This study was conducted to examine the experience of unwanted sexual aggression from both the male and female perspectives. Questionnaires were distributed to 325 students, and of these, 142 wrote free-response narratives describing their most sexually aggressive experience. Two raters scored and analyzed the narratives on the basis of 19 categories for male responses and 16 categories for female responses. Differences between the male and female perception of the experience of unwanted sexual aggression were found on several categories. The results of this study suggest that date rape awareness and prevention programs should emphasize the point that dating and sexual encounters can easily be fraught with miscommunication and misinterpretation, and encourage clearer communication and better understanding.

The purpose of this study was to determine whether sex differences could be observed in computer use among preschool disadvantaged children. Each of the twenty-two three- and four-year-old children were administered the Bardwell- Sietsema Sex Stereotype Scale to obtain a measure of sex role identification. Subject's choice of a pre-programming or academic-oriented software program as well as actual time at the computer were also carefully recorded over a five week period. Data supports the following: there does not appear to be a relationship between sex role stereotyping and computer use among three and four year old disadvantaged children, stereotypical sex role identification exists between three and four year old disadvantaged children, the amount of time spent at the computer during free choice periods does not differ between boys and girls, and there is no difference between boys and girls in terms of choice of academic or pre-programming software.

The problem of this study was to factor-analyze Rokeach's Dogmatism Scale and examine the factor structures of the scale for differences in the solutions obtained for the male and female groups. It was hypothesized that the Dogmatism Scale consists of several discriminable dimensions of the construct dogmatism and that these dimensions differ significantly for males and females. The dogmatism scale was administered to 186 male and 115 female college students. The male and female solutions yielded thirteen and sixteen orthogonal factors, respectively. Six male factors and eleven female factors were unique to their respective sex groups, indicating that the Dogmatism Scale is multidimensional and that significant sex differences are found when these dimensions are examined.

Diagnosing the sex of subadult skeletal material is a difficult task for bioarchaeologists and forensic anthropologists. Metric and nonmetric techniques have been tested utilizing both fetal (Boucher 1957, Weaver 1980) and juvenile (Loth and Henneberg 2001, Weaver 1980) skeletal remains. Some metric techniques show promise in estimating the sex of juvenile skeletons, but most are found to be lacking in adequate accuracies (Holcomb and Konigsberg 1995, Weaver 1980). Nonmetric techniques have been found to be more accurate, performing better than chance (Loth and Henneberg 2001, Mittler and Sheridan 1992, Weaver 1980). This study adds to this conversation, utilizing the Hamann-Todd Osteological Collection at the Cleveland Museum of Natural History, testing the accuracy of eight nonmetric traits of the subadult mandible and ilium for use in forensic investigations and bioarchaeological research. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Law, Helen. / "August 2010." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 78-84). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.v / LIST OF TABLES AND FIGURES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of Study --- p.1 / Chapter 1.2 --- Research Problems and Objectives --- p.3 / Chapter 1.3 --- Layout of Thesis --- p.5 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Explaining the Gender Gap in Math Achievement: A Brief Overview of Previous Studies --- p.6 / Chapter 2.2 --- Gender Stratification Hypothesis --- p.9 / Chapter 2.3 --- Role of Parents --- p.11 / Chapter 2.4 --- Role of Single-Sex Schooling --- p.12 / Chapter 2.5 --- Focus of this Study --- p.16 / Chapter CHAPTER THREE --- ROLE OF FAMILY BACKGROUND AND SINGLE-SEX SCHOOLING IN THE GENDER GAP IN MATH TEST SCORES IN SIXTEEN COUNTRIES --- p.18 / Chapter 3.1 --- Hypotheses --- p.18 / Chapter 3.2 --- Data and Method --- p.19 / Chapter 3.3 --- Results --- p.23 / Chapter 3.4 --- Discussion --- p.40 / Chapter CHAPTER FOUR --- THE GENDER GAP IN MATH TEST SCORES IN ALL COUNTRIES PARTICIPATING IN PISA 2006 --- p.50 / Chapter 4.1 --- Data and Method --- p.51 / Chapter 4.2 --- Results --- p.57 / Chapter 4.3 --- Discussion --- p.63 / Chapter CHAPTER FIVE --- CONCLUSION --- p.67 / Chapter 5.1 --- Summary of Findings --- p.67 / Chapter 5.2 --- Theoretical Implications --- p.69 / Chapter 5.3 --- Empirical Implications --- p.70 / Chapter 5.4 --- Limitations and Suggestions for Future Research --- p.71 / APPENDIX A: Description of dependent variables and student-level independent variables --- p.75 / APPENDIX B: Description of school-level independent variables --- p.76 / REFERENCES --- p.78

