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Statement of the Problem The central problem of this study was to identify problems which non-traditional students enrolled in sex-typed vocational education programs in four school divisions in a large metropolitan area have encountered as a result of such enrollment and the impact of those problems on the student. Specifically, non-traditional students enrolled in secondary education programs in the four school divisions were interviewed. The interviews identified: (a) the problems encountered by non-traditional students; (b) the extent of the non-traditional students' concern about the problems they encounter; and (c) the greatest problems or concerns encountered by non-traditional students. Research Procedures Exploratory field research was used with the interview technique being utilized to collect data. Sixty-eight non-traditional students of seventy-one total non-traditional students participated in the research study. The researcher served as the interviewer for structured interviews utilizing closed-and open-ended questions on an interview schedule. Respondents’ answers were recorded on audio tape during each interview and then transcribed. Interview transcripts served as the source material for the content analysis portion of the study. The theme category for all themes or problem statements was the unit of analysis selected. Every theme representing each specific problem identified by the respondent was coded into a theme category for which a frequency count was also indicated. Accuracy of the content analysis was measured by four experienced vocational-technical educators with expertise in the area of sex-role stereotyping. Conclusions 1. Non-traditional students are not very concerned with school related problems. 2. Non-traditional students are more concerned with problems concerning "parents or guardians" than they are with "siblings." 3. Few non-traditional students seek the assistance of guidance counselors with problems they encounter in sex-typed programs. 4. School related problems were most often reported of greatest concern by students who did not attribute much concern to any problems they encountered. 5. Educators within the school setting are not the greatest concern or problem of most non-traditional students. / Ed. D.

The purpose of this study was to examine the teaching practices and perceptions of teachers, and how those perceptions and practices contributed to or perpetuated gender equity and inequity in elementary classrooms. Data for this study were collected in three elementary classrooms (third, fourth, and fifth grade) in an urban public school in southern Los Angeles. All three teacher participants were female and were self-identified feminists. The data collected for this study showed coeducational settings to be biased in favor of boys in classroom interactions, students calling-out, teachers calling on students, gender geography, negative student behavior, teacher discipline, early finishers, teacher feedback, the reinforcement of gender roles and stereotypes, classroom climate, lack of feminist pedagogy, classroom practice, gendered language, textbooks, and the use of color in the classroom. The gender-equitable practices the teachers in this study were implementing in their classrooms such as calling on male and female students equally, seating children in coed groups, and making sure that classrooms were gender-balanced was gender-equitable teaching practice, but it only scratched the surface of gender equity. The bias in favor of boys observed in these classrooms was at odds with the teachers' beliefs that they were creating a gender-equitable environment by providing only surface interventions which led to the finding surface equity. Although these teachers were implementing some gender-equitable teaching practices, they were not implementing any revolutionary pedagogy, like feminist pedagogy, which could negate inequity and provide for more than just surface equity. It is recommended that changes be made to policy in teacher education requirements and programs. Ongoing professional development must also be provided to classroom practitioners and educational leaders in order to move beyond surface equity. There must be continued research on gender and the creation of equity to create gender-equitable learning environments that move beyond surface equity to create social change.

Thesis (M. Phil.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 185-200).

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Sociology / Master / Master of Philosophy

Undergraduates' field of study is intricately linked to inequality in the US, where women have surpassed men in most indexes of academic achievement but continue to be less likely than men to complete STEM degrees. This gendered variation in major selection has substantial implications for stratification: college major choice is closely related to labor market outcomes and advancement to future degrees. Building on recent theoretical developments in social aesthetics and field theory, the project argues that academic interests are developed in concert with encounters in the environment, and that position in academic fields at the start of university, gendered distributions of interest patterns, and peer influence play a critical role in gender differentiation in college major choice. The project uses a unique longitudinal data combining complex administrative databases from an elite American university, merging admissions, housing, course, financial aid, and alumni data. Multiple correspondence analysis shows that students' interests are organized in academic fields characterized by divisions between knowledge domains: science interests oppose social sciences, economics interests oppose humanities, and life sciences are differentiated from hard sciences. Knowledge domains share features of retention and attraction, and movement between disciplines that are close together in students' interest spaces are more common. Using clustering methods, the project shows that there are important distinctions in how students are interested in disciplines: some students are particularly devoted to knowledge domains, while other students are generalists. These finding have important implications for women and men, who have different interest patterns. There is durability in gender differences in high school interests reinforced by both retention and attraction to disciplines once at school. The last chapter of the dissertation explores the role that peer influence plays in these outcomes. Because students' interests are organized in academic fields, peer influence on academic major choice is better understood as a field effect. Utilizing the fact that roommate assignment is random at this university, the project shows that choosing a major is associated with roommate's interests coming into college, and this association depends on students' own initial interests when applying to university. Generalist science students are more likely to complete science degrees when they have science or engineering roommates compared to those who have humanities roommates, while devoted science students are less mutable. Because women are less likely to have roommates who are in sciences and engineering, gender segregation of roommates contributes to gender difference in STEM outcomes. By reframing choice as a question of social aesthetics, the project makes important contributions to understanding choice, inequality and peer influence.

Ho Wing Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves [166]-[175]). / Abstracts in English and Chinese. / Acknowledgement --- p.i / Abstract --- p.ii / 摘腰 --- p.iii / Table of Content --- p.iv / Chapter Chapter 1 --- "Literature Review, Research Concern and Conceptual Framework" --- p.1 / Chapter Chapter 2 --- Methodology --- p.40 / Chapter Chapter 3 --- Cross-sectional Analysis of the Educational Claims of Single-sex and --- p.58 / Chapter Chapter 4 --- Cross-time Analysis of the Educational Claims of Single-Sex and Co-educational Schools --- p.70 / Chapter Chapter 5 --- Curriculum Study: Gender Presentation of Home Economics in Hong Kong --- p.119 / Chapter Chapter 6 --- Conclusion --- p.159 / References / Appendix I: Coding Scheme / Appendix II: Findings of Cross-Sectional Analysis of the Educational Claims of Single-sex and Co-educational Schools / Appendix III: Syllabus of Home Economics

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