<p> While education is typically considered a feminized field, educational administration has long been dominated by males. This dissertation examines the historical reasons for this gender paradox and explores the challenges and opportunities specifically for novice female charter school principals through the theoretical frameworks of organizational socialization and social role theory. The dissertation studied 7 novice female charter school principals within their first 3 years in the role and utilized a qualitative methodology with semistructured interviews, focus groups, and field notes as data sources. Findings indicate that it is still difficult to be considered a good leader and a good female. Additionally, while females experience significant challenges related to their gender, opportunities for dramatically improving results for students and paving the way for other females are key opportunities for novice female charter school principals. The findings support the need for considering different ways to support novice female charter school principals. </p><p>

<p> By re-positioning the works of Elaine Showalter, Phyllis Chesler, Sandra Gilbert, and Susan Gubar alongside Alice Dunbar-Nelson, Nella Larsen, and Zora Neale Hurston, reading the literary texts through the feminist theories in order to expand them, this dissertation aims to contribute to an intersectional feminist practice that challenges claims of universality and continues to decolonize the female body and mind. Through an intersectional analysis of narratives written by women of color, applying and re-visioning theories of madness and transgression, this dissertation will present a counter-narrative to the &ldquo;essential womanness&rdquo; developed within and sustained by white feminist practices throughout the 1970s. Each chapter pairs white feminist theorists with an author whose work complicates notions of universal female experience: Dunbar-Nelson/ Showalter, Larsen/ Chesler, Hurston/Gilbert and Gubar. These pairings create tension between theories of universality and the realities of difference. The addition of three different narratives, each representing a broader range of intersectional female experience, enriches the heteroglossia surrounding feminist conceptions of mental illness. The result is a poly-vocal conversation that employs a scaffold of intersectional identity politics in order to (re)consider the relationship between the diagnosis and treatment of mental illness and the performativity of gender.</p><p>

<p> The past 50 to 70 years has brought about considerable change in the way most Americans live and work. Women continue to gain equality with men while adapting to the needs of society. However, until recently heterosexual men have not been expected to substantially change their roles or behavior. Men may be unprepared for the roles that they feel have been relegated to them by the changing world. As a consequence, they may be experiencing depression and disillusionment, acting out in ways that can influence education, jobs, politics, and ultimately public safety. Psychology and social science has not effectively taken an accounting of the evolution of masculine identity and the adjustment to that evolution in a rapidly changing world by heterosexual men. Using a hermeneutic methodology, this thesis examines factors contributing to role shift and discusses what psychotherapists may need to consider when working with men today.</p><p>

<p> The purpose of this project was to write a grant for a youth development boxing program for adolescent males in Long Beach, California. An extensive literature review was conducted to investigate the best ways to incorporate combat sports into a youth development program with the goals of increasing self-esteem, enhancing social relationships with peers and adults, and supporting the development of healthy male identity. The program consists of two components: 1) boxing program and 2) group discussion. As many as 20 adolescent males would be served from three high schools in the city: Cabrillo High School, Jordan High School, and Polytechnic High School. </p><p> The program was developed to address the potential impact of growing up in economically disadvantaged and high-risk neighborhoods. Program goals will be achieved with a boxing program that includes post-training discussions. The integration of sports and group discussions will allow for an environment that can both support and empower adolescent males. Long Beach United Boxing Club, the program site, has a strong standing reputation of providing a safe and open environment in which youth can thrive. The Foundation for Global Sports Development was selected as the best potential funder because of its commitment to promoting the well-being of underserved youth. </p><p> If funded, this program would be a model upon which other programs could build. Combat sports involvement is an innovative and dynamic way to reach hard-to-engage youth and provide a supportive space in which they can thrive. The thesis project did not require the submission of the proposal.</p><p>

<p> Due to deeply held gender roles and cultural norms in organizations, women leaders struggle in their ability to lead authentically (Cook, 2012). Leading with authenticity encourages women to bring their whole self to work, providing them with the flexibility and freedom to exhibit their best qualities in the workplace. Authentic leadership serves to inspire women to believe in themselves and their abilities, enabling women to foster relationships and transparency that can transform work environments and corporate cultures to become more accepting of individual differences.</p><p> This study investigated the leadership experiences of professional women across multiple generations. Data collection consisted of semi-structured interviews with 15 women leaders. Leaders were asked 12 interview questions aligned to five research questions. The questions focused on the past and current leadership experiences. Key findings of the study revealed 64 themes. As a result of the study, authenticity was identified as a significant contributor toward the success of women in leadership roles. Being true to self and being genuine was the most important factor of authenticity in both a women&rsquo;s professional and personal life. The barriers and challenges that women face include bridging the gap between the male stereotype of leadership and the socially accepted female gender role. These challenges present obstacles for women leaders who attempt to embrace and emulate their true selves at work. Sometimes at the risk of losing their job. Women depend upon their faith, prayer, and practice of reflection and meditation to help them lead with authenticity. These strategies along with self-awareness help women to develop the courage needed to continue moving forward in their leadership practice.</p><p> Success for authentic women leaders is defined by their career and the ability to perform personally fulfilling work. Success is also defined by the leader&rsquo;s ability to develop and maintain strong relationships with family and friends while also helping others. Recommendations for aspiring women leaders include most significantly the ability to be a leader of self, possessing high self-awareness and building self-confidence. These recommendations are followed by a practice of facing fears and embracing authenticity early in life and career.</p><p>

<p> In 2014, the RAND Safety and Justice Program published a comprehensive analysis that &ldquo;found, on average, inmates who participated in correctional education programs had 43 percent lower odds of recidivating than inmates who did not and that correctional education may increase post-release employment&rdquo; Davis et al., 2014, p. xvi). The RAND report concluded that &ldquo;the debate should no longer be about <i>whether</i> correctional education is effective or cost-effective; rather, the debate should focus on <i> where the gaps in our knowledge are and opportunities to move the field forward </i> (italics original)&rdquo; (Davis et al., 2014). </p><p> Informed by Thomson, Turner, &amp; Nietfeld&rsquo;s Theory of Motivations and Beliefs about Teaching (2012); Beijaard, Verloop &amp; Vermunt&rsquo;s Theory of Professional Identity (2000); and Pratt and Associates&rsquo; General Model of Teaching (1998), Schlossberg&rsquo;s Theory of Mattering and Marginality (1989) provided the theoretical frame to examine faculty members&rsquo; understanding of their professional and social roles within a women&rsquo;s prison. </p><p> This study used a non-experimental, basic interpretative, qualitative research design, with thematic analysis. Interviews with 12 faculty members from two states who taught in college in prison programs at women&rsquo;s state prisons resulted in nine themes that answered the overarching research question: How do higher education faculty members understand their professional and social roles within a women&rsquo;s prison? The research provided four findings: (1) the commitment to maintain rigorous academic standards in the prison college classroom strengthened faculty members&rsquo; resolve against inconsistent procedures and lack of resources; (2) by modeling prosocial behaviors, faculty members&rsquo; personal and professional identities were positively impacted by the respect they received in the prison classroom; (3) faculty members believe that higher education is crucial to successful functioning in society and, therefore, a right deserved by incarcerated women; and (4) for established career educators, persistence in teaching in a women&rsquo;s college-in-prison program was a satisfying option in their search for meaning in their professional lives. </p><p> This research serves to move the discussion of college-in-prison programs beyond just recidivism statistics, and provides recommendations to highlight the significance of college-in-prison programming in the higher education landscape.</p><p>

No description available.

