Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains xi, 178 p. Includes bibliographical references.

Thesis (M. Ed.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.S.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 51-55). Also available on the World Wide Web.

Thesis (Ph. D.)--Murdoch University. / Title taken from title screen (viewed October 8, 2007). Includes bibliographical references and appendix.

The primary purpose of this research was to collect data for First Nations educators and policy makers to use in making decisions surrounding issues of First Nations women and technology education. Nine First Nations women preservice teachers at the intern stage of their Indian Teacher Education Program at the University of Saskatchewan were engaged in in-depth interviews concerning their experiences and perceptions regarding technology. The study found that the participants defined technology first and foremost as computer-related. Some viewed technology from the cultural aspect, and thought technology used for financial gain would take away from the traditional family values. The participants thought that women needed technological training and that they needed to develop self-confidence and become role models in order for First Nations women to exercise leadership in the field of technology. The participants stated that their university experience was responsible for most of their learning about technology. They did not, however, feel prepared to face the technology they would encounter in schools. Intimidation, stereotypes, the lack of access and exposure to technology, the lack of a good self-image, lack of time, and lack of role models were perceived to be some of the biggest barriers to First Nations women learning about and using technology. Men in their use of intimidation and stories with negative images of women and technology were perceived as one of the strongest deterrents to First Nation women advancing in the area of technology. Findings from this study had significant implications. First Nations teacher preparation programs should include required credit computer courses and establish daycare centres. Band-controlled schools should update computers and make computer facilities available to the community members. Politicians should make provisions for technology education by providing funding for such courses. Further research such as a collection of stories embracing positive images of First Nations women involved in technological pursuits should be undertaken to help ameliorate the status of First Nations women in technology education.

Thesis (M.W.S.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 116-123.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: vii, 294 p. UMI publication number: AAT 3259073. Includes bibliographical references. Also available in microfilm and microfiche formats.

This study explores the internet experiences of women living in rural and regional Australia, their motives for internet uptake and use, the benefits they gain from using the internet, the difficulties they encounter in using the internet and whether the benefits are affected by technical factors, such as computer equipment and telecommunication infrastructure, availability of opportunities for developing online skills, and perceptions of the internet. Data was collected via an email snowball technique to contact women living in rural and regional Australia, resulting in participation by 40 women from throughout rural and regional areas. The research drew on the literature of internet research and media uses-and-gratifications. Although the internet is a relatively new communication technology, it has attracted a large amount of scholarly interest. However, there has been little research into internet use by individual populations. Women living in rural and regional areas of Australia experience geographical and social isolation, with limited access to goods, services and information, and could be expected, therefore, to gain significant benefits from use of the internet. However, the potential benefits of the internet could be offset by difficulties with internet use in rural and regional areas. A narrative approach was used to determine the motives for internet use by women living in rural and regional Australia, the benefits they gain from using the internet, the difficulties they encounter in using it and whether the difficulties affect the benefits they gain from internet use. The research findings show that, more than anything else, women living in rural and regional Australia use the internet to build and maintain relationships, including keeping in touch with family and friends, re-connecting with friends for the past and making new friends online. They also use the internet to facilitate involvement in community organisations, to contribute to social issues at the national, state and local level and to participate in community projects and events. In addition, women living in rural and regional Australia use the internet to undertake business and education related activities, pursue personal interests, seek emotional support and undertake practical tasks, such as finding and disseminating information, banking and shopping. However, the many benefits of the internet are offset to some extent by the many frustrations encountered in using it, particularly in regard to technical factors and developing online skills. Spam mail and viruses also cause considerable inconvenience.

Recent Canadian statistics have shown a dramatic decrease in women enrolling in computer science courses at the university level. This study presents quantitative and qualitative research that forms a profile of the family background, schooling experiences and personal characteristics of women who are successful computer science students at this level. Forty-five male and female technology students were surveyed to determine emerging gender differences and 4 females were interviewed. Contrary to previous studies, the lack of early and extensive computer experience did not limit these women. Recommendations for increasing female participation in computer culture include providing parents, teachers, and students with career information and improving critical problem solving skills in math instruction. / ix, 172 leaves ; 28 cm.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 6, 2006. Dissertation Committee: Edward R. Hines (chair), Galen B. Crow, Mohamed Nurawaleh, David A. Strand, William L. Tolone. Includes bibliographical references (leaves 134-144) and abstract. Also available in print.