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Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

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This thesis explores the education of women in the pre-modern Middle East, particularly in legal matters. The goal of the work is to show that women in the pre-modern Middle East not only had access to education but were also learned in jurisprudence (fiqh). The work begins with a detailed discussion of the pre-modern system of learning. The first chapter explores not only the educational institutions and methods of instruction, but also the avenues and opportunities for education available to and utilized by women. The second chapter concentrates on the lives of two female jurists (faqihat). The purpose of this chapter is to explore in detail the methods by which these women acquired a legal education and obtained their status as female jurists. This work is a rudimentary effort at investigating the role of women in the pre-modern system of learning and their access to and acquisition of a legal education.

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With the increasing feminization of the legal profession in the United States over the last half century, past research has documented the prevalence and transformation of gender inequality in law firms. However, relatively little is known about gender inequality in small, conservative legal markets like Utah. This thesis examines data from the 2008-2009 Utah Attorney Advancement and Retention Survey. The analyses indicate that relative to their male colleagues, women earned less in 2007 and are less likely to procure higher quality job assignments than their peers. The most promising explanations for these disparities include employment sector, gender and motherhood statuses, and year of bar admittance. Contrary to the results of past work, analyses find little or no effect for several traditional predictors of gender gaps including marital status, mentoring, tokenism, firm size, and hours billed. Open-ended responses reveal that while overt discrimination exists to some degree in Utah firms, most inequitable treatment has taken on subtle forms such as exclusion from the "good old boys" network, perpetuation of traditional gender roles and stereotypes, and differential opportunity paths and structures.

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A group of 188 undergraduate students at the University of Arizona read three vignettes depicting a lawyer's performance at trial. The types of cases presented at trial were rape, sex discrimination, family law (divorce and child support), murder, narcotics, contracts, paternity, prostitution, and insanity. Some of the subjects read a case presented by lawyer John McKay, while others read the same case presented by lawyer Joan McKay. A multivariate analysis of variance revealed no significant differences in the perceived effectiveness and credibility of the trial lawyers, with male and female attorneys rated equally competent. The results were most encouraging for women entering the profession of law, and showed that bright undergraduate college freshmen now perceive women attorneys without sexism and with credibility.

This study investigated three issues problematic to the state of knowledge on mentoring. These issues were: (a) lack of scientifically derived operational definitions in use in research on mentoring; (b) lack of agreement about how common mentoring is; and (c) lack of agreement about whether or not alternate forms of career support are more efficient than mentoring. The information collected to address each of these issues was acquired in two phases: a literature survey followed by a sample survey. The literature survey addressed the first issue. It resulted in the formulation of an operational definition of mentoring which was based on an empirical profile of an "ideal" mentoring relationship. Formulation of the profile was a major focus of this study.