<p> This dissertation is an ethnographic examination of how young Japanese men in contemporary Japan are negotiating the effects of postindustrial shifts on the production, consumption, and performance of heterosexual male desire within the "economies of intimacy" of sex, love, and marriage. Moving beyond popular pathologies of Japanese men and of "crisis," I argue that men have been increasingly economically and socially alienated from intimate institutions, provoking either anger toward the larger gender system or a reorganization of personal paths to manhood. This dissertation is based on fifteen-months of research in Tokyo between 2013 and 2014. In addition to interviews with young, unmarried Japanese men and masculinities studies scholars, I conducted participant observation in several key sites, such as "anti-love" demonstrations, matchmaking parties (<i>machikon</i>), and gender equality workshops. My work draws on historical and contemporary popular culture to examine modern discourses of male virginity, debates on romantic love, and the history of sexuality.</p><p> Setting the scene of contemporary Japanese manhood, the dissertation begins with a gendered history of postwar Japan culminating in the ideal of the <i>dekiru otoko</i> or "man who can do." This conception of masculinity as ability directly affects the three key intimacies of concern to both the greater Japanese public and to young men themselves. These intimacies of sex, love, and marriage, what I term the "economies of intimacy," and their varied articulations with&mdash;and affects on&mdash;the lives of young Japanese men form the core of this dissertation. I argue that it is through their ability to "do" sex, love, and marriage that men receive social recognition and value in postmainstream Japan. Amidst the continuing importance of marriage to social ideals of male adulthood and personal desires for children, many young men find the marital union to be unachievable. These men, broadly categorized as "undesirable" (<i>himote</i>), are questioning the current marital-gender order. Specifically addressing the financial burdens and feelings of economic objectification that marriage engenders, I argue that these "undesirables" are challenging feminist scholarship on men as the primary beneficiaries of marriage. </p><p> Historically situating the contemporary ideology of "love supremacy-ism" (<i>ren'ai shij&omacr; shugi</i>) within the longer trajectory of Japan's modernization, I engage with the various critics of this new ideology, examining how romantic love in contemporary Japan is both intimately entwined with, and mimics, capitalism. Termed "love-capitalism" (<i>ren'ai shihon shugi</i>), this system is a form of evaluative schema in which men are valued and recognized based on their ability to do the <i>work</i> of love. Lastly, I discuss Japan's sexual modernity and the increasing importance of what I term the postwar "sexual contract"&mdash;the implicit agreement between the state and its citizens that they will engage in <i>reproductive </i> sex&mdash;within a contemporary pronatalist regime. Challenging this contract is the rise of male virgin (<i>d&omacr;tei</i>) "movements" whose members and allies are questioning the importance of sexual activity (broadly defined) to both themselves and to the greater public.</p><p> Writing against claims that gender exerts less of an influence on men's life choices&mdash;a claim predicated on women's upward social mobility globally&mdash;I argue that the Japanese gender system, with its increasing demands on men, is forcing young men to renegotiate their desires and abilities. This research brings men's concerns to the forefront of current feminist and queer studies debates on institutions such as marriage and love, particularly the absence of financial concerns and the globally circulating discourses on how sex, love, and marriage are all social goods.</p><p>

<p> This generic qualitative study investigated the experiences of male football and basketball student-athletes entering a military college. The intent of this study was to address the gap in literature present in student-athlete experiences at a unique college environment, like a military college. Criterion sampling was used to gain rich data from male football and basketball student-athletes of various ages that could accurately reflect on their experiences attending a military college. Fully structured interviews were completed with each participant. Findings revealed 3 key themes that attributed to the experiences attending their first year at a military college: Theme 1: Academic Self-Efficacy; Theme 2: Social Acceptance; and Theme 3: Emotional Responses. There were also 11 associated patterns to support each key theme. Identifying these themes could be helpful in orienting future student-athletes to having a successful transition. </p><p>

This dissertation examines the development of graduate training in zoology at Harvard and Radcliffe Colleges under E. L. Mark between 1873 and 1934. It focuses on the changing spatial, institutional, and intellectual relationship between the Museum of Comparative Zoology and the Department of Zoology as a result of university-wide educational reforms that introduced teaching and research in the biological sciences to the curriculum in the nineteenth century. Part I examines the Museum of Comparative Zoology’s relationship to the growth of elective instruction in natural history. Debates between the museum’s director, Alexander Agassiz, Harvard’s President Charles W. Eliot, and E. L. Mark hinged on the uncertain role that the museum was prepared to play as a site for undergraduate teaching. The creation of the department as an administrative unit in 1890, and the subsequent organization of the Department of Zoology, changed the balance of power between Agassiz and Mark and sparked demarcation conflicts over what counted as a teachable form of zoology. Part II explores the scientific cultures of the Harvard and Radcliffe Zoological Laboratories. It addresses the laboratory as a physical site, a disciplinary space, a pedagogical tool, and a gendered social and scientific community. I reconstruct how Mark’s students experienced his idiosyncratic pedagogical system as part of their daily lives. A significant contribution of this dissertation is the examination of the Radcliffe Zoological Laboratory, a small room in the museum that Radcliffe College converted into a space for women pursuing zoological studies. Issues related to gender and debates about coeducation on campus reconfigured access to the practice of zoology, especially for Radcliffe graduate students. Part III follows Mark’s laboratory to the field where he co-founded the Bermuda Biological Station for Research in 1903. Mark adapted his pedagogical systems to a new political and scientific environment in colonial British Bermuda. There, graduate training was understood through overlapping discourses of amateur natural history and middle-class leisure. Establishing a biological field station in an unpredictable colonial climate took priority over resistance to coeducation. This inadvertently turned the Bermuda station into an important destination for women seeking fieldwork experience in the twentieth century. / History of Science