This thesis seeks to understand and critically discuss gender inequalities in the Australian Defence Force (ADF) as a barrier to full integration. This is achieved through an exploration of current literature, policy and legal documents, and from the point of view of a sample of ADF women. The purpose of this thesis is to determine whether constructions of gender devalue, exclude and therefore oppress women in the ADF and to determine whether constructions of gender legitimise the subordinate position of female personnel within the ADF. The study locates the ‘voices’, the experiences, and opinions of a group of female ADF personnel in order to hear from the ‘central’ players. The thesis contributes to current debates by: providing a platform for female members of the ADF to relate their experiences and opinions, thereby, giving a voluntary voice to women who are often not heard from in the debates; providing a feminist perspective -which in the Australian context is scant, as Australian feminisms have been reluctant to approach this controversial area; providing a critical perspective that is complementary to in-house research, through conducting the research from a position outside the ADF. The aims of the research are to explore the culture of the ADF, with the purpose of illustrating the underlying causes of barriers to full integration. It aims to understand where unequal treatment arises from, how inequity manifests, how this impacts on women, and how ADF resources are ultimately misused by the excluding of women from certain employments. Coming from a pacifist position I originally wanted to know why women would want to join the ADF, this question was easily answered through the beginning phases of the research. Through the research fieldwork I was led in the direction of focusing on the gendered nature of Defence culture. Government and ADF policy on combat exclusions I found to be a barrier to integration that impact upon career progression in the ADF. The research further revealed a disturbing realisation that Australian women continue to be denied full citizenship rights and responsibilities due to the inequities of restrictions on military service. The research led to the finding that women are excluded from roles in the ADF based on the mythology that women’s service is inferior to that of males. Issues presented in the arguments for cohesion, physical strength, and protectionism are military myths that seek to continue to exclude from positions of leadership, prestige and power in the ADF. Women’s current and potential roles in combat and peacekeeping are presented in the thesis as ultimate case studies revealing how women are denied equal employment rights in the ADF / Doctor of Philosophy (PhD)

This thesis seeks to understand and critically discuss gender inequalities in the Australian Defence Force (ADF) as a barrier to full integration. This is achieved through an exploration of current literature, policy and legal documents, and from the point of view of a sample of ADF women. The purpose of this thesis is to determine whether constructions of gender devalue, exclude and therefore oppress women in the ADF and to determine whether constructions of gender legitimise the subordinate position of female personnel within the ADF. The study locates the ‘voices’, the experiences, and opinions of a group of female ADF personnel in order to hear from the ‘central’ players. The thesis contributes to current debates by: providing a platform for female members of the ADF to relate their experiences and opinions, thereby, giving a voluntary voice to women who are often not heard from in the debates; providing a feminist perspective -which in the Australian context is scant, as Australian feminisms have been reluctant to approach this controversial area; providing a critical perspective that is complementary to in-house research, through conducting the research from a position outside the ADF. The aims of the research are to explore the culture of the ADF, with the purpose of illustrating the underlying causes of barriers to full integration. It aims to understand where unequal treatment arises from, how inequity manifests, how this impacts on women, and how ADF resources are ultimately misused by the excluding of women from certain employments. Coming from a pacifist position I originally wanted to know why women would want to join the ADF, this question was easily answered through the beginning phases of the research. Through the research fieldwork I was led in the direction of focusing on the gendered nature of Defence culture. Government and ADF policy on combat exclusions I found to be a barrier to integration that impact upon career progression in the ADF. The research further revealed a disturbing realisation that Australian women continue to be denied full citizenship rights and responsibilities due to the inequities of restrictions on military service. The research led to the finding that women are excluded from roles in the ADF based on the mythology that women’s service is inferior to that of males. Issues presented in the arguments for cohesion, physical strength, and protectionism are military myths that seek to continue to exclude from positions of leadership, prestige and power in the ADF. Women’s current and potential roles in combat and peacekeeping are presented in the thesis as ultimate case studies revealing how women are denied equal employment rights in the ADF / Doctor of Philosophy (PhD)

The field of gender bias indicates that teachers are a significant source of gender-role socialization for students. This study focuses on post hoc recollections of college students' perceptions of gender bias exhibited by their high school teachers. Specifically, this study asks students to define sex discrimination, as well as describe instances of sex discrimination they experienced or observed exhibited by their high school teachers. Several unanswered questions emerged from a review of the literature: (1) students' reports of the extent to which they experience sex discrimination exhibited by their teachers; (2) students' observations of sex discrimination exhibited toward students of the same sex, as well as toward students of the opposite sex; (3) students' reports of the sex of teacher involved in the sexually discriminative instances they describe; (4) students' definitions of sex discrimination; and (5) students' descriptions of their own experiences of sex discrimination. Consequently, one hypothesis and five research questions are posed to investigate these unanswered questions in the literature. A survey instrument incorporating both closed and open-ended questions explores the hypothesis and research questions. Participants for this study include 149 undergraduate students (63 females, 86 males) in introductory communication and psychology courses at a western university. Results of the survey are analyzed using both qualitative and quantitative methodologies. The closed-ended questions reveal that male and female students experienced and observed sex discrimination exhibited by their teachers with similar frequency (in this case 'Very Rarely'). The open-ended questions indicate that males and females experienced and observed their teachers exhibiting different types of sexually discriminative behaviors toward male and female students (e.g., females described being treated as if they were unintelligent; males described being disciplined more strictly than females). Both male and female students' definitions of sex discrimination are very similar. In addition, the sex of the teacher described exhibiting sex discrimination appears to make a difference. Although previous research seems to suggest that male and female teachers are equally biased in their display of sexually discriminative behavior toward male and female students, this study's results show that both male and female students perceived male teachers to be more biased toward female students than female teachers. / Graduation date: 1995

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1983. / Vita. Abstract. Includes bibliographical references (leaves 265-269). Also available via the Internet.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendix: leaves 132-141. Includes bibliographical references (leaves 142-148).

Thesis (Ph. D.)--University of Chicago, Dept. of Education, Jun. 2003. / Includes bibliographical references (p. 226-238). Also available on the Internet.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Diane Gill, Katherine Jamieson; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 186-202).

Thesis (M.A.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Kenneth Allan; submitted to the Dept. of Sociology. Includes bibliographical references (p. 81-85).

Thesis (M.A.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Oct. 23, 2009). Thesis advisor: Lynn Sacco. Vita. Includes bibliographical references.

Thesis (DPhil(Criminology))--University of Pretoria, 2001. / Includes bibliographical references.