Thesis (M. Ed.)--York University, 2000. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 91-96). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67765.

Although a concern for gender equity provided the framework for this research, the results of this study highlighted the fact that the question of equity should be broadened to include concern for the tier of talented women and men who currently choose not to persist in an undergraduate computer science major. This investigation captured the experience of three male and two female first year undergraduate computer science majors (and two instructors) over the course of their first two college terms. Sources of data included interviews, classroom observations, electronic mail journal comments, and casual conversation. Subtle elements of potential gender discrimination were a part of the rich data collected but the students did not mention such factors. Rather, in faithfully portraying the students' perspectives, this research presented the students' candid discussion of the function of more obvious factors in their experiences. Difficulties with concepts of mathematical proof and computer programming were significant factors in the students' experiences. Students not experienced with mathematical proof or computer programming failed to develop an understanding of the basic principles in the respective course. Student difficulties were matched by the struggles of teaching faculty as they looked for input to support improvement in their teaching. Many of the factors identified by the students were found in the general undergraduate experience. All of the students knew little about careers in computer science and were anxious to learn more. The female students wanted their career to involve work they enjoyed. The male students wanted assurances that they could compete and find financial security in their career. The students valued support they found in a variety of forms and were disappointed in the lack of support found in advising sessions. Students struggled with inadequate study skills to meet demanding course expectations. This research identified factors in the culture of undergraduate computer science education that impacted students' decisions to persist, or not persist, in the field. The results indicate changes and provide a basis for the design of interventions aimed at creating an environment that will equitably support all persons in pursuit of an undergraduate computer science degree. / Graduation date: 1996

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 (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 76-80).

The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct a narrative describing the lived experience of females and their performance in two highly selective private university, where students can cross-register between school, while majoring in science, technology, engineering and mathematics (STEM). Through the use of narratives, the research attempts to shed additional light on the informal and formal science learning experiences that motivates young females to major in STEM in order to help increase the number of women entering STEM careers and retaining women in STEM majors. In the addition to the narratives, surveys were performed to encompass a larger audience while looking for themes and phenomena which explore what captivates and motivates young females’ interests in science and continues to nurture and facilitate their growth throughout high school and college, and propel them into a major in STEM in college. The purpose of this study was to uncover the lived experiences of junior and senior undergraduate female science majors during their formal and informal education, their science motivation to learn science, their science identities, and any experiences in gender inequity they may have encountered. The findings have implications for young women deciding on future careers and majors through early exposure and guidance, understanding and recognizing what gender discrimination, and the positive effects of mentorships.

It is the objective of this paper to present the facts concerning the current status of Canadian women in science, to review the theories which have been put forth to explain gender disparities in science participation, to outline the findings of research in the area of gender and science, and to suggest ways in which science teachers could respond to these research findings. / 79 p. ; 28 cm.