Thesis (Ph.D.) -- University of Canberra, 2006. / Includes bibliography (p. 438-461)

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Includes appendices. Typescript; issued also on microfilm. Sponsor: Valentina Harrell. Dissertation Committee: Ellen Condliffe Lagemann. Bibliography: leaves 286-300.

從十九世紀中葉到二十世紀晚期，歐亞混血兒在香港的社會地位有很大的變化，從被人輕視到受到尊重，道路是漫長的。本文的研究對象羅何錦姿是這個年代成長的女性。身處在一個中西文化兼備的環境，作為一個歐亞混血女性，她的際遇會否與純中國血統的女子不同？ / 本文以何錦姿的家世--祖父母何仕文〈C. H. M. Bosman〉 和施氏，父親何東和母親張蓮覺在港發展經歷，到她成長、受父母培育、作父母的秘書和管家- 作為研究的起點；進而分析何錦姿與羅文錦的婚姻生活，如何與夫家成員相處及教導子女，深入了解香港歐亞混血兒的文化取向。 / 何錦姿繼承母親張蓮覺的遺志，用現代的管理方法發展寶覺學校，將香港女子教育的規模不斷擴充，從原先只設小學，到二十世紀五十年代開辦中學，再從職業中學發展為文法中學，可說是時代的先鋒，何錦姿治校的理念及方法是本文研究的另一重點。 / 何錦姿是本港首位女太平紳士。曾任各非牟利慈善機構如同仁會(Welfare League) 、保良局、拔萃女校、何東中學、中國婦女會顧問，她和上流社會的知名人士，如鄧肇堅、李兆基等的人脈關係對她的事業發展又有何影響，都是本文要探討的問題。 / From the mid-nineteenth century to the late twentieth century, there was an enormous change in the social status of Eurasians in Hong Kong from being slighted to gaining respect. The road was long and winding. The subject of this research, Lady Victoria Jubilee LO, was a woman born and raised in such an era. Did she, being a Eurasian living in a Chinese-cum-western environment, lead a life different from a woman of pure Chinese descent? / The thesis starts with a study of the family background of Victoria Jubilee LO, which includes: how her grandparents C. H. M. BOSMAN and Ms. SZE as well as her parents, Sir Robert HOTUNG and Ms. Clara CHEUNG, established themselves in Hong Kong; her upbringing; the education she received from her parents; and how she became the secretary and housekeeper to her parents. Furthermore, analyses are made of her married life with her husband, Sir M. K. LO; how she got along with members of her husband's family; and the way she taught her offspring. Through these analyses, a deeper understanding of the cultural orientations of Eurasians in Hong Kong can be obtained. / Inheriting the avowed dedication of her late mother, Ms. Clara CHEUNG, Victoria Jubilee LO employed the skills of modern management in running Po Kok School and continuously expanded its scale -- from a primary school to a secondary school in the mid-twentieth century, then to vocational school and ultimately to a grammar school. She can be regarded as a pioneer of her time. The rationale and methods behind the school management skills adopted by Victoria Jubilee is another focus of this thesis. / Victoria Jubilee LO was the first lady Justice of the Peace in Hong Kong. She has given her services to non-profit charitable organizations such as the Welfare League, Po Leung Kuk, trustee committees of Diocesan Girls' School and Ho Tung Secondary School, and also served as an honorary advisor to the Hong Kong Chinese Women Club. What influence did her connections with high society personalities such as Sir S. K. TANG and Mr. LEE Shau Kee have on the development of her career? These are all issues to be explored in this thesis. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁雄姬. / "2012年7月". / "2012 nian 7 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 125-139). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Liang Xiongji. / 內容撮要 --- p.頁4-5 / Chapter 第一章 --- 引言 / Chapter 一. --- 研究背景 --- p.頁6-7 / Chapter 二. --- 前人研究回顧 --- p.頁8-12 / Chapter 三. --- 研究素材--政府檔案 --- p.頁12-14 / Chapter 四. --- 研究主題 --- p.頁15-18 / Chapter 第二章 --- 世系 / Chapter 一. --- 家族血統 --- p.頁19-24 / Chapter 二. --- 父親何東事業的冒升 --- p.頁24-33 / Chapter 三. --- 祖父的際遇對父親影響 --- p.頁33-37 / Chapter 四. --- 父母的熏陶 --- p.頁37-43 / Chapter 第三章 --- 羅何錦姿的成長 / Chapter 一. --- 死與生 --- p.頁44 / Chapter 二. --- 培育成才 --- p.頁45-51 / Chapter 三. --- 長女的天職 --- p.頁52-58 / Chapter 第四章 --- 婚姻和家庭主活 / Chapter 一. --- 父親何東與羅肇的情誼 --- p.頁59-60 / Chapter 二. --- 夫家羅文錦的家世 --- p.頁61-63 / Chapter 三. --- 夫婦相處之道 --- p.頁64-68 / Chapter 四. --- 養兒育女 --- p.頁69-76 / Chapter 第五章 --- 教育理念的建立與實踐：何錦姿與寶覺女子中學 / Chapter 一． --- 寶覺女子義學的創立 --- p.頁77-81 / Chapter 二． --- 女承母業 --- p.頁81-89 / Chapter 三． --- 寶覺學校的發展理念 / Chapter 1 --- 課程內容 --- p.頁90-95 / Chapter 2 --- 學校管理 --- p.頁95-97 / Chapter 3 --- 愛護師生 --- p.頁97-99 / Chapter 第六章 --- 羅何錦姿的社會角色 / Chapter 一． --- 以女性身份服務社會 --- p.頁100-104 / Chapter 二． --- 從參與歐混兒慈善組織到推動教育 --- p.頁105-108 / Chapter 三． --- 社交網絡與向上流動 --- p.頁109-112 / Chapter 第七章 --- 總結 --- p.頁113-120 / Chapter 附錄1 --- ：何東家族世系圖 --- p.頁121-126 / Chapter 附錄2 --- ：羅文錦家族世系圖 --- p.頁127-128 / 參考書目 --- p.頁129-143

