The problem of this study was an analysis of the effects of a selected strategy for bringing about changes in stereotypic sex role attitudes of teacher trainees during their teacher education program. The major purposes of this investigation were to (1) develop a preservice treatment program, characterized by the persuasive communication approach, to modify students' stereotypic sex role attitudes, (2) determine the effectiveness of the strategy in modifying students' attitudes, and (3) examine student factors that influence reception and yielding to a persuasive message.

Trans and queer children are experiencing discrimination starting in the earliest years of schooling. In a paradoxical era of increased support for transgender and queer children on the one hand, and persistent gender violence on the other, this study examines how the New York City Department of Education (NYCDOE) gender policy is taken up in Early Childhood Education practice. In particular, I ask: (a) What are early childhood teachers’ understanding of NYCDOE’s policy? (b) How do the larger social and material contexts, shape teachers’ enactments of the policy? (c) What do teachers’ understandings and enactments of NYC gender policy look like in their everyday classroom practices? I use a critical policy-as-practice conceptual framework that does not take policy for granted but understands that embedded in all the policy processes, there is always a great deal of negotiation of power, where some stakeholders are empowered and other perspectives are silenced. Through semi-structured interviews with district policymakers, school administrators, and early childhood teachers, this study unveils how different actors took up NYCDOE’s gender policy in their practice, in accordance with their own ideas, motivations, and broader social and material contexts. Findings indicate that the policy formation processes excluded the knowledge and perspectives of school communities and grassroots trans activist movements. Principals and teachers had little knowledge of the Guidelines on Gender and resources available, while several policy content and procedures reproduced gender and racial violence. Moreover, the sediment construct of childhood innocence shaped early childhood teachers’ gender-justice practices. Shifting understandings of gender, without revising understandings of childhood, this study concludes, hinders the possibility of transformative change.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Technikon Natal, 2000. / This research focused on an investigation into the problems female heads of department experienced with reference to the primary schools in the Isipingo area. For a successful and a balanced education on a global basis, women must be seen to be equally capable of becoming leaders of educational institutions. The purpose of this research was to ascertain how educators react to the leadership of female heads of department in primary schools. More specifically, the objective of this research was to investigate the problems that heads of department experience, mainly because they were women. A literature survey of the functions of the head of department enabled the researcher to focus on the areas that the head of department had to give her attention to in order to develop an effective team. Focus was on organizational, administrative and professional matters determining the level of similarities between the English, American and South African education systems. Research was conducted by means of a questionnaire applied to a representative sample of educators from all levels of the hierarchy of educators. The qualitative method provided a systematic investigation of the topic. The research sought to understand behaviour from the 'action' point of view where the objective was to discover the specific experiences of the respondents. / M

