Thesis (Psy. D.)--University of Hong Kong, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Johns Hopkins University, 1926. / "Playground-athletic league, inc. Study no. 2." Vita. Published also without thesis note. Bibliography: p. 178-186.

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 120-132) and index.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1999. / Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 91-96) Also available in print.

Thesis--Columbia University. / Includes bibliographical references.

Thesis--Columbia University. / Includes bibliographical references.

The aim of this study is to indentify the difficulties faced by women administrators in making decisions and in communicating, and to try to find solutions for these difficulties. Women's education in Saudi .Arabia is only 26 years old' and Saudi women administrators are still taking their, first steps in a new field of work and they need practice, experience and training. This work is divided into three sections: 1.- The development of women's education in Saudi Arabia. A brief historical background of Saudi women's education. section also family structure and the status society and in Islam. 2.- Theories of effective management talks about of women in Saudi Arabia This section is intended to define authority and responsibility, and their relations to decision making. This section has brought out some definition of decision-making as the heart of administration. Theories for decision-making were considered in this section such as the Barnard theory and Simon's theory of decision-making. From the theories about decision-making indicated in Section two of the thesis, some methods could be implemented in decision- making in Saudi Arabia women's administration. 3. Research findings A questionnaire was sent to 70 Saudi women administrators in Riyadh and 27 Saud i women administrators in Riyadh were interviewed. The questionnaire and interview questions covered all aspects of experience and problems in decision-making and exchanging information. From the response of the sample, 29 tables were produced. Section three of the research finding was concluded by suggested changes, for example, women must meet men to discuss problems with them, taking into account respect for Islamic customs. It is also suggested that women replace men in the General Presidency of Girls' Education starting with the President. Nineteen further suggested points appear at the end of Section Three, which have been derived from thi s research work by both ways indirectly and directly.

The issues explored in this study concern the role of shame, guilt, and the beliefs supporting aggression and the implications of these factors for individual adjustment. Issues surrounding the definition of emotions in general and the theories explaining emotions were also explored. The theories of shame and guilt, the development of shame, the connections between shame and anger, shame and the development of psychopathology, shame and the development of aggression were discussed as well. Characteristics of aggressive and non-aggressive adolescent girls were determined. The sample consisted of adolescent girls ranging in ages from thirteen to eighteen years. Four groups were randomly selected from four different pools of adolescent girls: aggressive in care, aggressive public, non-aggressive in care, and non-aggressive public. The participants were further classified into high, moderate, and low aggressive adolescent girls. The study consisted of participants answering self-report measures on aggression, self-conscious emotions, shame, self-esteem, and beliefs supporting aggression. Clear characteristic differences were revealed using analysis of variance and post hoc least significant difference tests between high, moderate, and low aggressive adolescent girls. Correlations and multiple regression analysis also confirmed these characteristics. Aggressive adolescent girls were characterised by reporting physical aggression, verbal aggression, anger, hostility, low self-esteem, shame, guilt, the belief that aggression increases self-esteem, the belief that aggression improves negative self-image, and the belief in the legitimacy of aggression. Low aggressive adolescent girls were characterised by reporting pride in self, state pride, and positive self-esteem. Pearson product-moment correlations indicated that each aspect of aggression was significantly related to shame and to low self-esteem (both Cook and Rosenberg measures). Significant positive correlations were found between the beliefs supporting aggression and all the aspects of aggression. Positive correlations were disclosed between state guilt, physical aggression, verbal aggression, anger, and hostility. Significant positive correlations were found between state pride and positive self-esteem measures (Cook and Rosenberg). Correlations between shame and Cook's low self-esteem, and shame and Rosenberg's low self-esteem showed that these variables were positively related. Verbal abuse was moderately correlated with physical aggression, anger, and hostility. Guilt proneness and state guilt were not related. Surprisingly, neither physical, sexual, nor verbal abuse were related to shame proneness or state shame. Physical aggression was predicted primarily by one variable: the belief in the legitimacy of aggression in conjunction with one other variable such as state shame, low self-esteem, or state guilt. This pattern was also true for anger. Verbal aggression was predicted by the legitimacy of aggression and one other variable, state shame. The legitimacy of aggression was also a primary variable in the prediction of hostility. An exploratory principal factor analysis produced five factors. The first factor describes the characteristics of shamed adolescent girls. The second factor describes the characteristics of the aggressive adolescent girl. The third factor could be interpreted as the characteristics of the non-aggressive adolescent girl, which include self-conscious affect as described by Tangney (1995). Factor four describes the beliefs in the justification of aggression that would benefit the aggressor, while factor five describes the justification of aggression that dehumanises the victim. Discussion and implications focus on the characteristics of high and low aggressive adolescents and interpretations of the meaning of these characteristics are offered. In addition, limitations of the research design are discussed and suggestions for future research are proposed. / Graduate

specialcollections@tulane.edu / The gender gap in STEM (Science, Technology, Engineering, and Math) professions results from several factors that deter females from pursuing careers in STEM. Girls’ low interest in science and lack of feeling both belonging and efficacy in science, which emerge as early as middle school, are believed to be part of the problem. This study reports on a novel intervention designed to spark middle school girls’ engagement in science. A diverse group of middle school girls participating in a science outreach event read about a female Black astronaut whose accomplishments were framed either as a result of hard work (growth mindset) or natural abilities (fixed mindset). Participants responded to an open-ended prompt that asked them if they wanted to be an astronaut like the role model and then answered a series of scale measures about science. It was hypothesized that girls in the growth mindset condition would endorse stronger interest, belonging, and efficacy in science, indicate a desire to be an astronaut, and explain that desire in ways that indicated similarity with the role model and alignment with their mindset condition. No significant differences were observed/emerged between the two conditions and exploratory analyses found no interaction between race and condition. Possible reasons for the null findings are discussed, including issues related to mindset manipulation and the strength and specificity of the intervention. Characteristics of the sample were also considered, including participants’ above mid-point science interest and belonging, both of which were positively related to desire to be an astronaut. This research provides insights into the complexities that need to be considered when designing an intervention to increase interest, belonging, and self-efficacy in STEM. / 1 / Sally Merritt