The purpose of this study was to measure differences in learning styles in an online E-Commerce I class in public secondary schools in North Carolina. Students' observations and achievements were evaluated by gender, grade level, course of study, online experience, and expected grade. This type of study could identify relationships between the online model and the four areas evaluated. This information may aid designers of online curricula as well as the teachers. The literature review covered several topics including technology, online learning, gender-based education, learning styles, maturity, and expectations. Each topic was related to the success of students in an online environment. This quantitative study was conducted using a survey-design method. The survey was designed using online survey software. Specifically, the survey concentrated on the differences and successes in an online class. With online education growing in popularity, educators need to evaluate the reasons behind success or failure. Independent sample t tests and a one way ANOVA were used to determine the significance of each research question. The survey dealt with 3 different dimensions, the learning style dimension, the experience dimension, and the opinion dimension. Findings showed significant differences in 2 areas, age and expected grade. The data showed a significant difference between juniors and seniors in all 3 dimensions of the survey. The findings also showed significant findings in all 3 dimensions of the survey in regard to expected grade. Recommendations for future research, conclusions, and recommendations for practice are also included.

Racism, as a covert but pervasive presence in teacher training in England, remains a major structural issue and its effects on student teachers, from Black and Minority Ethnic groups, are real and troubling. This Study asserts that they face multiple challenges in the Initial Teacher Education process which has implications for the teaching workforce and for pupils in schools. While national statistics for recruitment of BME applicants onto Initial Teacher Education courses are at good levels, in proportion to the BME population in general, their numbers are not viable because the drop-out rate between starting and completing courses, and becoming employed as classroom teachers, is significant. Furthermore the numbers of BME qualified teachers are small in relation to both the BME and white populations in England. This Study, which focuses on 32 BME student teachers at four universities across England, looks at how they journey through and negotiate obstacles and microagressions on their ITE courses. It shows that for those who choose to continue on their teaching course, their responses and modes of coping are complex and varied. Using Critical Race Theory to analyse their stories and make visible the way that hidden racisms within ITE can silence and disempower BME student teachers, the key findings reveal that they may adopt four 'cultural positions': Manoeuvred Cultural Position, Vibrant Cultural Position, Discerning Cultural Position, Stagnated Cultural Position. These demonstrate whether they are managing, struggling, culturally visible or culturally invisible. This study has implications for teacher educators and senior managers in universities involved in Initial Teacher Education in England.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-10-10T11:35:46Z No. of bitstreams: 2 Dissertação - Jaqueline Aparecida Barbosa - 2016.pdf: 4522113 bytes, checksum: 916bbc7b2318e757795d51aa395653ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-10-10T15:54:33Z (GMT) No. of bitstreams: 2 Dissertação - Jaqueline Aparecida Barbosa - 2016.pdf: 4522113 bytes, checksum: 916bbc7b2318e757795d51aa395653ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-10T15:54:33Z (GMT). No. of bitstreams: 2 Dissertação - Jaqueline Aparecida Barbosa - 2016.pdf: 4522113 bytes, checksum: 916bbc7b2318e757795d51aa395653ed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-22 / This master’s thesis, developed in the Graduate Program in Education of FE/UFG, in the Line of Research “Education, work and social movements”, aimed at comprehending, guided by gender studies, how girls deal with poor school performance. We based on the Theory of Practice by Pierre Bourdieu as the theoretical and methodological background to develop a qualitative research. The participants of this research were children with ages ranging from 9 to 10 from two public schools in Goiânia. There were also 240 hours of observation divided among classrooms, interactions between children in the patio and between teachers in the teacher’s room, meetings with families, and student performance evaluation meetings. We carried out semi-structured interviews with teachers and students. The results showed the devaluation of a specific type of femininity, the one that is affirmed in the excess of female vanity, and, according to some children, would be the worthy part of being a girl. Few girls strongly confronted the rules imposed by the school, being the indifference the most recurring way of resistance. The symbolic violence performed by one of the schools on female bodies was also an important aspect to be considered when dealing with this theme. / Esta dissertação, desenvolvida no Programa de Pós Graduação em Educação da FE/UFG, na Linha de Pesquisa "Educação, trabalho e movimentos sociais", resulta de pesquisa que, ancorada nos pressupostos dos estudos de gênero, teve como objetivo compreender como as meninas lidam com o mau desempenho escolar. Partindo da teoria da prática de Pierre Bourdieu como referencial teórico-metodológico, a pesquisa, de natureza qualitativa, abrangeu crianças com idades entre 9 e 10 anos de duas escolas públicas do município de Goiânia. A coleta de dados contou com cerca de 240 horas de observação divididas entre sala de aula, interação entre as crianças no pátio, acompanhamento da sala de professores/as, reuniões com as famílias e conselhos de classe. Foram realizadas ainda entrevistas semi-estruturadas com docentes e crianças. A realização da pesquisa apontou, como resultados: a desvalorização de um tipo específico de feminilidade, aquela que se afirma por meio da vaidade considerada excessiva e que, segundo algumas crianças, seria o que faria “valer a pena” ser menina; poucas meninas enfrentaram ostensivamente as regras impostas pelas escolas, sendo a oposição por meio da indiferença o modo mais recorrente de resistência; a violência simbólica da intervenção de uma das escolas sobre os corpos femininos.

