Neste trabalho estudou-se a existência de viés de gênero nas escolhas familiares em gastar recursos na educação dos filhos e filhas. Foi obtida uma amostra de 11386 famílias da Pesquisa de Orçamentos Familiares - POF 2002-2003 do Instituto Brasileiro de Geografia e Estatística (IBGE). As famílias tinham filhos e filhas entre 7 e 20 anos de idade, com pelo menos um deles matriculado e sem que outro membro da família, pais ou outros parentes, também estivesse matriculado. Curvas de Engel para as despesas com educação e para gastos com grupos de itens de despesas educacionais foram estimadas. Entre as variáveis explicativas estão o número de filhos e número de filhas matriculados e o número de filhos e o número de filhas não matriculados segundo faixas etárias. Outras variáveis socioeconômicas e demográficas controlaram as demais características familiares. Como 2066 famílias não apresentaram despesas com educação, as curvas de Engel foram estimadas com a utilização de modelos Tobit. As curvas de Engel também foram estimadas por Mínimos Quadrados e os resultados comparados com os obtidos pelos modelos Tobit. A igualdade entre os parâmetros estimados do número de filhos e filhas matriculados em cada faixa etária foi verificada com testes de Wald, isto para os dois procedimentos de estimação utilizados. Os resultados econométricos foram consistentes com a hipótese do trade-off quantidade qualidade existente nas decisões familiares de alocar recursos para a prole, pois o número total de filhos e filhas pressionou as despesas com educação a taxas decrescentes. As análises das despesas com educação, realizadas com os dois procedimentos de estimação, indicaram diferenças significativas no impacto causado por filhos e filhas matriculados nas faixas etárias de 7 a 10 anos e de 15 a 20 anos, com viés pró-feminino. A análise dos gastos com mensalidades escolares com modelos Tobit indicou diferenças significativas para duas faixas etárias, de 11 a 14 anos e de 15 a 20 anos, com viés pró-feminino na última faixa. Com Mínimos Quadrados houve viés pró-feminino na faixa de 15 a 20 anos, nas demais faixas não houve diferenças significativas. Quando foram analisados os gastos com cursos não regulares com um modelo Tobit, foram observadas diferenças significativas de 7 a 10 anos e de 11 a 14 anos, as duas pró-femininas. Ao analisar os gastos com cursos não regulares por Mínimos Quadrados, detectou-se viés pró-masculino na faixa etária de 11 a 14 anos e viés pró-feminino nas demais faixas. Entre as demais estimativas não houve diferenças significativas ou elas foram pró-femininas, independente do procedimento de estimação. Os resultados indicam que a formação das jovens não sofreu discriminação no que tange à disposição das famílias de gastarem com a formação de sua prole, salvo as duas exceções mencionadas. Estes resultados mostraram-se consistentes com o cenário favorável à escolarização feminina no Brasil já apontado em outros estudos. / This study investigated the gender bias presence within the family choices about spending resourses with their children\'s education. A sample of 11386 families was obtained from Household Budget Survey - POF 2002-2003, of the Brazilian Institute of Geography and Statistic - IBGE. The families had children between 7 and 20 years old, with at least one of them enrolled, considering that no other member of the family, parents or relatives, was enrolled. Engel curves for the overall expenses and for expenditures with educational item groups were estimated. The number of sons and daughters enrolled and the number of sons and daughters not enrolled according to age level are among the explanatory variables. Other socioeconomics and demographic variables controlled the rest of the family characteristics. As 2066 families did not showed expenses with education, the Engel curves were estimated using Tobit models. The Engel curves were also estimated by the method of Least Squares and the results were compared to the ones obtained by Tobit model. The equity between the estimated parameters of the number of sons and daughters enrolled in each age level was verified with Wald test for both the estimation procedures used. The econometric results were consistent with the hypothesis of quantity-quality trade-off which exists within the family decisions when allocating resourses for their children because the total number of children pressed the educational expenditures at decreasing rates. The analysis of total expenses with education, accomplished by both the estimation procedures, indicated significant differences in the impact caused by sons and daughters enrolled at the age level from 7 to 10 and from 15 to 20 with pro-female bias. The analysis of the expenditures with school monthly fees with Tobit models indicated significant differences for both age levels, from 11 to 14 and from 15 to 20, with a pro-female bias in the latter level. With the Minimum Square method there was a pro-female bias in the level of age from 15 to 20 years old, in the other levels there were no significant differences. When the expenditures with non regular courses were analyzed with Tobit model, significant differences were observed from 7 to 10 and from 11 to 14 years old, both pro-female. When the expenditures with non regular courses were analyzed with the Minimum Square method a pro-male bias was detected in the age level from 11 to 14 and a pro-female bias in the other levels. Among the other estimations there were no significant differences or they were pro-female, despite the estimation procedure. The results show that the young girls\' education did not suffer any discrimination related to the family disposition of spending with their children\'s education, apart from the two exceptions mentioned. These results are consistent with the favorable scenario to the female education in Brazil already pointed out in other studies.