This study investigated cultural differences, U.S.A. and Japan, in the selection of compliance-gaining strategies by lower status people as differentiated from a group leader in a short-term, task-oriented relationship. The subjects for this study consisted of 114 (59 male and 55 female) U.S. college students and 165 (65 male and 100 female} Japanese college students. All subjects lived in Oregon. After the subjects read the hypothetical scenario which involved changing a task for a classroom project, a 21 item questionnaire was administered. The questions were taken from Kipnis, Schmidt, and Wilkinson's (1980} study, and a six-point scale was used. The 21 questions were categorized into four compliance-gaining strategies: rationalization, exchange of benefits, ingratiation, and assertion. Rationalization and exchange of benefits were used to test hypotheses regarding culture as a whole. Hypothesis one was "Japanese lower status people who are in short-term, task-oriented relationships will use more rationalization compliance-gaining strategies than U.S. people who are in short-term, task-oriented relationships," while hypothesis two was "U.S. lower status people who are in short-term, task-oriented relationships will use more exchange of benefits compliance-gaining strategies than Japanese lower status people who are in short-term, task-oriented relationships." Ingratiation and assertion were used to test the hypotheses regarding gender in different cultures. Hypothesis three was "U.S. lower status females who are in short-term, task-oriented relationships will use more ingratiation compliance-gaining strategies than Japanese lower status females who are in short-term, task-oriented relationships," and hypothesis four was "U.S. lower status males who are in short-term, task-oriented relationships use more assertion compliance-gaining strategies than Japanese lower status males who are in short-term, task-oriented relationships."

No description available.

Faculty of Engineering. Includes bibliographical references (leaves 133-141)

Sex differences in bone mass and size are thought to contribute to the greater incidence of vertebral fractures in women. While these sex differences are widely recognized, the relative contributions of bone mass, bone density, and bone size to the differences in vertebral strength and fracture risk between men and women have not been fully delineated. Furthermore, it is unknown whether the roles of each of these factors in determining vertebral strength change differently with age in men and women. We studied the bone content, density and geometry as well as vertebral loading and the factor of risk of the L3 vertebra in a sample of prepubertal males and females. Our first aim was to assess differences in vertebral bone dimensions, bone density, vertebral loading patterns and fracture risk, as measured by the factor of risk, in prepubertal children. Our second aim was to determine whether pre-pubertal growth affects the geometry and density of L3 differently in boys and girls. We measured vertebral dimensions, cross-sectional area and volumetric BMD of the third lumbar vertebral body in 93 prepubertal children (54 boys and 39 girls), using dual-energy X-ray absorptiometry scans obtained in the posterior-anterior and lateral projections. We also employed basic biomechanics to estimate vertebral loading during upright standing and forward bending. Bone strength and loading data were used to assess sex differences in the factor of risk in prepubertal children. Twenty children (11 boys and 9 girls) were assessed at baseline and seven months later to examine the effects of growth on bone size and vBMD. At baseline, boys and girls were similar for age, height, weight and calcium intake. L3 width and depth were 6.7% and 5.8% greater in boys than girls, respectively (P<0.001 and P=0.01, respectively). In contrast, vertebral height was 3.5% greater in girls than boys (P= 0.04). While vertebral loading was similar between sexes, stresses on the spine were 12.2% lower in boys during upright standing and 12.0% lower in boys during forward bending at both 50° and 90°, as compared to girls (P<0.001, P<0.01 and P<0.01, respectively). The factor of risk was similar between boys and girls under each loading condition. During growth, changes in vertebral size and density were not different between boys and girls. Our results indicate that even prior to puberty, sex differences in vertebral size contribute to differences in vertebral stress during standing and forward bending. Furthermore, before the onset of puberty, growth does not result in disparate changes between sexes. / Graduation date: 2004

There has long been discussion on whether or not there are gender differences in different academic areas, particularly mathematics. One fact that most researchers agree on is that fewer females than males take upper-level mathematics courses beginning in adolescence and continuing through college. As a result, many females severely restrict their career options by failing to take courses in this area. This study views the subjective task values in mathematics of 201 3rd and 5th grade students in a small community in the upper plains region of the United States, and how those subjective task values relate to students' indications of interest in taking advanced mathematics courses in the future. While it was believed that gender differences would be found at each grade level as well as overall, this was not the case. Small differences were found by gender, but not to a degree of statistical significance. The major findings of the current research were of vast differences between the grade levels themselves. Third grade students had much higher scores on the Eccles-Wigfield Task Value Questionnaire, which was developed to measure subjective task values in mathematics. Another interesting discovery was the reasons students gave for these subjective task values. In general, boys tended to blame factors outside of their control, while girls were more likely to blame themselves. Post-hoc factor analysis of the survey questions indicated groupings consistent with those previously identified by the survey's authors. / Graduation date: 2000