The thesis "Educational Activities in Family and Maternity Centers" discusses family and maternity centers in Czech republic. The work explores the changes in the roles of motherhood and fatherhood and puts them into the context of the functions of family and maternity centers. In the thesis is explained possible sorting of centers and history of family and maternity centers in Czech republic and Germany, where the concept originated. A great deal of the thesis is devoted to educational activities in family and maternity centers. Presented are educational activities of Síť mateřských center (Network of maternity centers in Czech republic) and Ligy otevřených mužů (Open men's league) in collaboration with family and maternity centers. Closer is described four Prague center (A centrum, Nová Trojka, Pecička and Children clubs Karlík and Osmík), which have a different history, formal organization and preoccupation. Differences in educational activities in these centers are put into context with other facts and the development of family and maternity centers in Czech republic.

<p>Cilj istraţivanja je da pokaţem: 1. na koji naĉin formalno i neformalno obrazovanje utiĉe na formiranje rodnog identiteta koji je u suodnosu sa profesionalnim identitetom; 2. na koji naĉin je proces feminizacije novinarske profesije u kontekstu dru&scaron;tva, porodice, obrazovanja i medija.<br />H-1: Formalno akademsko obrazovanje ima znaĉajan uticaj na kvalitetan profesionalni rad novinarki ali nedovoljan za rodno osetljiv pristup.<br />H-2: Neformalno obrazovanje u smislu celoživotnog usavr&scaron;avanja doprinosi profesionalnijem radu novinarki naroĉito u istraživaĉkom novinarstvu, kao i rodno osetljivom medijskom izve&scaron;tavanju.<br />H-3. Veći broj žena na pozicijama moći ne dovodi nužno do rodno osetljivog pristupa u medijima, te na taj naĉin ne doprinosi promeni sistema vrednosti koji bi vodio ka ravnopravnijem položaju žena u dru&scaron;tvu.<br />H-4: žene u novinarskoj profesiji potiskuju rodni identitet u odnosu na profesionalni.<br />Osnovni teorijski okvir se oslanja na teoriju &bdquo;drugosti‟.<br />Osnovni istraživaĉki metod su životne priĉe, kao jedan od dominantnih metoda u rodnim studijama, na osnovu kojeg interpretiramo iskustva žena kao svedoĉenja o dru&scaron;tvenim, politiĉkim i profesionalnim okolnostima u određenom vremenskom periodu u kontekstu multietniĉke i multikulturalne Vojvodine.<br />Korpus ĉini 16 novinarki koje rade ili su radile u medijima na jezicima razliĉitih nacionalnih zajednica i na jeziku većinskog naroda.<br />Rasvetljavanjem rodne dimenzije razvoja jedne profesije, rezultati istraživanja daju doprinos dekonstrukciji patrijarhalnog dru&scaron;tvenog okvira, te putem feministiĉke perspektive utiĉu na bolje razumevanje individualnog i dru&scaron;tvenog života u drugoj polovini 20. i poĉetkom 21. veka u Vojvodini.<br />Rezultati istraţivanja pokazuju da ţene u novinarsku profesiju danas ulaze kao &bdquo;druge‟ bez obzira na broj žena u medijima, upravljaĉke strukture i dalje pripadaju mu&scaron;karcima - oni imaju profesionalnu i politiĉku moć. Novinarke iz manjinskih nacionalnih zajednica su dvostruko &bdquo;druge‟ u odnosu na novinarke iz većinske zajednice i mu&scaron;ke kolege u sopstvenoj zajednici.<br />Rezultati pokazuju da je formalno visoko obrazovanje vaţno polazi&scaron;te za bavljenje novinarskom profesijom, ali za stepen razvoja profesionalnog identiteta je neophodno i konstatno (celoživotno) neformalno obrazovanje; edukacija o rodnoj ravnopravnosti znaĉajno utiĉe na nivo ostvarenosti rodne novinarske kulture; kod novinarki je izražen rodni identitet, ali je podređen profesionalnom, jer se u sluĉaju većine novinarki rodni identitet shvata kao statiĉki žensko-mu&scaron;ki polaritet a ne kao kategorija vi&scaron;estrukih identiteta.<br />Primena rezultata istraţivanja je dvojaka: 1. empirijski podaci o identitetu novinarski iz Vojvodine poslužiće u teorijskoj raspravi o korelaciji rodnog i profesionalnog identiteta ali i komponentama vi&scaron;estrukog identiteta žena u Vojvodini; 2. poslužiće da se pro&scaron;iri postojeća baza podataka životnih priĉa žena pripadnica većinske, ali i manjinskih nacionalnih zajednica i iskoristi za naredna komparativna istraţivanja.