The purpose of this life history is to describe and evaluate the public career of Dr. Maria L. Urquides, a Mexican American woman who has held a number of distinguished offices in local, state, and national education organizations, and who has distinguished herself as a productive citizen of her community for over half a century. To describe and evaluate Dr. Urquides' public career, I traced her intellectual development and ascertained the extent to which her development reflected the dominant social and intellectual climate of the past sixty years. The investigation proceeded on the basis of a three-part theoretical framework drawn from the literature of history, anthropology, and psychology. The theory included the following: (1) review of biographical studies, (2) review of cultural pluralism ideologies; and (3) interpersonal perceptual approaches to behavior. The material for the subsequent chapters which treat Maria Urquides' life come from twenty sources: (1) ten interviews I held with her in 1984-85, (2) twenty interviews held with her family, friends, and colleagues; (3) historical documents and newspaper articles, and (4) personal memorabilia. Dr. Urquides' developmental years are treated in Chapter Four, a section which contains family history and background, as well as her years of education through college. Chapter Five provides the reader with a look at Dr. Urquides as a young teacher and social advocate. Chapter Six covers the local, state, and national recognition received in part to her efforts in the passage of the Bilingual Education Act. The seventh chapter follows the untiring efforts of her continued community involvement. Among the key conclusions which emerged from this study are these: (1) that Maria had a strong "mentorship" system through her parents as well as through elementary and high school teachers; (2) that Maria retained strong cultural ties with her Hispanic background; (3) she was a truly bicultural person; (4) Maria exhibited strong coping skills. Many criticized her methods of coping, but not her results; (5) Maria maintained a positive attitude in life, always turning obstacles into challenges; (6) Maria gained leadership skills through her involvement and participation.

Thesis (M.Ed. (Educational Management)) -- University of Limpopo, 2011 / The purpose of the study was to investigate the experiences of female educators with regard to promotion posts in educational institutions such as schools. The problem which led to the investigation was that female educators allege that they are discriminated against with regard to promotion posts. Hence teaching is predominantly occupied by women but they are under-represented in the management positions. The study was ethnographic and qualitative because the researcher tried to understand the complex settings through the eyes of the informants and assume that, to understand a social setting, one needs to connect the observed behaviour with the rationales for that behaviour. Human life was studied as it was related to education. The literature review highlighted why women do not occupy high positions in management. The study also focused on the perception held by most stakeholders with regard to promotion posts. The study indicated what causes female educators not to occupy higher management posts and strategies that can be employed in addition to the experience of female educators with regard to promotion posts in educational institutions. Data was collected through interviews in order to provide in depth understanding of what is studied. Sample selected was purposeful and non random. Data was analyzed inductively by organizing data into categories and identifying relationships among the categories. Data was selected, categorized, compared, synthesized and interpreted. Data was also analyzed by using descriptive statistical tables. The study discovered some aspects that support what female educators experienced in schools such as discrimination, harassment, negative attitudes, unfair-treatment, inferiority complex and gender-bias which lead to small number of female educators to be in the managerial positions and further research was recommended.

The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education. / M. Ed. University of KwaZulu-Natal, Durban 2013.

In this thesis, I argue the case for putting the industrial revolution back into literary accounts of the Romantic period. Writers of fiction played an important part in disseminating knowledge about the changes to technology and society, as well as helping to form the image of the newest social class: that of the industrial workers. Literature aspired to educate and integrate this class, as well as to influence the parallel process of educating the upper classes about the advent of the new manufacturing order. I have taken as the governing metaphor for industrialization that of 'white slavery', drawing the contrast to the contemporary movement to abolish black slavery. To illustrate the thesis, I have chosen six writers: three Romantic poets - Coleridge, Southey and Wordsworth - and three women educationalists - Hannah More, Maria Edgeworth and Harriet Martineau, each of whom represents a significant philosophical approach to a manufacturing society and who each made an important contribution to imaginative literature. Whilst the Romantic poets analysed industrialization as a divisive and demoralizing phenomenon and looked to the past for solutions, the educationalists responded to the challenge presented by the factory system by suggesting new visions of social relationships which bound moral and economic behaviour together. The thesis aspires to restore the voices of neglected women writers in the industrial debate with the aim of promoting a deeper understanding of the dynamics of the Romantic period and a fuller comprehension of its creative expression.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 238-250). Also available on the World Wide Web.

No description available.

Thesis (MPA) --University of Limpopo, 2013 / The purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling