Lui, Wai Shan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 150-155). / Abstract also in Chinese. / Title --- p.i / Abstract --- p.iii / 論文摘要 --- p.iii / Acknowledgments --- p.iv / Table of Contents --- p.v / Chapter Section One: --- "The Research Question, theoretical context and methodological considerations" / Chapter Chapter One --- The ´بLanguage Education' Question --- p.1 / Chapter 1.1 --- Introduction: The Gendered Achievement Gap in English --- p.1 / Chapter 1.2 --- The Research roblematic --- p.6 / Chapter 1.3 --- Form One Students in a Band One EMI Working Class School in Hong Kong --- p.8 / Chapter Chapter Two --- Gender and English as a Second/Foreign Language Education Studies in Contexts / Chapter 2.1 --- Theoretical Contexts: From Male Dominated Subjects to Female Dominated Subjects --- p.16 / Chapter 2.2 --- Borrowing Frameworks from Gender and Mathematics and Science Education Studies --- p.26 / Chapter 2.3 --- Research Questions --- p.33 / Chapter 2.4 --- Structure of this Report --- p.37 / Chapter Chapter Three --- Making the Familiar Strange --- p.40 / Chapter 3.1 --- Ethnography at Home: Tension and Inspiration with Personal Experience --- p.40 / Chapter 3.2 --- Multiple Identities and Old and New ower Relations --- p.53 / Chapter 3.3 --- Qualitative Analysis and Writing --- p.61 / Chapter Section Two: --- Findings and Analysis / Chapter Chapter Four --- Students´ة Perception of English: An “Inferior´ح and “Feminine´ح Subject --- p.66 / Chapter 4.1 --- The Funny but Boring English Lessons (and the Boring but Interesting Mathematics Lessons) --- p.66 / Chapter 4.2 --- Hierarchy of Academic Subjects --- p.86 / Chapter 4.3 --- "Authority and Masculinity of ""Objective"" Knowledge" --- p.90 / Chapter 4.4 --- The Making (or the Unsuccessful Making) of Objective Academic Subjects --- p.95 / Chapter 4.5 --- Conclusion: The Valuable but Inferior Subject --- p.103 / Chapter Chapter Five --- Learning as Identity Construction: The Case of English --- p.105 / Chapter 5.1 --- "Achiever by Instrumental Rationality: Jackson, the ""Career Plan´ح Boy" --- p.105 / Chapter 5.2 --- "Achiever by Feminine ersona Over-acted: Ricky, the ""Maria"" boy" --- p.109 / Chapter 5.3 --- A Communal Activity: Girls as a Group --- p.117 / Chapter 5.4 --- Conclusion: Interplay between Gender Identity and Learner Identity --- p.119 / Chapter Chapter Six --- Being in a Colonized World: Students´ة Social Struggles over English Learning --- p.121 / Chapter 6.1 --- Middle Class Normative Ideal and Working Class Struggle --- p.121 / Chapter 6.2 --- Anxiety over EMI Identity --- p.126 / Chapter 6.3 --- L2 Learners´ة Sense of Ownership --- p.129 / Chapter 6.4 --- Value of L1 Resource --- p.133 / Chapter 6.5 --- Overpowering Colonialism through the Power of Masculinity --- p.135 / Chapter 6.6 --- Conclusion: Deficiency Model of the Colonized --- p.139 / Chapter Section Three: --- Conclusion / Chapter Chapter Seven --- The Complexity of the ´بLanguage Education，Question in Feminism --- p.141 / Appendix: Interview and Observation Guide --- p.148 / References --- p.150

Mak, Hok Kiu Edward. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 262-276). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.

published_or_final_version / Education / Master / Master of Education

This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.

Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.

ABSTRACT GENDER REPRESENTATIONS IN ELT COURSEBOOKS: A COMPARATIVE STUDY Yilmaz, Elvan M.A., Department of English Language Teaching Supervisor: Prof. Dr. H&uuml / sn&uuml / Enginarlar September 2012, 135 pages In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis / presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender. Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.

In 1998 the Faculty of Community and Development Disciplines (CADD) embarked on a project to prevent and reduce crime involving school children. A needs assessment was conducted in the three schools where the project was to have its main focus. One of the problems that came out of the Rossburgh High School was the conflict that appeared to exist between male and female learners at the school. Male learners were observed to 'bully' their female counterparts. Given the high statistic of violence against women in South Africa, this seemingly 'small' problem could have relevance later on in the lives of these adolescents. In order to intervene successfully it was first necessary to understand the problem that existed. By means of focus groups male and female adolescents provided information around the phenomenon. From data obtained, it appeared that fighting was predominantly due to boyfriend/girlfriend relationships. The problem was explored in depth and recommendations were made with regards to intervention programmes and future research. / Thesis (M.Cur.)-University of Natal, 2000.

Previous research on academic dishonesty in colleges and universities has consistently shown unacceptable rates of cheating, yet inconsistent reports of sex differences in cheating. Sex differences in cheating were studied in relation to sex role orientation and attitudes towards cheating, and in light of a distinction between two types of cheating; cheating to benefit oneself and cheating to benefit another. 256 undergraduate students completed anonymous surveys to tap their sex role orientation, attitudes towards cheating, and reported frequency of cheating. Although females reported having more disapproving attitudes towards cheating than males, they reported engaging in cheating just as much as males. Sex role orientation was not directly related to cheating, but female-associated characteristics were related to attitudes towards cheating, which, in turn, were strongly related to cheating behavior. It was also found that participants reported engaging in more cheating to benefit another person than cheating to benefit themselves. / Department of Psychological Science

Thesis (doctoral)--Universität Tübingen, 1995. / Includes bibliographical references (p. 529-578).

Thesis (M. Ed.)--University of Hong Kong, 1993.