This paper explores gender differences in learning and presents findings from a qualitative study into the effectiveness of teaching methods as regards boys’ learning. The applied part of the paper uses site-specific data collected from a state primary school in northern Italy which suggests that the methods employed by teachers is teacher-centered rather than student-centered. The data collected through observation, interview and questionnaire was measured against criteria formulated from experts in the field of boys’ education and analyzed through both an historical and cultural lens. The historical and social factors reveal noteworthy parallels between the approach to pedagogy and Italian culture. The results of the analysis indicate that the Italian methods observed were at times effective while also deficient. This same approach which continues in the middle and high schools is less effective as the other factors in the school arrangement change. The paper concludes with reasons for modifying the teaching method from strictly content, teacher-centered to one which also taps into additional intelligences and takes a more student-centered approach in order to raise motivation and effectiveness of learning which will in turn raise international performance levels and give the Italian student a competitive edge in the international academic arena.

Abstract The purposes of this study were to develop a gender equality program through information technology for junior high school to inquire the individual class students¡¦ gender consciousness-raising and to understand the changes of existing gender-role stereotypes among eighth grade students to offer some implications on adolescent¡¦s gender equity education program in the future. The subjects are one class (17 females, 20 males) of 8th grade students in Junior High School in Kaohsiung County as the case group. The study adopts qualitative and quantitative methods to explore subjects¡¦ the process of gender consciousness-raising. The former of which is major method including, colloquies and worksheets in the class and observation by researcher. In this study, the gender equality education program met for one a week, for 10 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy. From this process the major findings were as following: (1)By the systematized gender equality program, gender consciousness of students had been roused. (2) The gender consciousness of students presented from indefinitely to perceptively. (3) After taking part in this gender equality program, the mood of the class was developing by degrees into an esteemed¡Bcatholic and harmonious condition. (4) The e-learning experience had broadened students¡¦ horizons. (5) The response of students had positive feedback on teachers and induced their introspection. Finally, based on the research results, we can provide valuable suggestions to school education and further study plans.

The purposes of this study were to develop a gender equality program for junior high school, to inquire the individual class students' gender consciousness-raising and to find out the relation between teaching behavior and students' gender consciousness by undergoing a semester teaching experiment. The subjects were one class (19 females, 16 males) of 10th grade students in Junior High School in Kaohsiung City as the case group. The worksheet, depth interview and class observation were used to understand the real condition of the Implementation of Gender Equality Education. ¡uGender Bias Inventory¡vwas administered to the subjects before and after the program. The collective data were analyzed by qualitative and quantitative methods. The major findings were as following: (1) lacking of specific gender equality program, students had indistinct gender consciousness; (2) the response of students presented the dominant of fatherhood; (3) the program had improved the gender consciousness-raising but was rejected by some boys; (4) students who active participated in the program yearned for those knowledge; (5) Awakening of gender consciousness was obvious in the group of girls; (6) There were significant differences between boys and girls in gender bias. Teacher teaching behavior: (1) the response of students had positive feedback on teachers and induced their introspection; (2) the positive discrimination is empowerment for the weak group in the class.

<p> This qualitative study focused on exploring the experiences and decision making process of thirteen Latina and/or African American graduate women in master's programs at a large, public university in California. The purpose was to gain a better understanding of the considerations that graduate women of color have in terms of continuing on to doctoral programs. The effects of mentorship were also explored within the lived experience of the participants. Findings that emerged as important through the stories shared included the importance of family, the significance of going beyond a bachelor's degree, challenges faced in terms of gender and race, as well as the ways which graduate women of color have thrived within higher education institutions. Collecting these stories provided insight into some of the challenges, as well as the strengths that this population possesses. Continuing to gain understanding of graduate women of color allows faculty, staff, and student affairs professionals' better support graduate women of color at their institutions.</p>

<p> The computing profession in the United States would benefit from an increasingly diverse workforce, specifically a larger female presence, because a more gender-balanced workforce would likely result in better technological solutions to difficulties in many areas of American life. However, to achieve this balance, more women with a solid educational foundation in computing need to enter the computing workplace. Yet a common problem is most colleges and universities offering computer-related degrees have found it challenging to attract females to their programs. Also, the women who begin a computing major have shown a higher tendency than men to leave the major. The combination of these factors has resulted in a low percentage of females graduating with a computing degree, providing one plausible explanation for the current gender imbalance in the computing profession. </p><p> It is readily apparent that female enrollment and retention must be improved to increase female graduation percentages. Although recruiting women into computing and keeping them in it has been problematic, there are some who decide to pursue a computer-related degree and successfully finish. The study focused on this special group of women who provided their insight into the pursuit and completion of an undergraduate computing degree. It is hoped that the knowledge acquired from this research will inspire and encourage more women to consider the field of computing and to seek an education in it. Also, the information gathered in this study may prove valuable to recruiters, professors, and administrators in computing academia. Recruiters will have a better awareness of the factors that direct women toward computing, which may lead to better recruitment strategies. Having a better awareness of the factors that contribute to persistence will provide professors and administrators with information that can help create better methods of encouraging females to continue rather than leave. The investigation used a sequential explanatory methodology to explore how a woman determined to pursue an undergraduate computing major and to persevere within it until attaining a degree.</p>

