Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 1995. / Includes bibliographical references (leaves 70-71).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 258-264).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 258-264).

Building on the foundation laid by John David Trentham and his colleagues in researching the epistemological development among pre-ministry students, this phenomenological study used the Perry scheme as a lens to examine development among women in evangelical seminaries. Understanding female seminarians’ patterns and perspectives on knowing, along with the contextual realities they experience in seminary, aids women who desire to go to seminary, women in seminary, seminary administration, professors, and student development personnel, as well as churches in their ministry to women. The literature review in this work covers the theological foundation for epistemology. Theologically, knowledge is seen to be dependent, unified, relational, requiring belief, and necessitating obedience. From this foundation, Perry’s research and nine-stage scheme is explored. As this study focuses on the epistemological development of women, the following studies related to gender are also explored: Women’s Ways of Knowing by Belenky et al., Knowing and Reasoning in College by Baxter Magolda, and In a Different Voice by Carol Gilligan. Themes between these works were identified as voice, relationship, and connectedness. The Reflective Judgment Model by King and Kitchener is also examined and compared with Perry’s scheme. The use of the Reflective Judgment Model to study the development of seminary students is also reported. The ongoing dialogue of research on pre-ministry students is then surveyed including a discussion of inverse consistency and Trentham’s taxonomy of epistemological priorities and competencies. Thirty women were interviewed using semi-structured protocols to explore their epistemological development in their institutional contexts. This study included denominational and inter/multidenominational contexts. Participants were enlisted by completing a Thesis Study Participation Form. Using a custom-designed interview protocol for this population, an interview was conducted with each participant. The interviews were then transcribed and submitted to the CSID for scoring. The transcripts were also examined for statements demonstrating each of the epistemological priorities or competencies in Trentham’s Taxonomy. Statement attributions were determined in conjunction with Trentham. An independent content analysis was also completed to examine themes and trends. The data was then analyzed and findings reported. KEYWORDS: anthropotelic, Baxter Magolda, Belenky et al., biblical epistemology, Carol Gilligan, Center for the Study of Intellectual Development (CSID), Christian formation, Christotelic, complementarian, critical thinking, denominational, dualism, ethical development, epistemological development, epistemological telos, female patterns and perspectives, faith and reason, higher education, institutional context, institutional type, intellectual development, interdenominational, inverse consistency, multidenominational, multiplicity, Perry Scheme, pre-ministry, Reflective Judgment Model, seminary, seminary student development, student affairs, student development, student life, telos, theological foundation for epistemology, Trentham’s taxonomy of epistemological priorities and competencies, vocational ministry, William Moore, William Perry, women in ministry, women in seminary, Women’s Ways of Knowing (WWK)

Because it is representative of other Southern Baptist seminaries and distinguished by a vigorous graduate program, Southwestern Baptist Theological Seminary (SWBTS) was chosen as the institution from which the population was taken. The study, conducted in 1984, collected data about women graduates of SWBTS for the years 1975, 1978, and 1981, with the following purposes: (1) to develop a profile of women who choose seminary education as an avenue of career preparation; (2) to determine the degree of influence of significant others --individuals in the family, school, peer group, and the church -- on women pursuing graduate education in order to prepare for ministry vocations. Among the findings of the study are these observations: 1. Despite a consistently supportive role from church pastors about respondents' career choices before, during, and after seminary, few seminary graduates encountered clergywomen as role models, or received material support from their home churches, and many encountered gender bias and discrimination as they sought ministry-related careers throughout their educational careers and afterwards. 2. The most desired career choices expressed by respondents include missionary, age group minister, counselor, minister of education, and college or seminary teacher. 3. The least desired career choices of respondents include minister of music, graded choir director, church musician, minister of outreach, pastor, associate pastor, chaplain, and recreation specialist. 4. Mothers, fathers, campus ministers, close friends, fellow seminary students, and missionaries and mission activities were cited, variously, as positively influencing seminary graduates at different stages of their careers. The study's conclusions include the further observation that despite disturbing discrimination against them, the women querried remained faithful to the Southern Baptist denomination, desired to serve, and wished for self improvement in their study and growth.

This dissertation examines seminary students' understanding of biblical gender roles and their perceived quality of learning experience while considering the gender of the faculty, for the purpose of determining what relationship, if any, there is between these two factors. The findings from this research were used to make recommendations to seminary students, faculty, and administration. Two forms of data were gathered for this quantitative research design. The instrument used is Joy Fagan's Scriptural Interpretations of Gender Issues Survey, consisting of sixty closed questions utilizing the Likert Scale response system, and one open-ended question. Fagan's scale is aimed at determining whether the respondent is egalitarian or complementarian in their beliefs regarding biblical gender roles. The framework of the survey provides into the participant's theological leanings and the consequential applications of those beliefs. The final close-ended question asks the student to identify with either the complementarian or egalitarian viewpoint for the purpose of determining if their stated view is the same as their view revealed in the rest of the survey. In addition to this instrument, a course evaluation survey was used to determine students' perceived quality of learning experience. The goal of the combined data was to test for a relationship between students understanding of biblical gender roles and their perception of the learning experience. The resulting outcomes is beneficial for seminary administration, faculty, students, and churches by providing understanding as to what the future leaders of the church will believe in regard to gender roles. As with any study, this research was limited in its generalizations. Further researched could be done using as its population all evangelical seminaries. The research could also be replicated in Christian colleges. A longitudinal study, comparing the perceived quality of learning experience in a course taught by a male professor and the same course taught by a female professor is encouraged.