</p> / <p>The aim of the research is to show: 1. how formal and informal education affects the formation of gender identity in correlation with the professional identity; 2. The way of the process of feminization of the journalistic profession in the context of society, the family, education and the media.<br />H-1: Formal academic education has a significant impact on the quality professional work of female journalists, but it is insufficient for a gender-sensitive approach.<br />H-2: Non-formal education in terms of lifelong learning contributes to a more professional work of female journalists, especially the ones who are involved in investigative journalism, as well as gender-sensitive media coverage.<br />H-3. A larger number of women in positions of power does not necessarily lead to a gender-sensitive approach in the media, and thus does not contribute to a change in values that would lead to more equal position of women in the society.<br />H-4: Women in journalism suppress gender identity in relation to a professional one.<br />Basic and theoretical framework draws on the theory of &#39;otherness&#39;.<br />The basic research methods are life stories, as one of the predominant methods in gender studies. We interpret the experience of women through testimonies about social, political and professional circumstances in a particular period and in the context of a multi-ethnic and multicultural Vojvodina.<br />The corpus consists of 16 female journalists who work or have worked in the minority media of ethnic communities, as well as in the language of the majority. By hihlighting gender dimension of development of a profession, the research results should contribute to the deconstruction of patriarchal social framework and lead to better understanding of the impact of individual and social life the second half of the 20th and beginning of the 21st century in Vojvodina through a feminist perspective.<br />The research results show that women in journalism today are included as &#39;subordinates&#39;. Regardless of the prevalent number of women in the media, the management structure still belongs to men - they have the professional and political power. Journalists from minority communities are double &#39;subordinates&#39; in relation to the female journalists from the majority community and male colleagues in their own community.<br />The results show that formal higher education is an important starting point for the journalistic profession, but for the further development of professional identity constant (life-long) formal education is necessary; Education on gender equity has a significant impact on the level of achievement in gender-based journalistic culture; with the journalist expressing gender identity, or is subordinate to a professional, as in the case of most journalists gender identity is understood as a static female-male polarity and not as a category of multiple identities.<br />The application of the research results are twofold: 1. empirical data on the identity of the press from Vojvodina will serve as a basis for theoretical discussion on the correlation of gender and professional identity, as well as components of multiple identities of women in Vojvodina; 2. it will serve to expand the existing database of life stories of women who are members of the majority, and minority ethnic communities and should be used for subsequent comparative studies.</p>

The purpose of this dissertation is to find out whether some teachers at the vocational upper secondary schools where we have had our teaching practice are aware of the gender perspective and if/how they implement it in their teaching. The focus of the investigation is to find out to what extent the teachers in question take gender into account when they select texts for their single-sex classes. The aim was to learn about the teachers’ thoughts and views on gender issues as well as learning more about how to work gender consciously in the classroom. Qualitative interviews with seven upper secondary teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning gender, single-sex classes, material used for teaching. All the interviewed teachers think that gender is a very important question both in school and in society. The majority of the participating teachers do adjust their material with gender as a factor according to the sex of the majority of the class. The teachers emphasized that they also take other factors into account when selecting texts; an important one is the pupils’ course of study and interests.

