<p>The goal with our research has been to describe how often and in what way female athletes are represented in the sport section in Sweden’s biggest evening newspaper Aftonbladet. The material we’ve used are the newspapers that we collected during two weeks in 2008, the 3^rd of November to the 9^th of November and the 11^th of November to the 17^th of November. We’ve conduced two qualitative researches – a text analysis and an image analysis – and one quantitative analysis on our material. We’ve based our analysis on, among others, theories on the sportmediacomplex, critique feministic analysis and normative theory.</p><p>       In these articles women are designed into four different stereotypes. We’ve chosen to call them the star, the victim, the sensation and the absent. On the basis on our theories we believe that these four stereotypes are creating more sexism and in that way they are contributing to the suppressing of women as a whole.</p><p>       Our quantitative analysis shows that men occur more frequent on the sport pages than women. Almost nine of ten of the articles in Sportbladet are about men and male athletes. We believe that in this way Sportbladet contributes to the invisibilisation of female athletes and further more to the discrimination of women.</p>

This study was designed to answer the question: What are the similarities and differences between the portrayal of Mexican American females in realistic picture books published between 1998 and 2004 and such books published between 1990 and 1997? A content analysis was performed on 48 picture books published between 1998 and 2004 that feature Mexican American female characters, and the results were compared to a study of similar books published between 1990 and 1997. The study found that the portrayal of Mexican American females in the more recent time period is more authentic and less stereotypical than their portrayal in the earlier time period and that fewer Mexican American females are now depicted as submitting to gender subordination. However, the results show that the portrayal of Mexican American females in picture books does not yet fully reflect the nontraditional gender roles that these females often take on in contemporary society.

The aim of this thesis was to investigate the relationship of ambivalent sexism toward women and men and system justification with understanding of honor and attitudes toward violence against women for protecting honor. 351 undergraduate students from METU, Ankara and Gazi University participated in the study (180 females and 166 males). Participants&amp / #8217 / ages ranged from 17 to 30 (M=21.56). Data was collected by a questionnaire consisting of Understanding of Honor Scale / Attitudes toward Violence against Women for Protecting Honor Scale / Ambivalent Sexism Inventory which has two subscales of Hostile Sexism (HS) and Benevolent Sexism (BS) / and Ambivalence toward Men Inventory which has two subscales of Hostility toward Men and Benevolence toward Men (BM) / and Economic System Justification Scale and demographic information. Seperate linear regression analyses for males and females were performed in order to compare their responses. Results showed that among males, higher levels of HS and BM / and lower levels of HM / and among females, higher levels of BM and system justification predicted higher tendency to relate honor with women&amp / #8217 / s virginity and holding men responsible for protecting it. Regarding attitudes toward violence against women for protecting honor, males&amp / #8217 / scores were positively associated with BM, whereas females&amp / #8217 / scores were positively associated with BM and ESJ scores. The thesis aims to contribute to the literature by (1) investigating the concept of honor which has not been delt with in psychology literature / (2) introducing two newly developed scales: Understanding of Honor Scale and Attitudes toward Violence against Women for Protecting Honor Scale / and (3) making use of ambivalence toward men and women, and system justification theory while investigating the topic.

My thesis project is an argument for and an investigation into the complex dynamics of what I term a critical, feminist, anti-racist pedagogy. Drawing from scholarly work in the fields of feminist theory, cultural studies, whiteness studies, and rhetoric and composition, in what follows I argue for a blurring of the traditional reason-emotion split that, I believe, continues to stifle learners in todays U.S. educational system. I then offer a pedagogical theory that rejects or blurs this split, acknowledges and examines the affective realm, and is fueled by the more holistic notion and theory of love as a hermeneutic put forth by self-identified U.S. third-world feminist ChlÌ?a Sandoval. Next, I make connections between Sandovals theory and the work of several contemporary feminist scholars who theorize love and the formation of powerful coalitions that can work toward fostering democratizing social change in U.S. society today.

This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research. The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change.

