This study explores gender discrimination among attorneys using Young Lawyers survey data from 2007. The survey included five questions about discrimination which are used as outcome measures. The survey asks respondents about receiving demeaning comments, missing out on desirable assignments, client requests for someone else to do work, colleague requests for someone else to work with, and the partner discounted hours. Results show gender gaps in two of the discrimination measures: experience in receiving demeaning comments and missed out desirable comments. Gaps persist even after controlling for performance, educational attainment and ability, individual characteristics, firm characteristics and areas of law. Data do not indicate gender gaps for the other measures. This suggests that gender discrimination persists in specific situations among young lawyers.

This study reports the systematic collection of accounts from 204 transsexual subjects, most of whom attended the Gender Identity Clinic at Charing Cross Hospital (Fulham). A review of the literature covers cross gender behaviour in other societies, recent biological, social and psychological studies on gendered and cross gendered behaviour, a medical history of transsexualism and 'sex reassignment surgery'. Psychological 'frames' for the study of cross gendered careers are derived from attributional theories, and symbolic interactionist approaches to the construction of sexual categories of behaviour and experience. The collection of accounts follows a methodology derived from Harr & and his associates' ethogenic approach to the study of social behaviour, and the principles of generating 'grounded (sociological) theory' propounded by Glaser and Strauss. There is a short statistical section on the population of research subjects as a whole. Transexuals' accounts, some 500 exerpts, are marshalled under nearly 200 headings and subheadings. These cover almost all areas of relevant life experience. The conclusions argue that there is a fundamental weakness in the imposition of psychiatric 'syndromes' on gender dysphoric phenomena. Rather, 'gender dysphoric careers' are proposed as fluctuating enterprises in the construction of meanings, some meanings being more fateful and workable than others. An attributional -'imaginative involvement' model to account for transsexualism is explicated. The implications which can be drawn from this, for the way the management of these unfortunate people could be improved, completes the text.

Jag har med denna uppsats undersökt vilka framställningar av våldtäktsmannen som återfinns i samtida nyhetstexter och hur dessa diskurser konstruerar förståelsen av honom. Syftet var att medvetengöra vilka beskrivningar av våldtäktsmannen som är återkommande i materialet och förklara hur dessa kan förstås i relation till maskulinitetsteorier och våldsteorier. Dessa framställningar är relevanta att undersöka eftersom makt och språk samverkar med varandra, vilket resulterar i en allmän uppfattning, identifikation och tolkningsåterskapande av olika fenomen. För att uppnå syftet använde jag mig av en tematisk diskursanalys vilket innebär att jag delade upp analysen i utmärkande och upprepande diskursteman från materialet. Resultatet visade på en stereotypisering och därmed stigmatisering av våldtäktsmannen där han bland annat avvikelseförklaras och/eller andragörs till en enad fiende. Studien visade också att materialet innehöll ett skapande av flera olika maskuliniteter och hur dessa relationer samspelar med varandra i det maskulina görandet. Mediers stereotypiserande framställningar av våldtäktsmannen befästs och reproducerar normativa föreställningar om honom vilket gör att han i första hand ses som  abnorm och avvikande, istället för att tolka honom från ett bredare perspektiv och som en effekt av en maktobalans mellan könen.

No description available.

This mixed methods study investigates an aspect of learning which is often overlooked: that of gender interaction in one-to-one instrumental music lessons. The gender of teacher and pupil may contribute to differences in behaviour and expectations, which could impact upon teaching and learning processes and outcomes. The study asks the following questions: ‘Do instrumental teachers and pupils hold gendered beliefs about each other and about their lessons, and if so, how do these beliefs affect their interactions, and what might be the consequences for learning?’ Three linked studies - a teachers’ and pupils’ questionnaire study, a lesson observation study, and an interview study - were conducted to offer different perspectives on these research questions. The questionnaire studies found that participants held several stereotypical expectations. Teachers believed that girls were more conscientious than boys; pupils believed that male teachers were more ‘likely to set challenges’ than female teachers, who were more likely to be characterised as ‘patient’. The observation study found many similarities in the ways men and women interacted with boys and girls. Some important variations were identified, however, including the findings that during lessons male teachers were likely to play their instruments more frequently than female teachers, and that boy pupils were less likely than girls to look at their teacher's face. In the interview study, teachers and pupils offered background information and opinions which helped to contextualise the earlier findings. A ‘good’ relationship was seen by all participants as a key factor for successful teaching and learning, but this was defined in different ways. Men and boys were most concerned with the technicalities of playing the instrument well. Women and girls, while valuing skill, also maintained the importance of more affective issues, such as mood, personal likes and dislikes. As well as contributing to educational psychology by exploring an under-researched area, the findings will be of practical use to instrumental teachers and to conservatoires, universities and teacher educators in general education. Awareness of gender issues, and particularly of the need to avoid stereotypical expectations, will help teachers to provide equity for pupils, in order that all can achieve their potential.