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:44:29Z No. of bitstreams: 1 Maria Nazareth Moreira Vasconcelos.pdf: 1540894 bytes, checksum: 163b273c414a61f7b4b9fc3c4d62295e (MD5) / Made available in DSpace on 2018-12-13T11:44:29Z (GMT). No. of bitstreams: 1 Maria Nazareth Moreira Vasconcelos.pdf: 1540894 bytes, checksum: 163b273c414a61f7b4b9fc3c4d62295e (MD5) Previous issue date: 2018-10-26 / This research was carried out with the objective of critically analyzing the possible consequences of a proposal of teacher training in the discourses related to gender relations and intersectionalities. The realization of this study is justified by the perception of the difficulty of society, and consequently of the school, in dealing with the diversities, especially those that originate in the different identities of gender and sexual orientations. Gender relations are socially constructed and therefore permeated by power relations, causing differences to generate inequalities and result in violence against women and against LGBTI people, who historically have their rights denied. In this context, black, poor and subalternized girls, women and LGBTI people suffer from male chauvinist, but also from other types of oppression, which makes it necessary to use gender as a category of analysis from the perspective of intersectionality, to understand how diverse types of oppression operate simultaneously on people's lives. The school carries within itself the possibility of combating prejudice and the inequalities produced historically, but for this it is imperative that educators be trained to look strangely at instituted stereotypes. Based on this, the formative meetings were held and were constituted as object of analysis of this research, with professionals from two municipal schools of Elementary School of São Paulo. The training proposal was elaborated based on the ideas of authors who think about teacher education in a critical and reflexive perspective, as well as on the assumptions of the Social-Historical-Cultural Activity Theory, the fruit of the works of Vygotsky (1934/2007), Leontiev (1978/2004) and Engeström (1987). Gender and intersectionality studies have also been taken as the basis for how gender inequalities have been / are produced. The methodology used was that of the Collaborative Critical Research, which attributes to language the mediating and constitutive role of human relations and has the premise of dialogue and commitment to the transformation of reality. The data were produced through three procedures: questionnaires delivered to the participants; collection of census data in electronic portals and institutional documents of schools and transcription of the recording of training meetings. The analysis of the data was based on the actions of describing, informing, confronting and reconstructing, pertinent to the reflective process. The main results showed that it is possible for a formation to cause changes in the discourses of educators about gender relations and intersectionalities, making them understand the role of the school in the fight against prejudice, racism and LGBTIphobia. It was possible to realize, however, that it is necessary to offer a training that also allows the experience of concrete activities and not only the discussion of ideas, so that people feel more mobilized to carry out activities with the theme of the training in the classroom, thus becoming real agents of change / Esta pesquisa foi realizada com o objetivo de analisar criticamente os possíveis desdobramentos de uma proposta de formação docente nos discursos referentes às relações de gênero e interseccionalidades. A realização deste estudo justifica-se pela percepção da dificuldade da sociedade, e consequentemente da escola, em lidar com as diversidades, em especial as que se originam nas diferentes identidades de gênero e orientações sexuais. As relações de gênero são construídas socialmente e, portanto, permeadas por relações de poder, fazendo com que as diferenças gerem desigualdades e resultem em violência contra as mulheres e contra pessoas LGBTI, que historicamente têm seus direitos negados. Nesse contexto as meninas, mulheres e pessoas LGBTI negras, pobres e subalternizadas sofrem com o machismo, mas também com outros tipos de opressão, o que faz com que seja necessário utilizar gênero como uma categoria de análise na perspectiva da interseccionalidade, para compreender como diversos tipos de opressão operam simultaneamente sobre a vida das pessoas. A escola carrega em si a possibilidade de combater o preconceito e as desigualdades produzidas historicamente, mas para isso é imprescindível que educadores e educadoras sejam formados/as para olhar com estranheza para estereótipos instituídos. Com base nisso foram realizados os encontros formativos que se constituíram como objeto de análise desta pesquisa, com profissionais de duas escolas municipais de Ensino Fundamental de São Paulo. A proposta de formação foi elaborada pautando-se nas ideias de autores e autoras que pensam a formação docente em uma perspectiva crítica e reflexiva, bem como nos pressupostos da Teoria da Atividade Sócio-Histórico-Cultural, fruto dos trabalhos de Vygotsky (1934/2007), Leontiev (1978/2004) e Engeström (1987). Foram tomados como base também os estudos de gênero e interseccionalidades, que deflagram como as desigualdades de gênero foram/são produzidas. A metodologia utilizada foi a da Pesquisa Crítica de Colaboração, que atribui à linguagem o papel mediador e constitutivo das relações humanas e tem a premissa do diálogo e do estabelecimento de compromisso com a transformação da realidade. Os dados foram produzidos por meio de três procedimentos: questionários entregues às pessoas participantes; coleta de dados censitários em portais eletrônicos e nos documentos institucionais das escolas e transcrição da gravação dos encontros formativos. A análise dos dados se baseou nas ações de descrever, informar, confrontar e reconstruir, pertinentes ao processo reflexivo. Os principais resultados mostraram que é possível uma formação causar mudanças nos discursos de educadores e educadoras acerca das relações de gênero e interseccionalidades, fazendo com que compreendam o papel da escola no combate aos preconceitos, ao racismo e à LGBTIfobia. Foi possível perceber, no entanto, que é necessário oferecer uma formação que viabilize também a vivência de atividades concretas e não somente a discussão de ideias, para que as pessoas se sintam mais mobilizadas a realizarem atividades com a temática da formação em sala de aula, transformando-se, assim, em verdadeiros/as agentes de mudança