Cette thèse porte sur la socialisation de genre des élèves scolarisés dans les écoles élémentaires japonaises dans les années 2010 : elle montre l’existence de situations et d’expériences de socialisation différenciée entre les filles et les garçons.L’objectif de ce travail est de détailler comment l’acquisition et l’apprentissage de certaines normes genrées se déroule pendant le quotidien des élèves, un processus souvent évoqué mais rarement détaillé dans les travaux portant sur ce sujet. Dans ce but, trois méthodes complémentaires sont utilisées : une enquête ethnographique, des entretiens semi-directifs et des dispositifs d’enquêtes spécifiques pour évoquer avec les enfants les questions de genre.Retranscrire la parole des enfants permet d’avoir accès à leur représentation de la différence entre les deux sexes. Acteurs de leur propre socialisation, les enfants élaborent le masculin et le féminin, notamment à travers le langage, l’apparence, les activités, les jeux, la mise en scène des corps, l’expression du sentiment amoureux et de la sexualité. Même si le cadre scolaire contribue à organiser la séparation des sexes et à normaliser les rôles sociaux sexués, les enfants organisent les rapports de genre en effectuant une relecture des modèles que proposent l’école et les autres instances socialisatrices. Les groupes de pairs jouent ainsi un rôle important dans ce processus complexe de socialisation.Ce travail, circonscrit aux études japonaises, se situe au croisement des études de genre et de la socio-anthropologie de l’enfance. / This research is about gender socialization of children going to Japanese primary schools in the 2010s: it shows the evidence of experiences taking place during differentiated socialization of girls and boys.The purpose of this study is to specify how pupils are acquiring and learning gender norms during their daily life, knowing that those processes are often raised but hardly described in related research works. To achieve this, three complementary methods were set: an ethnographic study, semi-directive interviews and special investigation schemes in order to discuss about gender issues with children.To write down children’s own words is a way to access their representation of sex differences. While being social actors of their own socialization, children are constructing masculinity and femininity, through language, external look, activities, plays, body staging, sexuality and feelings of love expression. Even if the school system organizes sex segregation and normalizes gender roles, children are negotiating those gender relations while performing in their own way the models that school and other social structures offer. Peer groups are also playing a significant role into these complex socialization processes.This thesis in Japanese studies is based on both gender studies and childhood studies.

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

AMBIVALENT SEXISM, AMBIVALENCE TOWARD MEN AND DEMOGRAPHIC VARIABLES AS PREDICTORS OF TURKISH COLLEGE STUDENTS&rsquo / ATTITUDES TOWARD MEN IN SOCIAL AND WOMEN IN NATURAL SCIENCES G&ouml / ker G&uuml / l&ccedil / &uuml / r M. S., Department of Psychology Supervisor: Assoc. Prof. Dr. Nuray Sakalli - Ugurlu August 2006, 96 pages The aim of this thesis was to investigate the effects of ambivalent sexism, ambivalence toward men and demographic variables on attitudes toward men in social and women in natural sciences. 217 METU students participated in the study. Results of hierarchical regression demonstrated that sex, major, political view, department satisfaction and benevolence toward men (BM) significantly predicted attitudes toward men in social sciences / whereas sex, major, political view, hostile sexism (HS), hostility toward men (HM) and BM significantly predicted attitudes toward women in natural sciences. Additional analysis revealed main and interaction effects of sex and major on attitudes toward men in social sciences. Additional analysis also revealed main effects of sex and major on attitudes toward women in natural sciences. This thesis aims to contribute to literature by assessing (1) the relationship between sexismand attitudes toward individuals in gender atypical departments, and (2) the effects of demographic variables such as gender, major and political view on attitudes toward individuals in gender atypical departments.