<p> This study had two purposes: to determine whether or not biological sex and/or gender identity impacted the way an individual would customize a video game avatar, and to focus on the components&mdash;length of time and number of customizations&mdash;of avatar design. In addition, an individual&rsquo;s experience with video games&mdash;novice, casual, and hardcore&mdash;was considered throughout this study to determine a relationship between individuals and their avatars. This study was based on previous studies about how gender identity impacted individuals in virtual worlds. The video game <i>Dark Souls </i> (2011) was used for the stimulus and the (30-item) Bem Sex Role Inventory&mdash;a scale that measures gender identity&mdash;was used as the measure. While the research questions provided resulted in no correlation between sex, gender, and player experience, further research is needed to determine how the evolution of the gaming community and the gaming industry continues to impact both players and gaming research.</p><p>

<p> In the latter half of the twentieth century and especially in the last twenty-five years, soccer has grown exponentially in the United States. Historically, the country has been lagging behind most of the world when it comes to adoption and diffusion of the sport; however, recent studies suggest that it has been a space of exceptionalism when incorporating the participation of women.</p><p> Studies on soccer from a geographic perspective are relatively isolated and demonstrate a tendency to favor male professional athletes. There is no similar research to examine the origins of female professional soccer players. This study will contribute to filling this identified gender gap in geographic sports studies. These previous studies on male professional athletes suggest that they can geographically originate from areas of lower socioeconomic standing. The findings from this study show a distinct contrast between male and female professional athlete origins.</p><p> Results reveal that the origins of most female professional players can be connected to suburbanized middle to upper middle class white communities close to major cities mainly in coastal regions. From a per capita perspective, the results also show that states in the West produce more players than states in the East. Socio-cultural perspectives explain these patterns, supporting a common hypothesis that most female professional soccer players in the USA are white and come from areas of relative affluence.</p><p>

<p> The purpose of this study is to outline the experience of three elite, collegiate male endurance runners presenting with characteristics of a potential male version of the Female Athlete Triad and undergoing clinical treatment and intervention for bone stress injuries (BSIs) and/or hypogonadotropic hypogonadism. Using data extracted from a larger, prospective study on nutrition interventions to prevent bone stress injuries, three athletes (two presenting with BSIs and the third presenting with significant hypogonadotropic hypogonadism) were followed throughout their collegiate athletic career. Each athlete exhibited nutritional deficits and consulted with a sports dietitian to optimize their energy status and facilitate recovery from their Triad-related injuries. This case series provides clinical evidence that male endurance runners may be susceptible to a Triad parallel to the Female Athlete Triad, with significant clinical sequelae being the development of bone stress injuries or hypogonadism that may stem from low energy availability.</p><p>

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Although Child and Youth Care research and pedagogy is committed to diversity, as yet this field has produced very little research that specifically focuses on supporting children and youth who do not identify with cis/heteronormative standards of gender. Further, despite that recent media attention to trans issues and gender diversity has sparked questions concerning how issues of gender are approached in practice, there continues to be a distinct lack of consensus on how best to talk about these issues, how to define gender, and how to approach these issues in practice. Through combining Situational Analysis (Clarke, 2005) with aspects of Relativity Theory this thesis makes a contribution towards filling the existing gap in the research. This study provides a descriptive exploration into the many ways language is being utilized by young people to shape, evoke, and construct the diverse understandings of what gender means in their lives by analyzing data gathered through the social media platform, Tumblr. This inquiry shows that these young people create unique terminology to describe, discuss, define and share their engagement with gender categories and identities. The findings of this study suggest that a creative, nuanced, and flexible understanding of the ways in which the language and terminology shape and influences how gender is lived and then discussed within specific contexts both on- and offline, will greatly assist practitioners to support youth with this highly complex topic. / Graduate