Thesis (M.S.)--University of Wisconson--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 137-153).

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in urban leadership and policy studies in education, and education." Advisor: Eugene E. Eubanks. Typescript. Vita. Title from "catalog record" of the print edition. Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 179-187). Online version of the print edition.

The literature surrounding individual trade policy preference has traditionally relied on economic self-interest as the impetus for opinion formation. However, every survey-based study has observed a significant and baffling gender bias, with women being consistently more likely to oppose international trade than their male counterparts. One explanation for this phenomenon focuses on the specialized, economic training required to understand the complex subject of international trade. This study uses a unique sample of undergraduate students from Ball State University, stratified by academic department. The survey instrument is aimed at comparing departments that emphasize economic training with those that do not and how this effects the individuals trade policy preferences. The results show that controlling for economic training eliminates the significance of gender in predicting trade policy preference. / Department of Sociology

Thesis (M.S. in Psychology)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.

Thesis (M.Sc.) -- Memorial University of Newfoundland. / Typescript. Bibliography: leaves 40-42. Also available online.

It is the purpose of this study to determine if there is any significant difference in teacher ratings of boys and girls of equal achievement. If such differences are found to exist, an attempt will be made to explain the causes for such differences.

Thesis (MA)- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The primary aim of the study was to investigate cultural and sex differences on different dimensions of aggression as measured by the Expagg Questionnaire (Expagg) and the Aggression Questionnaire (AQ). Both inventories were administered to a sample (N=910) of students from Spain, Japan and South Africa. The results indicated that culture is indeed more predictive of aggression than sex. As expected, the study also revealed that it's influence is not uniform on all the dimensions of aggression investigated. The South African sample revealed the only significant sex difference on the Expagg. The males showed more distinct instrumental representations of aggression than the females, where aggression is seen as a means to reach a desired goal and thus as an effort to gain control. Inter-culturally the main finding was that the South African males and females held predominantly more expressive representations of aggression compared with the other cultures. This indicates that aggression is viewed as an expression of negative feelings and thus as a loss of control. On the Aggression Questionnaire only the South African and Spanish males reported more physical aggression than the females. Cross-culturally the most distinct finding was the overall lower levels of self-reported aggression of the South African females. A discussion of these significant results addressed social, cultural and political factors which may account for the differences. The study provided the prospect of an enhanced cross-cultural understanding of aggression. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om kulturele en geslagsverskille te bepaal ten opsigte van verskillende dimensies van aggressie soos gemeet deur die Expagg Questionnaire (Expagg) en die Aggression Questionnaire (AQ). Die vraelyste is op 'n groep (N=910) studente van Spanje, Japan en Suid Afrika toegepas. Die resultate het getoon dat kultuur inderdaad 'n beter voorspeller van aggressie is as geslag. Die resultate het, soos verwag, aangedui dat die invloed van kultuur nie eenvormig inwerk op alle dimensies van aggressie nie. Die Suid-Afrikaanse groep het die enigste beduidende geslagsverskille getoon op die Expagg. Die mans se laer Espagg-tellings dui op instrumentele oortuigings ten opsigte van aggressie~ Aggressie word dus beskou as 'n poging om 'n verlangde doelwit te bereik en word ervaar as 'n poging om kontrole te verkry. Die vernaamste kruis-kulturele bevinding was dat die Suid-Afrikaanse groep beduidend hoër tellings as die ander kulture op die Expagg behaal het. Dit dui op ekspressiewe oortuigings ten opsigte van aggressie waar aggressie beskou word as die uitdrukking van negatiewe gevoelens en as 'n verlies van kontrole. Die Suid-Afrikaanse en Spaanse mans het hoër vlakke van fisiese aggressie as die vrouens op die Aggression Questionnaire behaal. Die mees uitstaande bevinding by die kruis-kulturele vergelyking was die algehele laer vlakke van selfgerapporteerde aggressie by die Suid-Afrikaanse vrouens. Die beduidende resultate is aan hand van sosiale, kulturele en politieke faktore bespreek. Die studie het In bydrae gelewer tot In beter kruis-kulturele begrip van aggressie.

This thesis reports on a critical literacy intervention with a grade 9 class the purpose of which was to raise awareness and change attitudes and perceptions towards gender. Texts are not neutral, and critical literacy is a way of examining a wide variety of texts in order to discern the values and ideologies behind them. In this way social inequalities and injustices are revealed and the reader is empowered to change the status quo (Janks 1993, 2001, 2010; Fairclough 1989 and 1992; Comber 2001 and others). At the same time their language and thinking skills should improve. Critical literacy is not separate from literacy, but rather an approach which raises awareness and facilitates critical engagement (Stevens and Bean 2007; Woodridge 2001). However, the ability to read effectively is important for the development of critical literacy (Sanders 1994; Hall 1998). Attitudes towards gender are socially constructed and deeply acculturated. Despite gender rights being protected under the South African Constitution (1996), and social justice issues such as gender empowerment being articulated in Curriculum 2005 this is not evident in schools where hegemonic masculinity and patriarchal attitudes manifest themselves in sexual harassment, gender violence and discrimination (Bhana 2005 and 2009; Morrell et al 2009). Changing these attitudes is difficult, but critical literacy offers an approach which can empower both boys and girls. This research used a mixed methods approach as this is flexible and allows for changes as the research progresses. Both qualitative and quantitative data collection techniques have been used in order to achieve triangulation and complementarity. Triangulation verifies, while comlementarity is used to enhance, clarify and elaborate on, data collected from different sources. Thus the mixed methods research leads to greater validity and reliability than a single method. The findings of this research are threefold. The first is that a critical literacy approach is difficult to implement if learners have weak reading skills. In order to engage critically with texts learners need decoding skills and fluency (Rasinski et al. 2004; Morris and Gaffney 2011) as well as a range of skills such as the ability to draw inferences, make judgments, evaluate and analyse what they are reading. This research reveals that the learners in grade 9 do not have the requisite reading ability to engage meaningfully with critical literacy. Reading comprehension tasks are inadequately completed and they are reading at a level well below their chronological ages. Furthermore, few of them come from a background where books and reading is valued, therefore few of them read for pleasure. In addition, this deficit in reading affects their ability to decode visual texts in the form of advertisements effectively. Changing attitudes to gender is challenging as these are deeply acculturated in the school and the wider society (Morrell et al 2009). In class when the message being imparted goes against embedded cultural values the boys decline to participate; in less formal situations the boys display hegemonic masculinity indicating that they have greater power and status than girls. Although Curriculum 2005 gives a special place to social justice issues and critical literacy is one of the Language, Literacy and Communication specific outcomes, the learners in grade 9A do not appear to have meaningfully engaged with it, despite being the only group to have followed Curriculum 2005 since they entered school in grade 1. The results of this research suggest that reading is central to creative thinking and problem-solving and thus needs to be addressed across all school grades, learning areas and subjects. In addition, if gender equity is to be attained, the school and the wider community need to be involved and public role models have to be seen to lead the way. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2011.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education