Correctional leadership, especially by women, has been under examined by researchers and scholars. Some researchers have suggested that women may be more likely to exhibit transformational leadership styles, which may be effective for addressing the uniquely stressful corrections work environment and improving working conditions, yet women in corrections have remained relatively excluded from correctional leadership. Increasing women's participation in correctional leadership may involve transformational leadership and training in leadership skills, as well as gender bias relating to the correctional profession. The purpose of this quantitative correlational study was to examine the relationship between transformational leadership, leadership training, and traditional gender biases and the position held by women. Interpreted through gender bias and gender-leadership theory, the central research questions involved the relationships among transformational leadership, leadership training, and traditional gender biases and the position held by women in corrections. Utilizing an online survey, a random sample was collected of 71 female members of the National Association of Blacks in Criminal Justice and the Federal Prisons Retiree Association. A multinomial logistic regression was used to determine that transformational leadership (p = .001) was a significant predictor of job positions held by women in corrections, but leadership training (p = .065) and gender biases (p = .087) were not significant predictors. This study may lead to positive social change by providing women in corrections an avenue for increasing their job positions in corrections through cultivation of transformational leadership style.

<p>Research indicates that the advancement of women into top management positions is steadily increasing. However, it seems as if gender divisions in the workforce do not encourage equal opportunities for women in the labor sector. In the world of sport, gender equity has been promoted with some progress. However, this progress, both globally and in South Africa, is still limited both quantitatively and qualitatively. There has been very little research on the experiences of women in leadership positions, specifically in the field of sport. This study explored the experiences of female sports administrators in the workplace. This study employed a qualitative research methodology. Purposive sampling was used to select suitable candidates in the field of sport and recreation in the Western Cape, South Africa. Data was collected by using semi-structured interviews and data was analysed using thematic analysis. Results indicate that participants in this study experience gender bias in the workplace in terms of differential treatment, organizational fit and harassment and intimidation. Conclusions and recommendations are also offered.</p>

The purpose of this thesis paper is to investigate womanist theology and method, along with restoration practices involving spirituality and healing within the context of the visual arts. The thesis exhibition will attempt to create new visual possibilities that inform womanist theological scholarship in terms of promoting contemporary female religious imagery within a metaphorical language. While womanist theology is steeped in interdisciplinary practices, it has yet to consider seriously the studio arts as a means to explore and develop the womanist language. This study will investigate how essential and natural the visual arts assist our understanding of spirituality, especially through a womanist context.

