The relationships between gender, gender role attitudes, and participants' anticipation of future life roles (career, marriage, family, and homecare) were examined. Participants consisted of 297 single college students between the ages of 17-29 years (M = 20). Females reported significantly (p< .01) more egalitarian gender role attitudes than males. Significant results were found for the relationship between gender and anticipated life roles (p< .01) as well as between gender role attitudes and anticipated life roles (career role value, r = .14 and marital role value, r = - .18). The study findings suggest a possible gender conflict for females with more egalitarian gender role attitudes and behavior intentions and their male counterparts.

"The literature on teaching and curriculum development for the past two decades has emphasized the importance of relating curriculum and teaching to the problems or concerns which are of significance to the pupils...As homemaking teacher in the Liberty County High School, the writer is anxious to make homemaking as effective as possible for the pupils in this school. Consistent with the principle stated above, the identification of the problems which are unique to these pupils is a first step in this task. The purpose of this study, therefore, is to identify the problems of youth in Liberty County as seen by the pupils enrolled in the Liberty County High School, and to explore their implications for the teaching of homemaking in that school. In many studies of this kind the researchers have administered either the Mooney Problems Check List or the S.R.A. Youth Inventory as a basis for identifying the problems of youth involved. The procedure followed in this study, however, included the development of a problems check list unique to this school. It was felt that this was necessary because of the nature of the school population itself, and because it was believed that in the Liberty County High School this procedure would be more effective in identifying the problems of concern to the pupils involved than having them simply check a standardized scale developed for use with large number of youth scattered throughout the country. In addition, the writer was anxious to get information concerning certain citizenship attitudes of the pupils, and their vocational and educational goals"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Science." / Includes bibliographical references (leaf 29).

There is a need for professional development for teachers that equips them for working with diverse students and creating supportive school climates. This pilot study (N=55) with K-12 teachers sought to identify predictors of a high school climate rating. The teachers were 78.2% (N=43) female, 81.8% U.S. born (N=45), 45.5% White (N=25), 30.9% Black (N=17), 14.5% Latinx (N=8), and 7.3% Asian (N=3). The teachers had moderately high knowledge and closest to moderately high self-efficacy for performing key behaviors deemed essential for working effectively with diverse students. Teachers reported experiencing (pre-pandemic) a school climate closest to moderately supporting, engaging, valuing, fairly disciplining, affirming, reflecting empathy for, and serving as a safe space for students from varied cultural backgrounds. Findings showed that about half the teachers or more had any experience of microaggressions that seemed related to their personal demographics or appearance while in school settings—pre-pandemic. Further, about three-quarters of teachers or more had any experience of witnessing microaggressions happening to students in school settings, pre-pandemic.

The purpose of this study was to explore the perceptions of students with disabilities who were participating in an inclusive physical education setting. The information gained will add to the existing knowledge base regarding the placement of students with and without disabilities in a common setting. Given the importance of ensuring that the students with disabilities are able to truly participate in an inclusive setting, the study focused on obtaining and evaluating perceptions with respect to both the inclusive physical education setting and physical activity in general. Participants were seven students with various disabilities from two high schools which utilize inclusive physical education programs. Gaining and understanding of the perceptions of those students required use of various methods, including observations, interviews and visual methodologies. Observations provided information as to the manner in which all students interacted in the classroom setting. Interviews elicited the thoughts of the students with disabilities regarding physical activity, their participation in such activities and their participation in the physical education classroom. Use of visual methods, including pictures and personal artifacts, elicited further thoughts by prompting memories and allowing for further expression of feelings. Students exhibited positive attitudes on physical activity, recognizing the importance of such activity and sharing the belief that a person with a disability is able to participate in physical activities. While students had a positive perception of the inclusive physical education setting, they indicated activity modification would enhance their level of participation. The perceived modifications were predominantly focused on being able to choose an activity during class, one in which they felt they were more likely to succeed. Findings suggest that consideration of students’ perceptions of physical activity, including the perceived impact of their disability must continue to be considered by educators in developing inclusive physical education programs. Such perceptions may impact the level of student participation in an activity and in the physical education class. This is critical for future practice in order to identify additional ways of ensuring that students with disabilities will continue to participate in physical activities, while accepting the limitations of a disability when necessary.

No description available.

No description available.

No description available.

Denna examensuppsats är skriven på Lärarutbildningen på Malmö Högskola inom ämnet för Religionsvetenskap och lärande och visar på elevers attityder till ämnet Religionskunskap. I min undersökning ingår 78 enkäter som delats ut till elever i år 8 och 9 och tre intervjuer med elever i år 8 och 9. Frågeställningarna som besvaras är: Vilka tankar har grundskoleelever kring religionskunskapsämnet idag? Anser grundskolelever att religionskunskapsämnet är relevant idag? Hur har religionskunskapsämnet förändrats i den svenska skolan under de senaste seklen och hur har debatten kring ämnets existens sett ut? Undersökningen visar på att eleverna tycker det är viktigt med kunskaper i Religionskunskap samtidigt som de anser att ämnet inte intresserar dem så mycket. Min slutsats är att bristen på intresse för ämnet har samband med att det eleverna anser är viktigt och som är i linje med kursplanen inte stämmer överens med det eleverna upplever att religionsundervisningen fokuserar på. Majoriteten av eleverna anser att de i liten grad får möjlighet att reflektera över sina livsfrågor under religionskunskapslektionerna. Detta trots att de tycker att det är viktigt. Eleverna anser också att de i ganska liten grad eller inte alls har möjlighet att påverka undervisningen i religionskunskap. Resultatet är att undervisningen i Religionskunskap inte är elevcentrerad och att kursplanen där det står att religionskunskapundervisningen ska fokusera på elevens livsfrågor inte följs.

The study examined how college students perceive older versus younger women based on their tattoo status (i.e., no tattoo, feminine tattoo, or masculine tattoo). A randomly assigned sample of 376 responded to a survey involving a 2 X 3 experiment designed to assess the impact of age (older versus younger) and tattoo status on four dependent measures: credibility, promiscuity, and attractiveness. Results indicate that older and younger women are perceived differently depending on their tattoo status. Not wearing a tattoo may lead to a more favorable perception of older women than wearing one, but wearing a feminine tattoo may engender a more favorable impression of older women than having a masculine tattoo. In contrast, avoiding to wear a tattoo may not be as helpful for the perception of younger women as it is for older women. Also, while younger women may be rewarded for gender role transgression with respect to tattoo status this is not so for older women.

Race is a potent discourse within the world of pop culture, particularly in television where viewers are witnessing more racial diversity in scripted shows. However, show creators must maintain standards that emphasize distinct social roles among characters in order to appeal to large heterogeneous audiences. These roles tend to be characterizations of racial stereotypes that often lead to biased opinions and inaccurate perceptions of minority groups. Previous studies detail that racial biases in media adversely shape public opinions about African Americans and depress the desire for racial integration. This seems somewhat confounding since the shift in programming towards racial diversity presumes increased affirmation, importance, and validity of African Americans and other minority groups. This study investigates the affective response of Black and White college students to cross-race relationships on TV and the perceived realism of these media depictions. Since these relationship forms are now becoming part of television's pop culture, and pop culture reflects co-existing attitudes and values in society, it is important that they be examined. Additionally, examining cross-racial relationships may help in understanding larger race relations in the United States.