Thesis (M.A.)--University of Toronto, 2004. / Adviser: Helen Lenskyj.

Thesis (Ph. D.)--University of Adelaide, Dept. of Education, 1992. / Includes bibliographical references (leaves 396-422).

Thesis (M.S. Ed.)--Northern Illinois University, 2004. / Includes bibliographical references (leaves [54]-56). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S. Ed.)--Northern Illinois University, 2004. / Includes bibliographical references (leaves [54]-56).

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 75-80). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 75-80). Also available on the Internet.

This research focuses on establishing the gendered nature of sport participation at J.C. Primary. In an attempt to establish the gendered nature of sport participation in a Durban Primary School, based on existing, theoretical, comparative and historical literature, the data revealed that boys generally participated more actively in sport. However, the data also revealed that girls benefited from the school's sport policy, which encouraged boys and girls to participate. In particular, Indian girls played more sport than Indian boys. My findings, based on the use of qualitative and quantitative data received from the participants in terms of their questionnaires, revealed that Indian boys/girls dominate in terms of participation while African boys and girls are very sports active and tend to make more use of the school's sport policy than the majority of Indian girls. Unsurprisingly, many more boys than girls were opposed to girls playing soccer. About 25% of boys in each race groups were opposed to girls playing soccer. Predictably the vast majority of girls across race groups favoured soccer being played by girls. My semi-structured interview with the Principal revealed that he was 'sports mad' as he enthusiastically promoted sport at the school, regardless of gender and race. My focus was on the efforts that were consciously made to create sport as an arena of gender and racial mixing, In so doing, the following key questions were focused on: What is the rate of participation at J.C. Primary in terms of race and gender? In terms of participation rates, which sport is the most popular amongst boys and girls? Are there any differences in the ways boys and girls view sport participation at J.C. Primary? What does the school currently do to promote or encourage sport participation at school, particularly insofar as gender-equal participation is concerned? I had observed that although there was a trend for boys to be given preferential treatment in sport than girls, at J.C. Primary the school's sporting policy impacted in a positive way to even out differences and inequalities in sport participation between boys and girls. Although schools and other agencies are implicated in the manner in which sport is played, whereby gender inequality is practiced, boys and girls at J.C. Primary were given equal opportunities in sport, which encouraged their participation in sport. This study has, in fact, shown that J.C. Primary promotes sport in a very active way as it provides facilities and organizational energy and it goes to great lengths to ensure widespread participation. It has also shown that the school's policy has been successful in promoting equal gender participation even though, historically, most sporting cultures have been predominantly male. / Thesis (M.Ed.)-University of Kwazulu-Natal, Durban, 2009.

This study aims to investigate how isiZulu literary texts that are prescribed at secondary schools perpetuate and reinforce gender stereotypes. Situated within the interpretive paradigm, the study is a qualitative case study of one secondary school at Nkandla area, in Northern KwaZulu-Natal. Semi-structured interviews with teachers at the school as well as the Department of Education official were used to collect data. The DoE official that was interviewed is one of the personnel responsible for the selection of isiZulu literary texts for schools. Teachers interviewed were also responsible for the selection of isiZulu literary texts in the school for grades eight to ten. A semi structured interview schedule was developed as a research instrument. Content analysis was used to analyse selected literary texts as well as the Department of Education guidelines document for the selection and prescription of isiZulu literary texts. Pharr's (1988) theory of oppression as well as two of the five faces of oppression formulated by Young (1990) were used to develop a conceptual framework for the study. Findings of the study indicate that in ten out of the eleven books that were analysed, both males and females are stereotypically represented. In these books women are portrayed as nurturers, housewives, dependent, and so on. On the other side, men are portrayed as heads of families, independent, successful, artful, business people, strong, and so on. Only one book was found to challenge the stereotypes about women and men. Recommendations were formulated. Among others, it is recommended that further research be conducted to explore gender issues during the process of selection and prescription of isiZulu literary texts to be used in schools. Lolu cwanmgo luWose ukuhlola ukuthi imibhalo yobuciko yesiZulu efundwa ezikoleni zamabanga aphezulu iyigqugquzela kanjani imibono emlswe ngokobulili. Ngaphansi kwepharadaymu yomhumusho (interpretive paradigm) lolu lucwaningo lwesimo sotho (qualitative case study) lwesikole esisendaweni yaseNkandla, enhla nekwaZulu-Natali. Kusetshenziswe inhlololwazi esakuhleleka ukuqoqa ulwazi kothisha nasesikhulwini soMnyango WezeMfundo. Isikhulu soMnyango WezeMfundo esahlanganyela kulolu cwanmgo slymgxenye ekuqokweni kwemibhalo yobuciko yesiZulu efundwayo ezikoleni. Othisha abangabahlanganyeli (ababebambe iqhaza) kulolu cwaningo bayingxenye futhi ekuqokweni kwemibhalo yobuciko yesiZulu yamabanga esishiyagalombili kuya kweleshumi esikoleni abafundisa kuso. Kusetshenziswe isheduli yenhlololwazi esakuWeleka ukuthola ulwazi esikhulwini soMnyango WezeMfundo kanye nakothisha. Kuphinde kwasetshenziswa uhlaziyo lokuqukethwe (content analysis) ukucubungula imibhalo yobuciko kanye nomhlahlandlela woMnyango WezeMfundo olawula ukuqokwa kwezincwadi (imibhalo yobuciko. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

There is a concern in Lesotho about inequalities in different sectors including inequalities that exist between females and males in schools. Closing the gender gap between males and females, girls and boys is the government's priority, hence the recent Gender and Development Policy, 2002. The project was conducted with the purpose of exploring the reasons that contribute to pupils' gendered performance in mathematics. In this regard, the focus was put on reasons behind girls' poor performance in mathematics. This report presents and discusses the results of a research which was conducted in Qacha's Nek - Lesotho. The project made some observations based on the questionnaire data gathered from four primary schools. The data provided some useful insights into girls' attitudes, behavior and perceptions towards mathematics, and it also provided insights into teachers' attitudes, expectations and perceptions about girls and their learning of mathematics. The research also provided evidence that there are different social factors that contribute to girls' poor performance in mathematics. Some of those factors concern parents, teachers, classroom process, peers and girls themselves. The analysis of the results and subsequent discussion suggests reasons that may be useful in terms of helping to explain pupils' gendered performance in mathematics and in the continued search for strategies that could improve girls' poor performance in this subject. Schools could be creative in the strategies that they can adopt to tackle gender differences. With this in mind, teachers and pupils were asked to suggest possible solutions that could be employed in trying to combat the problem of the gendered performance in mathematics hence noticeable improvement in girls' performance in this subject. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

The overall aim of this research is to probe, and attempt an understanding of, women student teachers' choice of teaching as a career. Because of various limitations, this research is no more than an exploratory study, which, hopefully may contribute to a deeper appreciation of teaching as a worthy career. This researcher's own feminist perspective has determined the questions asked in this study. Both quantitative and qualitative research was undertaken, in order to answer the central question of this research: How do some women students at Edgewood College of Education perceive the teaching profession and their role in it? It became obvious that teaching is perceived by too many as a short term job, rather than as a long-term career; but when circumstances governing teachers' employment, coupled with the influences of a patriarchal society are considered, this perception is perhaps not unexpected. Some tentative recommendations are offered to counter this negative perception of teaching as a convenient, but temporary job for women. / Thesis (M.A.)-University of Natal, Durban, 1992.