<p>The purpose of this study was to expand on the current research pertaining to women in science, technology, engineering, and mathematics (STEM) majors, better understand the experiences of undergraduate women in the sciences, identify barriers to female persistence in their intended STEM majors, and understand the impact of the STEM co-educational Living Learning Community (LLC) model on female persistence. This study employed a mixed-methods approach that was grounded in standpoint methodology. The qualitative data were collected through focus groups and one-on-one interviews with the female participants and was analyzed through a critical feminist lens utilizing standpoint methodology and coded utilizing inductive analysis. The quantitative data were collected and analyzed utilizing a simple statistical analysis of key academic variables indicative of student success: cumulative high school GPAs, SAT scores, first year cumulative GPAs, freshman persistence patterns in the intended major, and freshman retention patterns at the university. The findings of this study illustrated that the co-educational LLC model created an inclusive academic and social environment that positively impacted the female participants' experiences and persistence in STEM. The findings also found the inclusion of men in the community aided in the demystification of male superiority in the sciences for the female participants. This study also highlighted the significance of social identity in the decision making process to join a science LLC. </p>

<p> Currently, a mismatch exists between the race and ethnicity of the U.S. physician workforce and the patients it serves. The federal government, the Association of American Medical Colleges (AAMC), individual medical schools and other organizations are addressing this mismatch in part by focusing on increasing the numbers of racial/ethnic minorities who matriculate into medical schools. However, it is unclear how minority students navigate the medical school admissions process. This study used a grounded theory approach to explore the medical school admissions experiences of a sample of Black/African-American and Hispanic/Latino students. The study developed and proposed elements of an emerging conceptual model for understanding the reasons why participants applied to medical school, as well as the facilitators and barriers they encountered in the admissions process. Participants were purposively selected Black/African-American and Hispanic/Latino medical students who attended 25 U.S. allopathic medical schools nationwide. Phase 1 included 29 telephone interviews with individual participants and four in-person interviews in groups of two students each. Phase 2 consisted of feedback sessions with five of the original participants to verify four emergent themes: 1) reasons for applying, 2) participants' perceptions of navigating the admissions process, 3) the role and sources of information, guidance, and support, and 4) other forces affecting how participants navigated the admissions process. Reasons for applying to medical school included: perceived fit; prior experience or knowledge; encouragement and role models; desire to help others; perceived benefits; and interest in science. In addition to information, guidance, and support, other forces influenced how participants navigated the admissions process. These forces included: information, guidance and support; finances; preparation; extra programs; extracurricular activities; and attitude. Study findings connect to theories of student college choice and academic capital formation. Findings have implications for research and practice related to advising; reviewing admissions practices; outreach and recruitment; extra programs; mentoring; improved provision of information; and data collection.</p>

<p> Employing a critical discourse analysis as a methodology, the study provides information into the intersection of male student development, video games, and two-year higher education institutions. Using a sample of 13 participants, this research study examines how male students at two year higher education instructions use video games to construct their masculinity. This study provides evidence that college men construct multiple definitions of masculinity by playing video games. Further, the benefits explored include academic and workplace strategies for success. Finally, opportunities for two year institutions to further engage this student population is included.</p>

<p> The word "crisis" has been used to describe the impact of the current educational system (K-12) upon the lives of African American males. Black males are the group most likely to be negatively stereotyped, the most likely to drop out of K-12, the most likely to be harshly punished, and the most likely to be labeled as a trouble maker. "Social and incarceration problems of young dropouts are quite severe among all gender and race-ethnic groups but are frequently more severe among men and Blacks" (Sum, Khatiwada, Mclaughlin, &amp; Palma 2009, para.16). It is up to community colleges to help remedy this crisis and to educate a host of unprepared Black men.</p><p> The purpose of this qualitative study is to look at what community college leadership is doing to retain and graduate African American men. The research is primarily focused on the success or failures of Black male initiatives (BMI's) and whether or not they have been proven successful in assisting black males to succeed. Questionnaires were sent to directors of Black male initiatives to complete. In addition, document research on African American male initiatives was reviewed. Finally, the data was analyzed to address the research questions. </p><p> Researched showed that Black BMI's help to retain and graduate African Americans at higher rates than African American men not in the program.</p><p> <i>Keywords:</i> crisis, initiatives, leadership, community college retention, Black males.</p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 2002. Adviser: Steven Aragon. Includes bibliographical references (leaves 167-176) Available on microfilm from Pro Quest Information and Learning.