Summaries in Afrikaans and English / Die Bruinvrou in die onderwys het 'n besondere rol om te vertolk veral in die !ewe van die volwassewordende kind asook in die hele skoolopset. Die doel van hierdie ondersoek was om hierdie rol te bepaal. Tersaaklike gegewens is verkry deur middel van Iiteratuurstudie, die outobiografiese teks, onderhoude asook vraelyste. Deur die inligting bekom, is vasgestel dat die omstandighede waaronder 'n groot gedcelte van die Bruinonderwyseresse werk, nie altyd gunstig is nie. Baie Bruinlccrclcrs woon in sosio-ekonomiese agtergeblewe gebiede waar misdaad en bendebcdrywighedc aan die orde van die dag is. Waardestelsels, leefstyl van die subkultuur, onvoldoende materiele versorging en gebrekkige opvoeding veroorsaak steuringe in die leerders se ingesteldheid teenoor die skool. Haar vrouwees laat die onderwyseres baie empatie toon in haar opvoedingskommunikasie met die leerder. Sy poog om toereikend na sy behoeftes om te sicn. As medcganger help sy die leerder om elke mylpaal wat hy bereik, te beskou as die begin van 'n ander. Deur haar meelewendheid word veral die milieugestremde Bruinkind se menswaardigheid erken. Baie bruinleerders het aangedui dat onderwyseresse rolmodelle vir hulle is. Sommige onderwyseresse word verplig om jarelank dieselfde graad te onderrig. Aangesien hulle so 'n betekenisvolle rol in die volwassewording van die kind speel, is dit nodig dat hulle ervaring opdoen van die verskillende grade in die skool. Die vrou is baie veelsydig en het moontlikhede wat tocreikcnd aangewend kan word in al die fasette van die skoolopset. Sy kan '11 baie belangrike bydrae lewer in die organisasie en administrasie van die skool as sy die geleentheid gebied word. Haar ingesteldheid op die menslike en die belangrikheid van gesonde verhoudinge asook haar hoe pligsbesef dui daarop dat die onderwyseres by magte is om 'n uitstekende onderwysleier te wees. Nieteenstaande die feit dat onderwyseresse volgens statistieke oorverteenwoordig is in die onderwys, is hulle onderverteenwoordig in bestuursposte. Alhoewel die Grondwet van die Republiek van Suid Afrika 1996, gebaseer is op die beginsels van gelykheid en menswaardigheid, is seksisme en diskriminasie op grond van geslag nog steeds ernstige struikelblokke vir die onderwyseres op haar weg na beter vooruitsigte in die onderwys. Aanbevelings vir praktykverbetering asook verdere navorsing is gemaak. / The Coloured woman in education has a particular role to play, especially in the life of the child growing towards adulthood as well as in the school in general. The aim of this investigation is to determine that role. Relevant information had been obtained by means of literary sources, autobiographical texts, interviews and questionnaires. Having obtained this information, it was established that the circumstances in which a large proportion of Coloured female educators work, are not always favourable. Many coloured learners live in socio-economic disadvantaged areas where crime and gangsterism prevail. Value systems, lifestyles of the subculture, inadequate material care and a serious lack of education are causing disruptions of learners' inclination towards the school. Being a woman enables the female educator to show considerable empathy in her pedagogic communication with the learners. She endeavours to sufficiently provide in their needs. As pedagogic accompanist she assists the learner to see every milestone that he/she achieves as the basis for another. Her involvement brings about an acknowledgement of the human dignity of the milieu-deprived Coloured child. Many coloured learners have indicated that their female educators are their role models. Some female educators are compelled to teach the same grade for years. Their significant role merits experience of teaching the various grades at school. Women are very versatile and have potential which can be utilized adequately in all the facets of the school situation. They can make very important contributions towards the organisation and administration of the school as a whole, given the opportunity. Their focus on human nature and the importance of sound relationships as well as their high sense of duty are indicative of the ability female educators have to become excellent leaders in education. They are nevertheless under-represented in educational management positions. Although the Constitution of the Republic of South Africa, 1996, is based on the principles of equality and human dignity, sexism is still a stumbling block in the path of female educators. Recommendations for an improvement m educational practice as well as further research were made. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

The current study investigated relationships that may be crucial to women's decisions to persist in math and science-related college majors.

No description available.

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)

Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls. / Comparative Education / M. Ed. (Comparative Education)

My dissertation is an ethnographic analysis of a public high school in Southeast Los Angeles County. My research analyzes three issues that make major contributions to issues of race and gender within anthropology. First, my ethnography examines the linkages between the prison and public education systems. Second, I argue that as a means to control the movement of black bodies on campus, the public education system denies black students access to traditional spaces of black cultural autonomy. Third, I address the manner in which the public education system constructs and reinforces a particular type of deviant black masculinity with respect to black male youth. Building upon the school-to-prison pipeline scholarship, my dissertation examines the micro-processes by which public education as a state structure facilitates the movement of black male bodies into the labyrinth of the prison system. However, departing from the body of literature, I detail how the public education structure is an ideological and pragmatic extension of the organizational logic of prison. / text

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)

Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes.

Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls. / Comparative Education / M. Ed. (Comparative Education)