This research focuses on establishing the gendered nature of sport participation at J.C. Primary. In an attempt to establish the gendered nature of sport participation in a Durban Primary School, based on existing, theoretical, comparative and historical literature, the data revealed that boys generally participated more actively in sport. However, the data also revealed that girls benefited from the school's sport policy, which encouraged boys and girls to participate. In particular, Indian girls played more sport than Indian boys. My findings, based on the use of qualitative and quantitative data received from the participants in terms of their questionnaires, revealed that Indian boys/girls dominate in terms of participation while African boys and girls are very sports active and tend to make more use of the school's sport policy than the majority of Indian girls. Unsurprisingly, many more boys than girls were opposed to girls playing soccer. About 25% of boys in each race groups were opposed to girls playing soccer. Predictably the vast majority of girls across race groups favoured soccer being played by girls. My semi-structured interview with the Principal revealed that he was 'sports mad' as he enthusiastically promoted sport at the school, regardless of gender and race. My focus was on the efforts that were consciously made to create sport as an arena of gender and racial mixing, In so doing, the following key questions were focused on: What is the rate of participation at J.C. Primary in terms of race and gender? In terms of participation rates, which sport is the most popular amongst boys and girls? Are there any differences in the ways boys and girls view sport participation at J.C. Primary? What does the school currently do to promote or encourage sport participation at school, particularly insofar as gender-equal participation is concerned? I had observed that although there was a trend for boys to be given preferential treatment in sport than girls, at J.C. Primary the school's sporting policy impacted in a positive way to even out differences and inequalities in sport participation between boys and girls. Although schools and other agencies are implicated in the manner in which sport is played, whereby gender inequality is practiced, boys and girls at J.C. Primary were given equal opportunities in sport, which encouraged their participation in sport. This study has, in fact, shown that J.C. Primary promotes sport in a very active way as it provides facilities and organizational energy and it goes to great lengths to ensure widespread participation. It has also shown that the school's policy has been successful in promoting equal gender participation even though, historically, most sporting cultures have been predominantly male. / Thesis (M.Ed.)-University of Kwazulu-Natal, Durban, 2009.

It has been discovered that in many countries, both locally and internationally, girls have low participation rates in science at secondary school level. This thesis examines the factors that underscore the persistence of girls' low participation rates in schools. The major reason for this examination is to establish ways in which secondary school teachers, interested individuals or groups of people, and the ministry of education in Lesotho can manage this problem. Kelly (1981) argues that causes of girls' negative attitudes towards science are multifaceted. Thus, in attempting to understand these causes and to develop strategies to manage this behaviour, a single approach, which focuses on student-teacher classroom interaction, was considered. This thesis therefore, seeks to investigate the responses of girls and science teachers in schools with least numbers of girls having opted for science in the last five years. Due to less numbers of science teachers in schools, I involved in this study, all those found in schools surveyed. To survey girls' responses to this problem, I drew a random sample of both those who have opted for, and those who have opted out of science. I then used a self-administered questionnaire as the research instrument for this study. Basing myself on my judgement's analysis, I therefore concluded that gender discrimination is the major source of girls' negative attitudes towards science in Lesotho, the country that condones female subordination. The unfavourable learning atmosphere that male teachers create for girls in science lessons, such as, the harassment, the harshness, deprivation of opportunity to participate in class, to use the laboratory equipment and other ways and means of ill-treating and frustrating girls are all a result of male domination. A number of recommendations to manage this problem have therefore been proposed. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This dissertation focuses on indirect discrimination against women in employment. It briefly examines the causes of discrimination against women in the workplace. Further it explains the concept of indirect discrimination by tracing its origins in the United States of America and analyses the development of the law of indirect discrimination in the United States until the introduction of the Civil Rights Act of 1991. This analysis involves an examination of the elements involved in proving an indirect discrimination claim and the problems experienced in doing so. The British indirect discrimination laws and cases are then examined to the extent to which Britain deviates from the American approach. The comparative law discussion will indicate the problems that have become an inherent feature of indirect discrimination cases. The problematic nature of proving indirect discrimination necessitates a discussion of the common types of conditions and requirements that indirectly discriminate against women. It is against this background that the present South African legislation on indirect discrimination in employment is analysed and case developments reviewed. Finally, the proposals of the Green Paper on Employment Equity are examined. The recommendations for the introduction of a comprehensive discrimination statute; the introduction of an independent commission; and the formulation of a Code of Good Practice that will provide guidelines to employers, are supported. Further, recommendations are made for a flexible discrimination legislation that provides a broad legal framework which allows for development of the law; the necessity to address issues regarding administration and costs involved in implementing this legislation; the introduction of additional funtions of the independent commission relating to training and access to the law; and the adoption of a statutorily enforced affirmative action policy that addresses the inequalities faced by women in employment. / Thesis (LL.M.)-University of Natal, Durban, 1998.