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-26T13:06:34Z No. of bitstreams: 1 Tiago Monteiro de Messias.pdf: 835358 bytes, checksum: 2474831e2378e2256045710435813177 (MD5) / Made available in DSpace on 2017-10-26T13:06:34Z (GMT). No. of bitstreams: 1 Tiago Monteiro de Messias.pdf: 835358 bytes, checksum: 2474831e2378e2256045710435813177 (MD5) Previous issue date: 2017-09-11 / The present research aims to analyse the reports of the formative training proposals that were developed by two pedagogical coordinators of a public school in relation to the prejudice against sexual diversity. We seek to reflect on this training process based on the pedagogical coordinators' perceptions, in order to instigate more sustained views on teacher training in this area. For the research, we performed this analysis based on relate of practices. The coordinators’ reports, collected from semi-structured interviews, gave us an input for the elaboration of analytical boxes, which are the basis for the reasoned analysis of the practice. Among the theoretical references used in this dissertation, to discuss about sexuality, we focus on Foucault (1984) and Louro (1999); in the light of Imbernón (2000; 2010) and Placco e Souza (2006) we address teacher training, challenges and possibilities in the teacher's professional development work; and, to discuss about social representations, we discuss with emphasis on the proposals of Abric (1994) and Moscovicci (1978).Based on the results of the analyses of the pedagogical coordinators’ reports, it is evident that it is essential to discuss what underlies the prejudice, so that we can move more assertively into the discussion about prejudice against sexualities and it is also essential a critical and careful view as regards to formal training proposals in the school / A presente pesquisa objetiva analisar relatos das propostas formativas desenvolvidas por duas coordenadoras pedagógicas de uma rede pública de ensino, em relação ao preconceito contra a diversidade sexual. Buscamos refletir sobre esse processo formativo a partir das percepções das coordenadoras pedagógicas, a fim de fomentar mais sustentados olhares sobre a formação de professores no que tange a esse tema. Para investigação, realizamos a análise dos relatos de práticas. Os relatos das coordenadoras, coletados a partir de entrevistas semiestruturadas, deram-nos insumos para a elaboração de eixos analíticos, que se constituíram como o suporte para a análise fundamentada da prática. Dentre os referenciais teóricos, utilizados nesta dissertação, para debatermos sobre sexualidade, debruçamo-nos sobre Foucault (1984) e Louro (1999); à luz de Imbernón (2000; 2010) e Placco e Souza (2006), abordamos sobre formação de professores, desafios e possibilidades no trabalho de desenvolvimento profissional do professor; e, para discorrer acerca das representações sociais, discutimos com ênfase nas propostas de Abric (1994) e Moscovicci (1978). Com base nos resultados das análises dos relatos das coordenadoras pedagógicas, evidenciamos que se faz essencial debater sobre o que alicerça o preconceito, para que possamos caminhar mais assertivamente no que concerne à discussão sobre o preconceito contra sexualidades, sendo também fundamental um olhar crítico e criterioso no que concerne às propostas formais de formação existentes na escola

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This thesis examines South African policies addressing gender inequality in education management, and interrogates whether or not these policies made a difference to the career route of women principals of secondary schools. The under-representation of women in education management has been a long observed problem in many countries including South Africa. A number of initiatives have been put in place to address this issue but little improvement is seen in the South African situation in education management. The purpose was to understand why women are still under represented in school management and to learn from their experiences. The study used data from three sources. Firstly, policy documents and practices were analysed in terms of their symbolic, regulative and procedural functions. Secondly, the personal accounts of 28 women principals in KwaZulu-Natal who had been appointed after 1994 were collected through the use of extended interviews, and thirdly, interviews were conducted with key officials and members of School Governing Bodies that had participated in the selection of principals. The data generated were analysed at two levels in order to understand the factors constraining the participation of women in education management. At the micro level, I use the 'management route model' as an analytical framework that identifies the three phases women principals go through in their career route, namely anticipation, acquisition and performance (van Eck and Volman, 1996). The model reveals that factors influencing women's career paths into management are very complex and based firstly on the individual agency where women grapple with more internal issues such as professional qualifications and experience, aspirations, lack of ambition and family responsibilities. Secondly, these factors are at the organisational level where women suffer discrimination at the recruitment and selection processes, and lack of institutional support through mentoring and sponsorship. Thirdly, it is the social level, which involves the cultural discourses in which women operate. These discourses include sex role stereotypes that inform the social expectations about the role of men and women in society. On the macro level, I use feminist theory to interpret and understand the women's experiences and findings in general. The findings reveal that policy interventions put in place since 1994 to close the gender gap were mostly informed by liberal feminism that focused on affirming women in order to gain access into the school management without tackling the social practices that are defined by sex role socialisation and which therefore continue to work subtly and insidiously towards the discrimination of women. I conclude that although the liberal feminist interventions that have been put in place have been useful to some extent, the problems impeding women's full participation in education management cannot only be tackled at a policy level because this attempt leaves the most problematic social practices intact. However, I argue for policy and legal intervention as a starting point to combat the gender crisis in a society that has inherited so much inequality. While I acknowledge that women of all races in South Africa have all been negatively impacted upon by the historical and traditional values and expectations on the role of women and men in society, I argue that the situation has been worse for women of the Black African race, who suffered dual oppression in terms of gender and race. The study proposes the need to look beyond provision of legal and democratic reforms and more into social practices that prevent legal reforms from reaching the desired goals. Social structures and cultural practices that hamper the greater representation of women should be dealt with in order to allow women freedom to participate in discourses where their choice is not informed by gender subordination. / Theses (Ph.D.)-University of KwaZulu-Natal, 2006.

