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Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2011

Ethnic minority female physical education (PE) teachers who work in predominantly white schools may face multiple forms of marginalization and oppression due to the embodiment of a racialized and gendered identity which is positioned as “other” within PE contexts. A significant gap exists between diversifying teacher and student populations, thus warranting an examination of how sociocultural factors impact a teacher’s identity. Purpose: To explore how race and gender intersect in the embodied identities of ethnic minority female PE teachers in predominantly white schools in the United States. Methods: This study used narrative and visual research methods from a constructivist paradigmatic lens and followed guidelines for narrative-based, semi-structured, and conversational interviews coupled with photo elicitation. Results: The pilot study demonstrated how participants often felt isolated and uncomfortable in their schools, actively seeking out other ethnic minorities to make meaningful connections and validate their embodied identities. The full study indicated that participants enacted colorblind discourses in order to assimilate into their school settings yet also experienced internal conflict over their super-visibility as minority members within white majoritarian schools. Finally, the full study illustrated participants’ self-affirming strategies and resilience in working for social justice within their predominantly white school contexts, and how notions of transformational resistance sustained their commitment to furthering the field of PE towards more inclusive and critical pedagogies. Discussion: This research demonstrated how schools are often sites of continued racialized marginalization for ethnic minority community members and served as an important reminder that future research should avoid enacting a “deficit” or “savior” position when examining issues of racial inequality. Instead, it is imperative that scholarship in the field employ an agentic perspective which recognizes the autonomy of its subjects in reframing their experiences towards empowerment. The agency of “othered” school community members should be centered within the notion of schools as sites of marginalizing pedagogies for research that aims to destabilize dominant discourses and disrupt the resulting oppression embedded within the educational system in the United States.

Thesis (Ph. D.)--Open University. BLDSC no. DX178603.

published_or_final_version / Education / Master / Master of Education

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 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

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 238-251).

Thesis (Ph.D.) -- University of Western Sydney, 2004. / "A thesis submitted to the University of Western Sydney, in the total fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : p. 251-268.