Thesis--Wisconsin. / Includes bibliographical references (leaves 38-42).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (M.A.)--Kent State University, 2010. / Title from PDF t.p. (viewed May 26, 2010). Advisor: Robyn Parker. Keywords: organizational socialization; proactive newcomers; nontraditional graduate students; socialization tactics. Includes bibliographical references (p. 114-122).

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 43-46).

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xii, 167 p. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 167-176). Also available for download via the World Wide Web; free to University of Oregon users.

The purpose of this study was to discover how employed mothers who were graduate students coped with their many societal personas and still achieved their academic goals. Eight employed mothers who were graduate students were interviewed. Narrative inquiry guided the structure of the study. Phenomenological interviewing was used to gather evidence. A preinterview, a life history interview, a contemporary experience interview, and a reflective interview were conducted with each participant. All interviews were audiotaped and transcribed. Profiles for each participant were created using thematic analysis and were member checked to ensure accuracy.Themes identified through the literature review were verified through thematic analysis of the transcripts. The themes identified were strength, persistence, time, self-improvement, and gender bias. The basis for the participants' strength and persistence were the life-altering events and achievements they had encountered. The participants self-identified as "survivors." To fulfill their responsibilities they were adept multitaskers and used extensive support networks. Participants pursued their graduate degrees for better employment as well as self-fulfillment. Internalized gender bias was a significant contributor to each woman's feelings of guilt. Guilt was attributed to the societal expectations imposed through being a mother, an employee, and a student. Significant tension in the form of guilt occurred between participants' perception of the role of mother as nurturing and the role of the student as empowering. Each participant managed her guilt by realizing the "self as able." The participants came to appreciate "I am good at what I do," and achieved merged identities.Global, institutional, and individual implications came from this study. In order for U. S. society to compete on a global level, more women must be educated to compete for leadership roles. Societal stereotypes made earning a graduate degree difficult for the women in this study. Institutions of higher education and those who make policies within those institutions must realize that the majority of graduate students at the master's degree level, and those in education at the doctoral level, do not fit the traditional graduate student stereotype. Women, especially, experience role conflict. The tensions participants experienced were real. Institutions of higher learning must address such issues as childcare, time to degree completion, and course accommodation if they wish to attract and retain high-level graduate women. Overall, this study found that employed mothers who are graduate students do experience significant tension and in spite of many barriers, do succeed. / Department of Educational Studies

The purpose of this study was two-fold: 1) To measure the relationship between female graduate students' perceptions of dependence upon faculty members and the types of sexual harassment experienced and the types of management strategies employed to deal with the harassment, and 2) to collect descriptive data on sexual harassment of females in graduate school.The population consisted of 1400 female graduate students selected at random from four Indiana universities. A 15 item questionnaire containing questions pertaining to sexual harassment experiences, power-dependence relationships, management strategies, and attitudes toward sexual harassment was utilized. Two null hypotheses were tested using the computer program MULTIQUAL: Log Linear Analysis of Nominal or Ordinal Data by the Method of Maximum Likelihood.A total of 729 participants (52%) returned the questionnaire. Of those questionnaires returned, 1.14 (15.6%) reported some form of sexual harassment. Based on questionnaire items designed to measure the dependence of students upon faculty, respondents were assigned to one of two levels of dependence, considerable or slight.No significant differences were found in the interaction between the levels of dependence and the types of sexual harassment experienced by respondents. Also, the interaction between the levels of dependence and the management strategies used to deal with the harassment was not found to be significant.An examination of the differences in percentage response (or main effects) indicated that significant differences existed between the levels of dependence, and among the frequencies of occurrence of the types of sexual harassment and the types of management strategies reported. These findings suggested that:1. Female graduate students in relationships of considerable dependence experienced sexual harassment in significantly greater numbers than students in relationships of slight dependence (78.5% versus 21.5%).2. The types of sexual harassment most frequently experienced were: Anti-female remarks, leering and ogling (56.1%); requests for sexual activity (23.4%); and touching (20.6%).3. The management strategies most frequently reported were: Ignoring (43%); withdrawal or avoidance (37.4%); and refusing requests with or without explanation (19.6%).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 167-176). Also available for download via the World Wide Web; free to University of Oregon users.

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