Idag finns få studier gällande könsskillnader inom hörselvården, däremot finns forskning inom andra vårdområden. Hörselvården består bland annat av rehabilitering, där den tekniska hörselrehabiliteringen är en stor del. Den innefattar främst utprovning av hörapparater och hörseltekniska hjälpmedel.    Syftet med denna studie är att undersöka om det finns några skillnader mellan män och kvinnor gällande den tekniska hörselrehabiliteringen.    Metoden för studien är kvantitativ och deskriptiv. En journalgenomgång inom ett enskilt landsting genomfördes. Totalt ingick patientjournaler för 56 personer i undersökningen. Av dessa var 27 kvinnor och 29 män. Vid journalgenomgången användes ett protokoll där olika punkter gällande patientens förutsättningar och behov togs upp.    Resultatet visar inga tydliga skillnader avseende kön gällande den tekniska hörselrehabiliteringen. Det finns dock tendenser till att fler kvinnor får en unilateral hörapparatanpassning jämfört med män. Resultatet visar att få avancerade hörapparater och hörseltekniska hjälpmedel förskrivits till patienter. Patienternas behov enligt rehabiliteringsplanen varierade mycket och ingen skillnad kunde ses gällande hörapparatsegment varken inom könen eller när könen jämfördes med varandra.    Inga märkbara skillnader i den tekniska hörselrehabiliteringen kunde hittas mellan könen. Mer forskning skulle behövas på området, både gällande hörapparatsegment samt vilka hörseltekniska hjälpmedel som förskrivs och varför. Även en liknande studie med ett större urval skulle behövas.

In addition to general knowledge on the official curriculum subjects, including the English language, schools convey multiple cultural and ideological meanings, playing a significant role in the processes of socialization and cultural reproduction. The function of school textbooks as powerful agents of socialization is realized through the texts and visuals in the content. Locally issued ELT materials, written in English by local authors, comprise a combination of local and foreign social meanings. Positive social change may be initiated by constant revision of cultural and ideological implications in educational media and subsequent exclusion of integrated biased meanings and linguistic forms reinforcing social inequities. This research study deals with gender representations and gender discriminatory meanings in ELT textbooks. It focuses on the ways gender-related social inequalities are reflected in texts and illustrations in two ELT series published by the Turkish Ministry of National Education and the Iranian Ministry of Education. Critical discourse analysis was chosen for investigation of gender issues integrated in the content of the textbooks. The study examined representations of female and male characters at code level in the pronoun and noun systems, at sentence level in reading passages and dialogues, and in visuals. The study revealed imbalance in representations of woman and man, and gender-related stereotypes in all examined categories of both ELT series. In both Turkish and Iranian textbook sets, traditional female and male roles depicting women as mothers and housewives and men as breadwinners were emphasized more than modern ones sustaining gender egalitarianism in public and family spheres. In contrast to women, men took active parts in all essential social fields, and bigger numbers of males than females were involved in texts and illustrations. Authors&rsquo / gender did not have a big influence on the results obtained by the current research. It was suggested that gender-related ideologies and stereotypes are shared, supported, and unconsciously reproduced by both women and men in a society.

<p>Research indicates that the advancement of women into top management positions is steadily increasing. However, it seems as if gender divisions in the workforce do not encourage equal opportunities for women in the labor sector. In the world of sport, gender equity has been promoted with some progress. However, this progress, both globally and in South Africa, is still limited both quantitatively and qualitatively. There has been very little research on the experiences of women in leadership positions, specifically in the field of sport. This study explored the experiences of female sports administrators in the workplace. This study employed a qualitative research methodology. Purposive sampling was used to select suitable candidates in the field of sport and recreation in the Western Cape, South Africa. Data was collected by using semi-structured interviews and data was analysed using thematic analysis. Results indicate that participants in this study experience gender bias in the workplace in terms of differential treatment, organizational fit and harassment and intimidation. Conclusions and recommendations are also offered.</p>

Hillary Clinton faced gendered discrimination by news media sources during her presidential campaign in 2008. However, there is almost no research concerning the ways Clinton was portrayed on political blogs. Because blogs typically attract consumers who have similar ideologies, this paper explores if Clinton faced more gender bias on conservative blogs than liberal blogs, utilizing two well-established political blogs. Specifically it looks at three biases that exist in traditional sources of news media: appearance-based discrimination, an emphasis on domesticity, and analyses of femininity. This paper found that, in general, bloggers on a conservative website presented more instances of gender bias and bloggers on the liberal website presented fewer. The analysis indicates that while gendered stereotypes existed throughout the blogosphere during the Democratic Primaries, they were more pronounced on conservative websites.