Work on gender in education has only recently gained impetus in South Africa. The GETT report (1997) draws attention to the paucity of context-based and qualitative research in this area particularly with regard to the extent to "which knowledge, skills and attitudes developed by boys and girls through schooling are gendered, and the extent to which such factors as ... teaching practices and out-of-school experiences are involved" (GETT, 1997: 116). It was in specific response to the above area of concern that this project was conceived. In this light, the project provides a detailed analysis of a classroom in which the teacher taught (what she considered) a seemingly innocuous, 'gender neutral ' short-story to a grade 10 (standard eight ) class. An in-depth examination of how pupils interacted with the short-story as well as the teacher's approach to the text was undertaken to establish how a gendered discourse was generated and how that discourse fed into, or undermined, dominant hegemonic gender practices. In addition, a closer look at interactional processes (that is, learning styles and strategies; and teacher-pupil and pupil-pupil interaction) was conducted to uncover whether gender was implicated in their operation within the classroom. Hence, the project constitutes an attempt to explore the extent to which the text, pedagogical practices, and out-of-school (lived) experiences were involved in shaping the pupils' knowledge and understanding of their gender identities. The particular class of forty grade 10 pupils who formed the main focus of the study came from an ex-House of Delegates (HOD) secondary school at which I am presently a senior teacher of English. The school was established in 1961 in Asherville, a middle- to working class Indian residential area about 5 kilometres west of Durban's Central Business District. The school serves about 950 pupils from the surrounding areas of Clare Estate, Overport and Sydenham. It must be borne in mind that despite its location, there are pupils from as far as Umlazi, Chesterville and Kwa Mashu which are former apartheid townships for a largely African population. The complexity of this project required careful planning of the research design and methodology. The data drawn on here was collected using three different methods, namely, questionnaires; interviews; and classroom observation. The questionnaire was designed in a way to draw on the pupils' 'lived experiences' in order to understand how they positioned themselves with regard to the shaping of their ' masculinities ' and 'femininities'; and, to discover the kind of gender identities they were developing in response to the text. The primary aim of the interview phase was to solicit the pupils' attitudes towards their teacher's pedagogical approach to the text. It also involved participants reflecting on their own lives. The former was an attempt to understand how their sets of learned gendered experiences (which they brought with them into the classroom) interacted with the teaching-learning context. Because of my commitment to qualitative research, the data obtained was entirely the participants' personal reflections. The theoretical considerations underpinning the study are based on perspectives of gender and education with particular reference to the role that school textbooks play in the construction and articulation of gendered subjectivities and classroom interaction investigations of conversation (talk). Interwoven with the overall theoretical discussion will be post-structuralist feminist perspectives on language and gender. This contextual approach project demonstrated that the gendered meanings which were generated during the English lesson were deeply embedded in the variety of lived experiences and discourses that the pupils drew on to make sense of their lives. In other words, it showed how the text, pedagogical practices, and lived experiences interacted in shaping the pupils' gendered identities. Through the analysis of classroom interactional processes, it also became evident that although the teacher played a considerable role in influencing the pupils, they were not without agency as some of them were capable of resisting the ideologically hegemonic patterns and even influencing the teacher. Although constrained by some limitations, this research project has implications both for further research on discourse patterns in the classroom and for strategies to foster gender sensitive education. I believe that I have identified an important area in South African education which should be explored in much greater depth. Whatever the outcomes are of such comprehensive qualitative research, the urgency is still the same - to sensitise teachers to practices which subtly implicate gender differentiation in their operation within a classroom. It is hoped that teachers cognisant of the processes illuminated in the study may translate these insights into concrete action for change through collective efforts. / Thesis (M.A.)-University of Natal, 1998.

A randomly-selected sample of 31,115 words taken from the eight original plays of Lillian Hellman was analyzed on the basis of female and male dialogue. Lexical classes--verbs, adjectives, adverbs, and pronouns--were examined by studying terms described by other researchers, especially Mary P. Hiatt, as belonging to generally "feminine" or "masculine" categories. In these classes, differences were statistically significant based on gender in two areas.Adjective figures that took into account type 1) of adjective, 2) of referent, and 3) of speaker showed statistical significance. This was true only for the "feminine" adjectives, especially as used by female speakers for female referents. Pronouns were distributed through the plays and used by the genders of speakers at significant levels of difference. A connection was evidenced between each gender of speaker and the gender of pronouns used, a strong relationship that also showed significance by play.Areas of syntax studied were emphasis, communication unit length, and clause structure. Markings of emphasis were significant by gender, female characters having both more instances and more marked words. Length evidenced no difference, likely because of requirements of the dramatic setting. The study of clause structure showed that female characters were given more whole sentences and more coordination at significant levels.Each area studied was analyzed for statistical significance. Hiatt's results were also statisticaly calculated and reported. Significance was based on chi-square calculations, at a level of p < .05 for rejecting null hypotheses. In addition to an axis based on gender, figures were also computed for specific plays.Applying the categories to individual plays and characters showed Hellman"s use of these strategies to define personality. For instance, with adjectives and emphasis, types more often given to female characters were also given in comparatively large number to themen in the Hubbard plays (The Little Foxes, and Another Part of the Forest), thereby marking them as unusual and adding to their characterization. / Department of English

Gender differences on Scholastic Aptitude Test (SAT) scores were analyzed by racial and socioeconomic groupings. Differences in SAT-Math scores, in SAT-Verbal scores, and in the difference between SAT-Math and SAT-Verbal scores were studied using four racial groupings (African American, Asian American, Caucasian American, and Hispanic American) and two socioeconomic groupings (average-to-high income and average-low income) of students. All differences were tested at the .05 level. Socioeconomic status was determined by using federal guidelines for free and reduced school lunches.The population of the study consisted of 7625 students (3962 females and 3663 males) from two school districts. School District A provided the SAT-M and SAT-V scores of 767 African American, 111 Asian American, 5202 Caucasian American, and 101 Hispanic American students. School District B provided the SAT-M and SAT-V scores of 139 African American,'179 Asian American, and 1126 Caucasian American students.Males, as a group, were found to be significantly higher than females in SAT-M scores and in the difference between SAT-M and SAT-V scores. Asian Americans and Caucasian Americans were found to score significantly higher than both African Americans and Hispanic Americans in SAT-M and SAT-V scores. Asian Americans were found to score significantly higher than all other racial groups in the difference between SAT-M and SAT-V scores. Hispanic Americans were found to score significantly lower than Asian Americans and Caucasian Americans and significantly higher than African Americans in SAT-M and SAT-V scores. African Americans were found to. score significantly lower than all other racial groups in SAT-M and SAT-V scores. A significant two-way interaction was found for gender and race in SAT-M scores, in SAT-V scores, and in the difference between SAT-M and. SAT-V scores. Gender differences in SAT scores varied significantly between each racial grouping.Average-to-high socioeconomic groups were found to have significantly higher scores than average-to-low socioeconomic groups in both SAT-M and SAT-V scores. These differences occurred regardless of gender and race. Significant linear differences were also found to occur in the difference between SAT-M and SAT-V scores over a seven year period. / Department of Educational Leadership

Thesis (Ph. D.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 0967. Adviser: Luisa Franzini. Includes bibliographical references.

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993. / Source: Masters Abstracts International, Volume: 45-06, page: 2960. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 121-125).