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Augsburg, Universität, veränd. Thesis (doctoral), 2001 entitled: Hofmann, Renate: Geschlechtergerechte Sozialisation im Religionsunterricht. / Includes bibliographical references (p. 160-200) and indexes.

published_or_final_version / Education / Master / Master of Education

No description available.

This thesis compares the academic and military performance of women with that of men at the U.S. Naval Academy (USNA) and U.S. Coast Guard Academy (USCGA). Measures of performance are grade-point average and military proficiency scores. The SAT scores for men and women at the two academies were also compared. The population included the Classes of 1997 through 2003, totaling 1,184 cadets from USCGA and 6,598 midshipmen from USNA. A number of hypotheses were tested quantitatively for all cadets and midshipmen from these classes as well as for those who majored in a technical discipline. The results indicate that women at the two academies generally perform as well or better than do their male counterparts. This was especially true on measures of military proficiency, where women tended to outperform men, particularly those who were enrolled in a technical major. Further research should seek to explain gender differences in performance, given the pressures on women at these institutions and differences in scores on the SAT. Continued study of gender differences is recommended, and examples of possible research are provided. / US Coast Guard (USCG) author.

M.A. (Psychology) / Please refer to full text to view abstract

The role of gender in the social construction of literacy is investigated in some detail. Gender construction is examined by observing and analysing the literacy interactions of six kindergarten children (three boys and three girls) at school and in the home. The analysis shows the ways in which the girls and boys differ in attaining literacy skills, and also reveals the different interactions between the children and their families. The ways literacy is perceived in the home are also noted. The children responded in a much more uniform way in the classroom than they did in their individual home situations. The findings are significant for educational practice because they provide insight into how implicit structuring by teachers can affect the extent of participation of boys and girls in the classroom. The results indicate how analysis in the emergent state of literacy development is critical for a thorough understanding of gender construction. Significant theoretical insights are gained through a methodology using both a microanalysis and a macroanalysis. / Doctor of Philosophy (PhD)