Studies have shown that girls’ attitudes toward math are not as positive as that of boys (Fennema, & Sherman, 1977; Eccles, & Blumenfeld, 1985; Guimond, & Roussel, 2001). Crucially, research has also shown that this gender imbalance is a learned trait, female students in high school are more likely to have negative perceptions of Mathematics, than female students in elementary school (Spears Brown, & Bigler, 2004; Maritnot, 2012). This mixed methods research study examined the perceptions of gender bias in Grade 8 mathematics at West Rock Middle School, surveying 45 participants, (20 male, 25 female). A modified Fennema-Sherman Mathematics Attitude Scale, in combination with a Forgasz and Leder Who and Mathematics Scale, was used to uncover a slight variability in achievement and attitudinal scores between genders in a middle school mathematics class. A follow-up semi-structured interview with six students (two male, four female) determined that that variance seemed not to be due to a student perception of gender bias, but, rather, a multitude of attitudinal concerns. / Graduate / 0280 / 0727 / 0525 / icooper@uvic.ca

This thesis investigates the professional knowledge and views about gifted education held by teachers working in a suburban primary school in Melbourne, Australia. Examining discourses of giftedness and intelligence, it adopts a case study approach to explore teachers’ gendered understanding of these concepts four years after they undertook a program of professional development in gifted education during the late 1990s. The analysis of the case study is located in relation to historical as well as current policy and professional debates regarding the education of gifted children, and the context of broader contemporary educational reforms. During the 1990s, much educational reform in Australia, as elsewhere, was characterised by neo-liberal practices of devolution, and a greater emphasis on individual accountability that altered school management structures and directed curriculum practices towards a focus on outcomes-based education. The increasing scrutiny of teaching and learning became normalised as both teachers and students were regularly monitored and measured. Within the prevailing political and educational landscape, Victoria’s first gifted education policy was introduced in May 1995. / The study examined how teachers negotiated educational reforms and policy initiatives during a time of significant change and translated them into their own professional common sense and working knowledge. A qualitative methodology is adopted, and the research design encompasses close analysis of teachers’ narratives and content analysis of school policies and programs as well as informal and formal documentation and reports. Examination of the case study material is informed by a feminist approach and concern with practices of gender differentiation and inequality in education; the analysis is also influenced by key poststructuralist concepts of “discourses”, “regimes of truth” and “normalisation” drawn from the work of the French philosopher Michel Foucault. / Three main lines of analysis are developed. First, I examine current meanings of, and discourses on, gifted education and their historical antecedents. I argue that gifted education practices emanate from modernist practices and that the constructs of intelligence and giftedness were enthusiastically adopted as technological tools to regulate and classify populations. I further argue that understanding these earlier views on intelligence and the “gifted child” remains important as these continue, often unwittingly, to infiltrate and shape teachers’ attitudes and knowledge, as well as the “regimes of truth” expressed in policy and professional discourses. Second, I propose that a deeply entrenched Australian egalitarian ethos has affected teachers’ views and practices, influencing how they navigate the field of gifted education, typically characterised as an elite form of educational provision. In some cases, this produces ambivalence about the value of gifted education, leading to educational practices that are at odds with gifted educational practices recommended by research. I argue that the program of gifted professional development did not alter deeply entrenched beliefs about gifted education, with teachers claiming personal experience and working knowledge as the crux to recognising and catering for difference. Third, I examine the socially gendered dimensions of these entrenched views and their impact on highly able girls. I argue that for teachers, the norm of the gifted child is gendered. Whilst girls can be bright or clever or smart, the idealised gifted child is more likely to be male. / This thesis offers an in-depth examination of the micro-practices of one school as it strives for excellence. It contributes insights into the impact of “topdown” policy and professional development on teachers’ working knowledge and professional practice. This study shows that while the imposed educational policies and gifted education programs provided information for teachers, they did not alter teachers’ fundamental belief systems, professional knowledge or gender differentiating teaching practices.