A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) and Special Education at the University of Zululand, 2002. / The current investigation consisted of three aims. The first aim was to determine the nature of secondary school learners* attitudes towards sex education. The second aim was to determine the learners' attitudes towards sex education in relation to information given by parents, teachers, peers and other media. The third aim was to determine the extent to which the following variables: gender, age. grade and residence influence the attitudes of learners towards sex education. A questionnaire was administered to a group of learners between ages of 13 years and below, up to 24 years and above. About fifty-five percent of learners were favourably disposed towards sex education. The results indicated that learners" attitudes are influenced by variables like gender, age, grade and residence.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 5, 2007). PDF text: x, 182 p. UMI publication number: AAT 3216418. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (leaves 186-191)

A research project submitted in partial fulfilment of the requirements for the degree of Masters by Coursework and Research Report in the field of Industrial/Organisational Psychology. Faculty of Humanities, University of the Witwatersrand, Johannesburg 6 June 2016 / This research traced the career trajectories from a cohort of female academics that were recipients of the Carnegie grant. These female academics were from two primary universities; the University of the Witwatersrand (Wits) and the University of Cape Town (UCT). The primary aim of the research was to explore the career trajectories of this cohort of female academics and gain further insight into the enablers and barriers to productivity and at their university. The impact of these enablers and challenges on the retention and attrition patterns was then analysed. The critical factors that were explored when interpreting retention and attrition were gender, race, intersectionality, belonging and culture. This analysis was enabled by applying critical race theory, intersectionality, and theories of belonging and non-belonging to the data. Due to the nature of this research, a qualitative approach was taken with the use of semi-structured interviews. The sample consisted of twenty-two female academics. In depth interviews were audio-recorded and transcribed and analysed using critical discourse analysis as well as thematic analysis proposed by Braun and Clarke (2006). The results indicated that female academics face a great deal of challenges within the higher education sector. These challenges often present as obstacles in their career progression. More importantly, black female academics face greater barriers because of the intersectional nature of their identity as being both black and female, amongst other identity categories. One of the leading causes to these barriers is based on the underlining institutional culture that exists at each university that is instilled through various systems and structures. One of the key enablers for this cohort of women academics was the Carnegie grant that they had received. For many, it provided scarce financial resources to focus on conducting quality research and dislodged the systems of patriarchal patronage which sometimes leaves women’s development at the mercy of male colleagues. The research suggests that notions of belonging are tied to epistemic access and the recognition and affirmation of the multiple identities that constitute women.

The goal of this study was to investigate whether mathematics teachers in Brazil had implicit gender biases, and if that potential bias was related to students' confidence and interest. The literature shows that there is a significant gender gap in mathematics achievement favoring boys, and Brazil is a special case in that it has one of the largest divergences in the world. This study investigated whether mathematics teachers in Brazil had implicit gender biases, if that bias was related to their students' confidence and interest in mathematics, and in what ways teachers' bias could be observed in conversations about teaching. For this study I surveyed 40 teachers, along with the students in one of each instructor’s mathematics classes. Teachers were asked to respond to a demographic questionnaire and implicit association test (IAT), while students were asked to respond to a questionnaire measuring their self-assessed confidence and interest in mathematics. At a later date, 10 teachers were selected to be interviewed, based on their IAT scores. The results show that mathematics teachers in Brazil had implicit gender biases regarding mathematics, but that their respective biases varied significantly. Male teachers were significantly biased in favor of boys, while female teachers were not. Teachers' implicit biases also varied depending on their educational levels. Students' confidence and interest in mathematics were shown not to be related to their teacher's measure of bias. However, confidence and interest did vary based on whether students attended public or private schools – with private schools having a significantly larger gender gap in both of these factors, and students' grade -- with the gap being wider among older students. Students' interest in mathematics also proved to be related to teachers' educational level, but their confidence in mathematics was not. Teachers in Brazil believe overall that girls and boys behave differently from each other in school; furthermore, they believe that these differences are due to societal and parental pressures and expectations regarding gender. Teachers who associated mathematics with boys did not appear to be aware of that implicit bias, and in conversation often referred to gender differences in a way that indicated they thought girls had advantages in school that boys did not.

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.)--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 Chicago, 2003. / Includes bibliographical references (leaves 226-238). Also available on the Internet.

Thesis (Ph. D.)--University of Oklahoma, 1989. / Bibliography: leaves 127-152.