In education women outnumber men as teachers, but the top positions are almost entirely dominated by men. Shakeshaft (1987:20), using data collected for education systems in the United States of America noted that in 1984-5, only 3,0 percent of the district superintendents were women, although 50,1 percent of all secondary school teachers and 83,5 percent of all elementary school teachers were women. According to Blampied (1989), the data obtained from the 1987 statistical returns from government schools under the Natal Education Department indicated that the number of women in education administration was disproportionately lower than the number of men in congruent positions. It was decided that the situation deserved to be tested in schools administered by the KwaZulu Department of Education and Culture. According to the survey of secondary schools administered by the KwaZulu Department of Education and Culture, in respect of the 230 Junior Secondary schools in the sample, 86,5 percent of the school principals were male and the incidence of male principals was even greater in high schools (Thurlow 1993:32). The study of selected literature led to the finding of possible barriers to the career advancement of women educators. The barriers were classified into two broad categories - internal barriers, relating to psychological factors; and external barriers, which related to institutional, societal and organizational structures. A questionnaire was designed to attempt to ascertain if any congruency could be identified between the barriers perceived by other researchers and those which according to the respondents existed in schools administered by the KwaZulu Department of Education and Culture. The most commonly cited obstacle to the upward mobility of women was discrimination against them. There were suggestions that women were generally valued less than men. Women were treated as inferior in law, politics, religion and education as well as in society generally. Other barriers to promotion which were frequently alluded to related to the perception that some women were not interested in vertical career mobility but preferred to remain in the classroom rather than seek a position which would distance them from teaching. The evidence also suggested that although the larger proportion of the respondents were keen to receive a promotion, they thought they would not be promoted because they considered the allocation of promotions to be unfair. It was however noted that women educators who have made some progress on the promotional ladder perceived fewer obstacles to their advancement than unpromoted respondents. / Thesis (M.Ed.) - University of Natal, 1994.

Claims of gender discrimination by women educators in South Africa were investigated through an examination of specific issues surrounding the employment of women educators of Indian descent. These include maternity leave, housing subsidy, pension scheme, medical aid, salaries, merit awards and promotions. The study is located within the context of the general oppression of all women in society. The analysis used the sexual division of labour as its central focus. Since the subjects under investigation were members of a minority ethnic group, factors such as their cultural heritage, race, and class difference were considered an integral part of the analysis. The study assessed the validity of each of the claims of discrimination through an examination of official documentation such as the Principal's Handbook and staff circulars relating to teachers' conditions of service, regulations and occupational incentives. Wherever possible, the claims were empirically examined through an analysis of the responses obtained from a sample of educators. Cross-tabulations and Chi-square analyses were used to test the claims statistically. Participation in a union as a possible organising strategy for women educators in their challenge of gender discrimination is suggested. A list of recommendations for the amelioration of gender discrimination against women educators is presented at the end of the study. / Thesis (M.A.)-University of Natal, 1991.

Paging jumps from viii to xi. / National calls for equality of opportunity have not been matched by reciprocal responses by girls to participate and achieve in design and technology subjects in Zimbabwean secondary and high schools. Current levels of girls' participation and achievement are of national concern. The study found that fourth form girls' low design and technology subjects enrolment and limited success have ensured a near all-male environment resulting in personal career progression limitations for girls and a gender segregated national socioeconomic society. It is acknowledged that outside Zimbabwe, models of student subject participation and achievement have been studied in the past resulting in the implementation of various motivational and retention strategies. Whilst accepting that girls' decisions concerning participation and achievement-related choices for or against design and technology subjects are individual and complex, some complex and interrelated contributory factors are explored. These are carried out in the context of Zimbabwe in this case study research which involved eight secondary schools of four different types targeting 321 fourth form girls, 26 design and technology subject teachers, eight principals, eight families and two education officers. The eclectic data collection approach chosen for the study relied on multiple sources of information being collected using a variety of techniques such as the student questionnaire, focus group interviews, in-depth interviews, lesson observations, and document and content analysis. The effects of various overt and covert forms of home and school processes of difference, inequality and oppression were explored in the data and how these have affected fourth form girls' design and technology subjects participation and achievement-related decisions. In particular, the effects of home and school contextual and climatic factors have been found to largely militate against girls' 'fit' with design and technology subjects culture, staff and workshop environment. A model involving the student and school contextual and climatic dimensions, to explain girls' participation and achievement perspectives is suggested and explained encompassing sociological, psychological and gender perspectives. Findings in this study contribute to an understanding of girls' participation and achievement processes in design and technology subjects in the African context, a dimension that has been largely missing from mainstream debates on the subject.