Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographic references (p.76-86).

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 200-207). Available also in a digital version from Dissertation Abstracts.

Thesis (Th. M.)--Detroit Baptist Theological Seminary, 1992. / Abstract. Includes bibliographical references (leaves 96-107).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--Texas A & M University, 2003. / "August 2003." Title taken from PDF title screen (viewed October 23, 2007). Includes bibliographical references (p. 114-120) and appendix.

This is a case study to explore Korean girls' construction of girlhoods in a kindergarten class in order to answer the two research questions: 1) What are the constructions of girlhood that emerge in a Korean kindergarten classroom? 2) How do the girls in the classroom negotiate the constructions of girlhood? Employing the conceptual framework of gender as being a social construction (Blaise, 2005; Davies, 2003; MacNaughton, 1997 & 2000; Thorne, 1993), I reconceptualize aspects of young girls' lives and behavior that for a long time have been regarded as insignificant, natural, and/or non-existent by mainstream ECE. The findings of this study will help fill a void in the current body of knowledge in Korean and Western ECE fields. I completed data collection in one Korean kindergarten class of 5-year-olds, located in Seoul, Korea. I gathered data from five different sources: 1) field notes from observations of students' speech and behavior; 2) audiotapes of students' conversations; 3) interviews with the students; 4) interviews with the classroom teachers; and 5) my research journals. Data analysis proceeded by searching for categories and codes following Strauss and Corbin (1998) in order to find emergent themes in relation to Korean girls' construction of girlhood. By observing girls' talk and behaviors through a social constructionist perspective, I have uncovered three constructions of girlhood in one Korean kindergarten. They are appearance-based girlish girlhood, oppositional girlhood, and heteronormative girlhood. Before uncovering the girls' lived experiences that are constituted by and constitute the constructions of girlhood, I portray how these girlhoods came to take place in an institutional setting, emphasizing the institution's curriculum, guidelines, and teachers. I then go into detail about the three constructed girlhoods that emerged under these institutional conditions. The emerging girlhoods in the research setting were discursively constructed in relation to three pervasive and imperative ideas about being a girl. Although the three constructions are relevant to different aspects of life for a young Korean girl, they are not mutually exclusive or competitive. First, appearance-based girlish girlhood is constituted by and constitutes girls' bodies and bodily practices by correctly signifying their gender. Oppositional girlhood manifests itself in girls' everyday endeavors to maintain the legitimacy of the gender binary. Finally, heteronormative girlhood is a reflection of the pervasiveness of heteronormativity in Korean society at large.

No description available.

Although the movement of women into the Canadian labor force has been increasingly steady over the past three decades, the number of women occupying positions of power, prestige and leadership within their fields remains low in comparison to that of men. In theory, virtually all careers and levels within those careers should be available to both males and females, but this availability is not always perceived to be real. The desire to reveal why this is so provides the impetus for this study. Career patterns are influenced by a variety of forces, one of which is gender-role stereotypes. A greater understanding of the roles these stereotypes play in career aspirations is the goal of this study. One hundred male and female pre-adolescent students of high and average intellectual ability were surveyed by means of a questionnaire to determine the effect of gender-role stereotypes on their career aspirations and expectations. Correlations, analyses of variance, and qualitative data provided the statistical and descriptive information for interpretation. The principal finding of this study was that the influence of gender-role stereotypes on pre-adolescent children was confirmed, even across ability groups. Stereotypical attitudes were unrelated to intellectual ability, as high and average ability groups conformed to traditional attitudes exhibited toward the sexes. However, there did seem to be a trend towards a more androgynous attitude among the females than among the males, particularly high achieving males. High ability males showed a trend towards exaggerated stereotypical attitudes in comparison to the other subject groups. Furthermore, high ability students generally had more to say and exhibited more confidence (particularly the high ability males) in their responses. This study may provide an increase in awareness and understanding of any real or perceived barriers to achievement and thus eventually lead to greater opportunities and personal fulfillment for both males and females. / xi, 117 leaves ; 28 cm

This thesis employed secondary analysis of data compiled by the National Opinion Research Center. The sample consisted of 1,530 respondents which were selected by full probability sampling techniques from the universe of the total non-institutionalized English speaking population of the continental United States, eighteen years of age or older.In order to research sex-role attitudes two dependent variables were chosen, FEFAM and FEPRESCH. On the FEFAM questions respondents were asked to agree or disagree with the statement "It is much better for everyone involved if the man is the achiever outside the home and the woman takes care of the home and family." On the FEPRESCH item respondents were asked to agree or disagree with the statement "A preschool child is likely to suffer if his or her mother works." Two models were created one with selected characteristics for the total sample, the other with selected characteristics for the total sample, the other with selected characteristics for women only. The log-linear technique was employed to estimate these models. Through the use of this statistical procedure the magnitude and the nature of the effects of the independent variables on the dependent variables was calculated.