The purpose of this study was to enrich our understanding of gender equity issues in coeducational and single-sex physical education classes. Student and teacher perceptions were examined through interviews, written descriptions of critical incidents, field observations and document analysis. The participants included 65 students in coeducational grade eight classes, 84 students in single-sex grade nine classes, and the physical education teacher from a suburban high school. Through inductive analysis and constant comparison, themes emerged regarding the teacher's equity strategies, advantages and disadvantages of coeducational and single-sex classes, and students' roles in perpetuating and rejecting gender stereotypes. Aware of gender issues, the teacher generally maintained an equitable atmosphere, but he also played a role in perpetuating gender stereotypes. Students identified peer interaction, increased competition, and challenge as positive aspects of coeducational classes. Girls often favored the atmosphere of girls' classes, and high ability boys preferred the competition in boys' classes. Classes were seen as based on a male norm, and boys often dominated. Student beliefs and behaviors indicated that they both rejected and perpetuated gender stereotypes. Ability levels appeared to play an important role in student perceptions. This research illustrates the need for a continued emphasis on gender sensitive physical education programs to enhance both girls' and boys' experiences.

Previous research has shown that although women outnumber men in public relations, women hold inferior positions, are paid less, and possess less credibility in their organization.Gender and roles in public relations has become a common focus of research for the public relations scholar; however, very few studies have used Q-methodology to gauge attitudes on this subject.Using Q-methodology, 21 public relations practitioners from a variety of organizations in 3 states were asked to sort 48 statements concerning attitudes about gender and roles in the field. Two factors emerged from the results and were labeled: Initiators and Generalists.Results indicated gender was no longer a factor in what roles the practitioner played and roles in public relations were blurring. It suggests further research should focus on differences between generalists and specialists rather than managers and technicians. / Department of Journalism

The position of director of intercollegiate athletics represents the highest administrative position in athletics in colleges and universities. During the days of the Association for Intercollegiate Athletics for Women (AIAW), 90% of the women's programs were coached and administered by women. Shortly after the implementation of Title IX in 1972, this trend began to change and most women's programs began to fall under the leadership of male coaches and administrators. During the summer of 1982, the National Collegiate Athletic Association (NCAA) took control of the AIAW forcing women administrators to take a backseat to their male colleagues. This lack of administrative and coaching representation has also resulted in fewer role models for female athletes.This study was designed to compare the qualifications of men and women directors of intercollegiate athletics to determine if the women must be more qualified than theirmale counterparts to hold the same position. This study may also serve as a blueprint for women in athletics as to the qualifications and experiences necessary in their attaining a position of director of intercollegiate athletics.The results of a survey questionnaire to 200 male directors of NCAA Division I, II, III, and NAIA colleges, with a return rate of 52.3%, were compared to an early study conducted on female directors to determine if the qualifications between the two genders were different. The educational results were very similar between the two genders, with both maintaining that a master's degree was extremely important in attaining their positions. Both genders also confirmed that at least one year of experience in athletic administration was crucial to their appointment as director of athletics.In examining the qualifications of both men and women who hold athletic administrative positions, it was not conclusive that educationally or professionally, the women were more qualified than their male colleagues. The responses to the survey by both men and women were very similar in their beliefs of what was important in attaining their current positions. / School of Physical Education

