Orientador: Thaís Gimenez da Silva Augusto / Coorientador: Leandro Londero da Silva / Banca: Rosemary Rodrigues de Oliveira / Banca: Irinéa de Lourdes Batista / Resumo: As discriminações presentes em nossa sociedade, como os estereótipos de gênero, representam um grande obstáculo à democratização, uma vez que definem os papéis que devem ser exercidos por homens e mulheres, limitando a participação das mulheres em áreas científicas e em nossa civilização como um todo. A ausência de referências femininas na Ciência pode acabar por reforçar a ideia estereotipada a respeito dos cientistas, que geralmente são imaginados pelos estudantes como homens. Discussões relativas a temática são fundamentais para a construção de uma sociedade mais igualitária. Para isso, a utilização da História da Ciência no ensino pode ser considerada uma aliada por possibilitar a compreensão da Ciência como algo não neutro, determinada por interesses da sociedade vigente e influenciada por aspectos sociais, políticos e econômicos, dando aos estudantes subsídios para que possam refletir acerca do meio em que vivem. Assim, a presente pesquisa possui caráter qualitativo e tem como objetivo analisar os efeitos de uma proposta de ensino acerca da contribuição das mulheres para a Ciência nas noções de alunos e alunas do 9º ano do Ensino Fundamental. Para isso, a primeira etapa do estudo consistiu na realização de entrevista individual com os participantes, com o objetivo de investigar suas ideias a respeito do fazer científico, de cientistas e quais características atribuem a eles. Posteriormente, foi desenvolvida uma sequência didática de intervenção, com o intuito de evidenc... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

This study explored variables affecting and factors related to the career choices of female and male undergraduate physical science students. The variables that were examined are self-confidence, career values and attributions. Included in the examination of career plans was an attempt to establish enrollment patterns in honours and major physical science departments at McGill University. Results indicated that there was a decline in the enrollment rate for women in all science programmes (except for geology) and an increase in enrollment for males in all programmes (except for geology and physics). Contrary to previous findings, the results suggested that women in science programmes wish to remain in science or science-related occupations. While there were no conclusive findings for the variables affecting career planning, the results did reveal a pattern of gender differences that resembled gender role stereotypes.

The selective success of women in traditionally male dominated fields is identified as a paradox whose explanation will have implications for the issue of the under representation of women in science and engineering programs. Trends in degree attainment by sex science and engineering are examined in the context of degree attainment in all traditionally male dominated degree programs in order to generate empirically based hypotheses. Because research designs in use for quantitative data in sociology are much better designed to test hypotheses than to generate new ones, an important aspect of this study is its development of a new analytical strategy. In order to effectively explore the available data, the existing statistics for degree attainment in traditionally male dominated fields for both sexes over the 1962-1989 period are converted to graphical display and analysed visually. The organization of the graphical displays developed is consistent with basic aspects of the comparative, exploratory research strategy advocated by Glaser and Strauss and graphical display techniques of Tufte. Findings show that the largest gains in representation in traditionally male dominated disciplines have been in those where the associated professions or occupations are typically autonomous self-employed professions rather than positions in large organizations. These findings further suggest processes that may be contributing the continued under representation of women in the physical sciences and engineering.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [111]-115).

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of John Weaver. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 139-149)

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Alejandro J. Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 105-111). Also available on the Internet.

Thesis (M.A.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 135-139). Also available via the Internet.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Alejandro J. Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xii, 178 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 105-111). Also available on the Internet.