectured throughout the United States and Europe. Between 1909 and 1916 she wrote, edited, and published a monthly magazine entitled The Forerunner. Gilman's efforts dealt primarily with the status of women, but she described herself as a humanist rather than a feminist. She explained that her interest in women arose from a concern that, as one-half of humanity, their restricted role in society retarded human progress. Thus, Gilman's contribution to feminism must be viewed within the context of her humanist philosophy. Gilman's contribution to feminism lies in her diagnosis of woman's predicament as ideological rather than political and, hence, subject to self-resolution. The uniqueness of Gilman's approach is in the autonomous nature of her solution: Woman, through the full use of her human powers, could achieve the equality that decades of political agitation had failed to accomplish. The rationale for this dissertation lies in the premise that Gilman's humanist approach to feminism made a significant contribution in her own day and offers insight into women's present status.

At a southeast United States high school career center, career and technology education (CTE) programs failed to meet the state career and college readiness benchmarks. Meeting these benchmarks is necessary for students who transition from high school to the workplace or a postsecondary education program. Bandura's social learning theory served as the conceptual framework for this study. The purpose of this bounded, qualitative case study was to explore students' perspectives of their career and college readiness or nonreadiness after completing a CTE program. Purposeful sampling was used to identify 10 participants who had completed a vocational technical center (VTC) CTE program. Data were collected using semi-structured interviews composed of open-ended questions. Interview data were analyzed thematically using open coding. Participants stated that CTE diversity and leadership training did not prepare them for a career or a college degree. They determined they would benefit from project-based learning, collaborative work groups, on-site work experiences, technology integration, creating and developing ideas and products, and interpersonal skills in CTE programs. Based on the findings of this study, a 9-week CTE curriculum was designed to increase career and college readiness outcomes grounded on the Secretary's Commission on Acquiring Necessary Skills (SCANS) framework. This endeavor may contribute to positive social change by assisting administrators and teachers in the decision-making process for CTE courses and programs; ultimately, improving career and college readiness for CTE program completers.