Thesis (Ph. D.)--Open University. BLDSC no. D51549/84.

Although the movement of women into the Canadian labor force has been increasingly steady over the past three decades, the number of women occupying positions of power, prestige and leadership within their fields remains low in comparison to that of men. In theory, virtually all careers and levels within those careers should be available to both males and females, but this availability is not always perceived to be real. The desire to reveal why this is so provides the impetus for this study. Career patterns are influenced by a variety of forces, one of which is gender-role stereotypes. A greater understanding of the roles these stereotypes play in career aspirations is the goal of this study. One hundred male and female pre-adolescent students of high and average intellectual ability were surveyed by means of a questionnaire to determine the effect of gender-role stereotypes on their career aspirations and expectations. Correlations, analyses of variance, and qualitative data provided the statistical and descriptive information for interpretation. The principal finding of this study was that the influence of gender-role stereotypes on pre-adolescent children was confirmed, even across ability groups. Stereotypical attitudes were unrelated to intellectual ability, as high and average ability groups conformed to traditional attitudes exhibited toward the sexes. However, there did seem to be a trend towards a more androgynous attitude among the females than among the males, particularly high achieving males. High ability males showed a trend towards exaggerated stereotypical attitudes in comparison to the other subject groups. Furthermore, high ability students generally had more to say and exhibited more confidence (particularly the high ability males) in their responses. This study may provide an increase in awareness and understanding of any real or perceived barriers to achievement and thus eventually lead to greater opportunities and personal fulfillment for both males and females. / xi, 117 leaves ; 28 cm

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 38-40).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 128-133). Available also in a digital version from Dissertation Abstracts.

The purpose of this study was to determine the degree to which elementary school students label physical activities according to gender. Participants for this study were 202 students grades one through six from a Muncie Community School in Muncie, Indiana. Participants were divided by age and gender for the statistical analysis. The students were asked to respond to the Physical Activity Stereotyping Index (PASI), a Lickert-type instrument designed to assess the degree to which individuals label selected physical activities according to gender.Results of the study suggested that children's perceptions about the gender appropriateness of physical activities may be a function of age as evidenced by higher scores for the older children. It appeared also that boys gender-label physical activities to a greater extent than do girls. Those findings suggested that as children widen their experiences with social interactions, they adopt clearly-defined and gender-specific play patterns. / School of Physical Education

Thesis (M.S.)--Eastern Illinois University, 1990. / Includes bibliographical references (leaves 97-102).

Thesis (Ph. D.)--Uppsala University. / Includes bibliographical references (p. 28-33).

Thesis (Ph.D.) in Psychology--University of Maine, 2007. / Includes vita. Includes bibliographical references (leaves 186-201).

No description available.

梁嘉慧. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 80-91. / Liang Jiahui. / 致謝 --- p.i / 撮要 --- p.ii / 目錄 --- p.iii / 圖表目錄 --- p.v / Chapter 第一章 --- 緒論 / Chapter (一） --- 研究背景及研究目的 --- p.1 / Chapter (二） --- 研究意義 --- p.3 / Chapter 第二章 --- 文獻探討 / Chapter (一） --- 性別角色的槪念 --- p.4 / Chapter (二） --- 性別角色的理論背景 --- p.8 / Chapter (三） --- 性別角色的測量 --- p.19 / Chapter (四） --- 性別角色的相關硏究 / 父母性別角色與子女性別角色的關係 --- p.21 / 父母對不同性別子女的敎養態度 --- p.24 / Chapter (五） --- 自尊的槪念 --- p.29 / Chapter (六） --- 自尊的理論背景 --- p.31 / Chapter (七） --- 自尊的測量 --- p.36 / Chapter (八） --- 自尊與性別角色的相關硏究 --- p.38 / Chapter (九） --- 總結 --- p.43 / Chapter 第三章 --- 硏究方法 / Chapter (一） --- 名詞釋義 --- p.44 / Chapter (二） --- 硏究對象 --- p.45 / Chapter (三） --- 研究工具 --- p.46 / Chapter (四） --- 研究假設 --- p.51 / Chapter (五） --- 研究程序 --- p.52 / Chapter (六） --- 資料分析 --- p.52. / Chapter (七） --- 預試 --- p.54 / Chapter 第四章 --- 研究結果 / Chapter (一） --- 樣本特徵 --- p.56 / Chapter (二） --- 性別角色類型的分佈情形 --- p.57 / Chapter (三） --- 各量表的信度及《性別角色量表》效度檢定 --- p.58 / Chapter (四） --- 研究中各變項的相關情形 --- p.60 / Chapter (五） --- 不同性別的兒童，其性別特質傾向的區分 --- p.61 / Chapter (六） --- 不同兒童性別角色類型與本身自尊的關係 --- p.62 / Chapter (七） --- 採用徑路分析驗證所提出之「因果模式」 --- p.65 / Chapter (八） --- 綜合結果 --- p.72 / Chapter 第五章 --- 討論及建議 / Chapter (一） --- 研究結果的討論 --- p.74 / Chapter (二） --- 硏究限制的討論 --- p.76 / Chapter (三） --- 建議 --- p.77 / 參考文獻 --- p.80 / 附錄 / 附錄（一）父母性別角色量表 --- p.92 / 附錄（二）Bem sex-role Inventory --- p.93 / 附錄（三）父母性別角色敎養態度量表 --- p.94 / 附錄（四）Child-rearing Sex-role Attitude Scale --- p.95 / 附錄（五）學生背景資料問卷 --- p.96 / 附錄（六）兒童性別角色量表 --- p.97 / 附錄（七）Children's Sex-role Inventory --- p.98 / 附錄（八）兒童自尊量表 --- p.99 / 附錄（九）Self-perception Profile For Children --- p.102