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Journalism

This study presents a theory supporting single-gender, public institutions for women based on constitutional and legal history, educational theory, and feminist theory. Evidence from these areas suggest that single-gender, public institutions can be legally reviewed as constitutionally sound; that women can positively affect their situation in public life by learning the tools necessary to succeed in an educational environment without the added competition of men; and that once women experience leadership positions in college, they will understand how to gain access to channels of power. In order to reach the masses of women, this form of education must be offered as a choice in the public system of higher education so that all women, regardless of geographic or financial restrictions, can take advantage of a single-gender education. / Department of Secondary, Higher, and Foundations of Education

The purpose of this study was to compare NCAA Division III male and female athletic administrators, coaches of men's and women's basketball, coaches of men's and women's tennis, coaches of men's baseball and women's softball, and athletes in those same sport regarding perceptions of gender equity in athletics at their own institution. Data on individual perceptions of equity attainment were obtained through a mail-out survey sent to 1895 individuals at a random sampling of 100 NCAA Division III schools.The results of the survey indicated that at least 70% of the respondents perceived there to be gender equity in 13 of the 20 items tested, while over 50% of the respondents perceived there to be gender equity in 18 of 20 items. Five null hypothesis were posited for the independent variables of gender, group affiliation, sport coached, and sport played. Each of the null hypotheses failed to be accepted (alpha = .05) in a multivariate analysis of variance(MANOVA).Further, when a series of analyses of variances (ANOVAs) were performed, significant differences at the .05 level were found in 4 of the 5 dependent variables tested: program support, financial support, sports offerings, scheduling, and changes in the past 2-3 years. For the interaction of gender and group affiliation, a significant difference was found in program support only.Females perceived there to be less equity than males in all factors. Athletes perceived there to be less equity than athletic directors in program support, financial support and changes; and less equity than coaches in program support and scheduling.Coaches of women's softball and women's basketball perceived there to be less equity in program support than coaches of men's sports. Coaches of women's sports indicated less equity than coaches of men's sports in financial support. Women's team captains perceived less equity than men's team captains in financial support. Women's softball players perceived less equity than other team captains in program support, while women's tennis perceived less equity than men's team captains in program support.For changes in the past two years, each gender indicated the opposite was favored. For other dependent variables, when an advantage was registered, the advantagefavored the men. / Department of Educational Leadership

Although gender inequality is a major element of poverty, women the world over have showed their heroism in the role of both economy generators and family supporters’ by engaging in informal trade. This became most remarkable in South Africa where refugees in general and women in particular are living without either government or UNHCR supports. The following study attempts to explore business leadership qualities of the Democratic Republic of Congo (DRC) refugee women living in the city of Durban. The study is the result of challenges that Congolese women informal traders are facing (family responsibilities, identity documents...) since their arrival in South Africa which hinders the development of their businesses. Additionally, this study identified a number of successful strategies for developing businesses and reducing poverty. This research used a qualitative method during data collection. In turn, both explanatory and descriptive theories were used. Congolese refugee women informal traders were the sample taken and were selected from the Congolese community living in the city of Durban. In order to answer the research questions, this study used in-depth interviews and questionnaires where ten Congolese refugee women informal traders between the age of 24 and 41 years were involved. Selecting respondents by the abovementioned ages in this research was helpful for exploring socio-economic challenges of the most categories of the neediest refugee women: widows, single women and mothers of 5 or more children, and so forth. These categories provided relevant information for being mothers and their daily socio-economic challenges in the city of Durban. In the line with findings, respondents on the questions related to business development mentioned the number of factors as hindrance to development of their businesses. Thus, they had no access to business training organized by government and NGOs, poor access to finance, lack of UNCHR support, and family responsibilities especially their refugee status. The study reveals the needs of both UNHCR and government’s support in terms of sponsoring refugees’ projects (including business training) and appropriate identity documents from the department of Home Affairs. UNHCR assistance together with local NGOs and appropriate identity documents are identified to be important factors of respondents’ business development strategies. / Thesis (M.Com.)-University of KwaZulu-Natal, 2010.