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Behavioral intention determinants towards post-secondary education clues for strategic message development /Couch, Stacia E. January 2006 (has links) (PDF)
Thesis (M.S.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on Feb. 14, 2007). Thesis advisor: John W. Haas . Vita. Includes bibliographical references.
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An investigation into the behaviors of high school leaders gender and its relationship to leader orientations to persons and systems /Nixon, Melissa Murray. January 1900 (has links) (PDF)
Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 117-126).
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Reason and Desire, Education and Regression: Aspects of Rousseauist Gender Roles in Così fan tutteJanuary 1999 (has links)
Mozart's opera Così fan tutte encapsulates various theories of
Enlightenment sexual expression and presents a didactic program aiming at
appropriate male comportment in a love situation. Through various musical
devices, Mozart establishes ideal Rousseauist gender characteristics
and their debased forms, and applies them to the respective sexes as evidence of
weakened or enlightened states. Mozart also provides an educative voice in the
character of Don Alfonso, whose musical lines are appropriately instructive. An
exploration of sexual ideals in the Enlightenment as expressed in contemporary
texts and civil documents will provide a framework for Rousseau's theories of
education and gender formation as postulated in Emile, ou de l'education and
Sophie, ou la Nouvelle Héloïse. A musical analysis of several numbers in Cosi
demonstrates the unfolding weaknesses of the characters. While the men
progress towards an enlightened education in the natures of the sexes, the
women undergo a regression of character.
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Being a tomboy an ethnographic research of young schoolgirls in Hong Kong /Tong, Ka-man. January 2001 (has links)
Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 201-209).
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Learning gender at churchDunnington, Jason. January 2008 (has links)
Thesis (Ph.D.)--University of Oklahoma, 2008. / Includes bibliographical references (leaves 165-176).
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The connection between academic achievement and dpression among adolescent girls and boysCallicoatte, Alison Noel, 1970- 09 October 2012 (has links)
This dissertation applies the life course framework to understanding gender differences in the connection between academic performance and mental health. The premise for this study is based on the paradox that girls perform better in school but get less of a boost to their sense of well being from their achievement relative to boys. The life course perspective focuses both on how different pathways, such as academics and mental health, intertwine and the need to study important transitions, such as the transition from adolescence to young adulthood. This research addresses this transition by considering the consequences of the gender paradox on college enrollment and persistence. The quantitative analyses utilize Waves I, II, and III of the National Longitudinal Study of Adolescent Health (Add Health). Results indicate that academic performance and depression were positively correlated for girls and negatively correlated for boys. Adolescent gender differences in depression are driven by the high achieving segment of the student population because girls tend to get less of a mental health boost from earning good grades across the board. This is especially pronounced in high school. The end result is a slight chipping away at the well-documented advantages girls have in postsecondary education. / text
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Gender and schooling: a study of gender role socialization in a primary schoolNgai, Siu-keung, George., 倪紹強. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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Making sense of students career choices : the case of technical training institutions in KenyaKithyo, Isaac Mattemu 11 1900 (has links)
This study investigated the factors that shaped students' choices of training programs in
two technical colleges in Kenya. The purpose of the study was to determine the nature of the
students reasoning with regards to their decisions about enrolling in particular training
programs. It also highlights how the students deal with the pressures from their parents, peers,
and the community at large, to conform to their 'gender expected' program choices. The
expectations of Kenyan society have been that female students would choose programs within
the female dominated fields of secretarial, food and beverage, and clothing technology. The
expected programs for male students have been in the male dominated fields of engineering and
building trades. The study showed that program choices for girls differed from those of boys
irrespective of the type of school the students attended.
The study utilized both qualitative and quantitative methodology. Ethnographic
techniques were used to analyze the participants experiences obtained through conversation
like interviews. Chi square tests and descriptive statistics were used to analyze the enrollment
records obtained from the participating colleges.
The participants included 39 students and 4 Heads of Departments from the two
participating colleges, College A and College B. There were 14 female and 7 male students
enrolled in traditionally female programs, and 9 male and 9 female students enrolled in
traditionally male programs. For each college, one head of a department with predominantly
female programs and one from a department with predominantly male programs participated in
the study. All the participants were interviewed within their college. The interviews focused
on the participants' individual experiences related to their choices of training programs. The
interviews with the Heads of Departments also looked at the relationship between the
government guidelines on student enrollment and the actual criteria used by the colleges to
select the students for different programs within each college. All the interviews were audio
taped.
The students indicated that their choices were moderated by factors within the homes
they came from, the schools they attended, the society at large, and the world of work. Factors
within the homes included gender related socialization, and parental pressure for the students to
choose the programs that the parents wanted them to choose. The major factors within the
schools the students attended included lack of career guidance, the school facilities, and lack of
role models for the students to emulate. The main factors that were related to the society at
large were the general expectations that the students would choose "gender appropriate
programs. It was interesting to note that the students placed an emphasis on their perception of
the expectations of their potential future spouses. The main factors related to the world of work
were the availability of employment in particular careers, and the students' perception of the
gender biases that the employers might have when recruiting workers for different types of
jobs.
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Boys and girls in the reading club : conversations about gender and reading in an urban elementary schoolMoffatt, Lyndsay Elizabeth 11 1900 (has links)
Recent research has revealed a gender gap in reading attitudes and achievement. Broadly
speaking, when compared with girls, boys display a more negative attitude towards
reading and perform less well on measures of reading achievement. Yet, why boys appear
to have such difficulties with reading and why girls appear to have fewer difficulties with
it has yet to be fully explored. This thesis examines the talk of a group of grade five and
six students at a multi-cultural, multi-lingual, mixed socio-economic urban elementary
school, concerning their ideas of gender normative behaviour, gendered reading practices
and the consequences of non-normative gender performances or gender crossing
behaviour. Using Critical Socio-Cultural theories of literacy and learning and Feminist
Post-Structuralist theories of gender and identity, this year long ethnographic study
reveals that students' investments in their gender identities may help to create and
maintain the gender gap in reading attitudes and achievement. In particular, boys'
investment in maintaining a heteronormative masculine identity may interfere with their
participation in school based print literacy. The implications of these findings for
bridging the gender reading gap are discussed. In addition, this thesis raises questions
about the simplicity of current conceptions of the gender reading gap that depict boys as
victims and girls as victors in school. This thesis adds to research that calls for a more
complex understanding of issues of gender, "race" and class in .contemporary classrooms.
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The examination of state sport self-confidence of secondary school boys and girls participating in coeducational and gender separated physical education classes /Morrison, Kathryn A. January 1999 (has links)
The purpose of this study was to determine the effect of single-sex and coeducational physical education classes on secondary school students' self-confidence levels. A dependent sample of Grade 10 students completed Vealey's State Sport-Confidence Inventory at the completion of their single-sex class and then again at the completion of their coeducational class. They also completed a sport specific self-confidence measure, in order to factor out their confidence in basketball and volleyball from their overall State Sport-Confidence. Some students also participated in focus group interviews at the completion of each class type. Vealey's State Sport-Confidence Inventory showed no significant differences between classes or between genders. However, qualitative results contradicted these findings as females indicated obvious differences between the two class types that would in turn affect their self-confidence levels. The results indicate that more research is needed into how class type affects the self-confidence of students in single-sex and coeducational physical education classes.
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