<p>This essay investigates the extent and significance of a gender decisive language in the foreign language classroom. Focus lies on teachers teaching English as a foreign language and their attitudes towards gender neutrality from a pure linguistic point of view.</p><p>My starting point was previous research done concerning my topic and the survey was performed through questionnaires that were sent out with both qualitative and quantitative questions to thirty teachers.</p><p> </p><p>My findings indicate that the teachers contradict themselves when answering the questionnaire. Their knowledge of gender neutrality is surprisingly low, but they think they know more than they actually do. It is essential to teach more about gender decisive language in schools and at the Teachers’ Education to promote equality. Conclusions can be drawn that this is an issue not dealt with enough and that teachers seem to have a distorted image about their approach concerning gender neutrality.</p>

Thesis (Ph.D.), Memorial University of Newfoundland, 2000. / Four Canadian women included are Lee Maracle, Joy Kogawa, Dianne Brand and Gail Scott. Bibliography: p. [354]-377.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 75-80). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 75-80). Also available on the Internet.

In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.

Not available / text

published_or_final_version / abstract / toc / English / Master / Master of Philosophy

This study examined male and female characters in award-winning English language Canadian children's literature for evidence of gender equality. The sample consisted of seventy-eight books that had been winners or runners-up of national awards between 1982 and 1992. Qualitative and quantitative methods of content analysis were used to collect data from which the ratio of male characters to female characters was calculated for the titles, cover illustrations, text, illustrations in the body of the books, and main and supporting characters. A list of eighteen activities, categorized as active/mobile or passive/immobile, was used to identify the activities engaged in by the main and supporting characters. A list of four locations was used to determine the location of each activity. Careers/occupations were listed for all characters. Results indicated more references to females than males in the titles of the books, and an equal number of males and females portrayed on the cover illustrations. However, results from the text and the illustrations in the body of the books revealed twice as many male characters as females. There was a higher ratio of male to female main and supporting characters as well. Results of data collected on activities/locations indicated that female main and supporting characters dominated the passive/immobile activities. Active/mobile activities were dominated by female main characters and male supporting characters. Females dominated the home and outdoors locations, while males dominated place of business and school locations. Male characters performed a greater diversity of careers/occupations than did female characters, and were involved in 66% of the total number of careers/occupations. Findings of this study support the trend toward a reduction in gender bias found in earlier studies. However, the overall results suggest some gender biases in the representation and portrayal of male and female characters.

Šio darbo tikslas – išsiaiškinti jaunuolių nepakantos nuostatų raišką, tarpusavio ryšį ir socioedukacinių veiksnių įtaką jų raiškai, Šiaulių miesto studentų (Šiaulių universiteto, Šiaulių kolegijos) ir moksleivių (Šiaulių profesinės mokyklos) tarpe. Tyrimo instrumentas (autoritarizmo, autoritarinės šeimos struktūros, rasizmo, seksizmo, homofobijos skalės ir socioedukacinių faktorių blokas) - autorės sukurtas nepakantos nuostatų raiškos matavimo klausimynas - anketa. Magistro darbe, remiantis Lietuvos ir užsienio mokslinės literatūros analize, išanalizuotas nepakantos nuostatų kaip psichososialinio reiškinio konstruktas, atskleidžiant jo sampratą, struktūrą ir raiškos ypatumus; atskleista autoritarinių, rasistinių, seksistinių ir homofobiškų nuostatų raiška Šiaulių miesto jaunuolių populiacijoje, tarpusavio koreliaciniai ryšiai bei socioedukacinių veiksnių įtaka nuostatų raiškai. Tyrimas patvirtina autorės suformuluotą mokslinio tyrimo hipotezę, kad tarp visų nepakantos nuostatų yra teigiamas ryšys. Taip pat, pasitvirtino ir antroji hipotezė, kurioje teigiama, jog socialinių ir edukacinių faktorių įtaka nepakantos formų raiškai yra reikšminga. / The aim of this paper is to ascertain expression of intolerance attitudes of youth, their interplay and influence of socioeducational factors for attitudes expression in Siauliai University, Siauliai College and Siauliai professional school students population. The instrument of research (authoritarianism, authoritorian structure of the family, racism, sexism, homophobia scales and socioeducational factors unit) – attitudes measure questionnaire created by the author. By analyzing the foreign and local academical literature analyzed the intolerance attitudes as the psychosocial phenomenon construct, identifying the concept, structure and expression features; revealed the expression of the authoritarian, racist, homophobic and sexist attitudes of the youth population in the city of Siauliai, intercorrelation links and influence of socioeducational factors for attitudes expression The study author confirmed the research hypothesis, that between all intolerance attitudes there are positive link. Also confirmed the second hypotesis, which states that the social and educational factors influence is significant for intolerance attitudes expression.

Racialized female faculty frequently experience discrimination in the academy. However, few scholars have attempted to understand such experiences. This study helps to fill this void by exploring the experiences of racialized female faculty within the university. More specifically, in this study, I interviewed racialized female faculty from Queen's University and asked them to discuss their experiences with discrimination on campus. I was interested in conducting this study at Queen's due to The Henry Report (2004) which examined the experiences of racialized faculty at Queen's and found that the university suffers from a 'culture of whiteness'. Moreover, I also wished to conduct this study at Queen's with racialized female faculty specifically because of the difficulties the university has in retaining these women, due to their experiences with racism on campus. From the interviews, I was able to conclude that racialized female faculty experience both racial and sexual discrimination at Queen's. Moreover, I was also able to conlude that this university still suffers from a 'culture of whiteness' and racism, and needs to make greater efforts to confront these issues or continue to have difficulties retaining racialized female faculty. / Thesis (Master, Sociology) -- Queen's University, 2009-05-21 12:54:47.649