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Television is something that is a part of the everyday lives of a majority of people in America. The content of what is on television can vary in nature from being positive to being negative. However, what people are exposed to through music videos, in particular, a very popular form of artistic expression, has not been thoroughly investigated. This study uses structural ritualization affect, gender schema theory, media and audience power theories, cultivation theory, agenda setting and framing theories, and (cognitive) social learning theory in order to investigate what people are actually exposed to by watching music videos, in particular, MTV, BET, and GAC.

Prior research has repeatedly documented the existence of gender inequality, discrimination, and harassment in the legal practice, an occupation that remains maledominated in terms of both numbers and organizational culture. Despite the availability of some legal remedies, women attorneys rarely sue their employers, and often do not challenge discriminatory behavior. In this dissertation, I explore this seemingly contradictory situation, where lawyers fail to employ the legal system on their own behalf, and I seek to determine whether the law can in fact be mobilized to challenge and perhaps change gender relations in the legal practice. Through ethnographic field research and content analysis of an Internet community, my research examines possible methods by which the law can serve as a tool to challenge gender discrimination. Further, I assess the manner in which the Internet community itself can serve as a vehicle for challenging gender inequality. In particular, I first explore the role formal litigation might play in promoting change for women attorneys, determining that attorneys in the Internet community are hesitant to employ litigation to challenge gender discrimination. This reluctance appears to result in large part from attorneys’ familiarity with the daunting task of establishing a discrimination case in the judicial system, as well as from a fear that the pursuit of litigation could inflict damage upon their legal careers. I then consider whether the law can serve as a useful tool to challenge inequality when legal discourse is employed within the Internet community to invoke a legal right to a discrimination-free workplace. I find that attorneys, despite their legal training, call upon both formal and informal notions of discrimination when confronted with circumstances colored with inequity. The Internet community itself provides a protected, semianonymous forum in which to engage in such discourse, thereby subverting many of the barriers that currently exist to challenging gender inequality in the legal practice. Further, the community serves as a resource to bring public attention to bear upon law firms, creating external pressures which encourage a reevaluation of both lay and legal understandings of prohibited gender discrimination.

Compared to other professions, women's representation in engineering professions is considerably lower than men's, and this particular situated-ness or locality makes women experience a unique process of identity construction. Using qualitative methods - two focus group meetings, nineteen autobiographical essays, and twenty two individual interviews, this research focuses on what women learn from their experiences in engineering school, and how they respond to their perceived experiences. This study proposes to delineate (a) the dynamic interaction between women and the social structure of engineering school; (b) women's perception and conceptualization of the social structure they practice; and (c) women's strategic responses to the structure leading to identity construction. Becoming an engineer is problematic for women because the identity of "engineer" is based upon hegemonic ideas developed by previous generations of engineers - men. This research explores how women, standing in the borderline of being women and being engineers, account and construct their identities as women engineers. Sometimes women are subtly or not subtly coerced; sometimes they embrace dominant ideas; sometimes they creatively resist dominant approaches.

People nowadays are surrounded by the environment filled with lots of different kinds of media. The impressions of the media help us to form our views of the world and the values of the things. The stories of media offer signs, myth and sources through the lives we share together. The messages of media tell us who has the power, and who can have the abilities of interpretation. The study focuses on the gender representations and the underlying gender messages of jeans advertisements in the magazines, and how they interact with the culture. Besides the newly fashion magazines, the four top selling magazines, VOGUE, Cool, Men¡¦s Uno and GQ, are more than 10 years. From the ads in those magazines in 1998 and in 2007, the study uses the semiotics to analyze the signifier and signified, connotation and denotation of the jeans advertisements. The study hopes to find out the differences of the gender codes in the magazines and the interactions between the advertisements and the culture in Taiwan.

<p>Syftet med detta examensarbete var att ta reda på om lärare bemöter sina elever olika beroende på könstillhörighet. För att studera detta använde vi oss av kvalitativa metoder; observationer och intervjuer. Vi observerade och intervjuade två kvinnliga lärare på mellanstadiet. I studien kom vi fram till att det i vissa aspekter finns en skillnad gällande bemötande. Även i den teoretiska utgångspunkten nämns dessa skillnader. Våra tankar är att skillnaderna finns på grund av att vi människor är insocialiserade i dessa mönster. Förslag till fortsatt forskning är exempelvis: Finns det skillnader mellan manliga och kvinnliga lärares bemötande av elever?</p>

Thesis (Ph.D.) - Simon Fraser University, 2006. / Theses (Dept. of Psychology) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 348-355). Also available on the Internet.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Women's and Gender Studies." Includes bibliographical references (p. 293-309).

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Women's and Gender Studies." Includes bibliographical references (p. 189-204).