No description available.

The purpose of this exploratory research was to explore the causes of gender stereotyping in the workplace. The study sought to gain insights on stereotyping, particularly factors that cause the development of stereotypes and the role played by organisations in promoting stereotyping.In this qualitative study, thirteen purposefully selected participants were interviewed through in-depth face-to-face interviews using a semi-structured interview guide. Data was analysed using content, narrative and frequency analysis methods.Understanding of stereotyping and gender stereotyping was tested and confirmed amongst participants. Similarities in defining stereotyping and gender stereotyping were found, which implied an automatic association of stereotypes to gender. The study found evidence of the existence of stereotypes in the workplace; however stereotypes are formed in childhood, particularly in the school and home environments. Finally, the study found that the workplace plays a role in the formation of gender stereotypes through comments made by its employees, employee behaviours such as awarding special privileges to female employees, and through work social settings such as sports events, particularly where alcohol is served. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

No description available.

There is limited research pertaining to the effects of exercise on the behavior of children with autism. Previous researchers focused on exploring the dimensions of the exercise itself, leaving a functional account of the effects of exercise undetermined. There is recent evidence that exercise suppresses responses maintained by automatic reinforcement. The purpose of the present study was to better identify the relevant independent variable in such research and to assess if there were differential effects of exercise across functional response classes. The experimenter conducted a trial-based functional analysis and then implemented a sedentary or vigorous activity on alternating days to determine the impact of exercise on engagement, stereotypy, and challenging behavior. Results across functional response classes were variable as were data across individual sessions. There was a mean suppression of behavior maintained by nonsocial reinforcement during post-sedentary (4.3%) and post-exercise sessions (2.3%). A discussion of the role of matched stimulation and heart rate as a pertinent variable follows.

Most social groups exist not by reason of some universally acknowledged, biologically based, and inherent existence of living "kinds," but are instead constructed (Bem, 1983; Smedley & Smedley, 2005; Whitehouse, 2011); they are the product of evolved psychological biases and widely shared cultural beliefs and practices. The raison d'être for particular social groups is not, however, always readily apparent. This is likely to be especially true for children, in part because the instantiation of many social groups goes unexplained by adults. Thus social groups can be construed as lying along a spectrum from well defined and explained, referred to here as "transparent," to poorly defined and explained, referred to here as "opaque." The degree to which children view particular social groups as causally transparent versus opaque may have important consequences for the formation of intergroup attitudes. Specifically, I sought to test the hypothesis, generated from an integration of the developmental literatures on intergroup attitudes, essentialist thought, and causal reasoning, that children who are members of a social group whose existence (i.e., origin and purpose) is causally opaque show higher levels of ingroup biased attitudes and behavior than children who are members of a social group whose existence is causally transparent. Children (N = 72; 41 girls; 6 to 12 years; M = 8.75; from the Midwestern U.S.) were given a measure of spatial reasoning and randomly assigned to one of two novel groups (denoted by colored t-shirts). In three classrooms, children were told that assignments to color groups were based on styles of spatial problem solving (transparent condition); in three other classrooms, children were told nothing about the basis for grouping (opaque condition). After 6 weeks, children completed measures of intergroup attitudes. Results indicated that children's intergroup attitudes were unaffected by presence versus absence of a specific, narrow explanation for social categorization; overall, children developed ingroup biased attitudes. / text

The Sami people are a national minority in Sweden, but are also considered as native citizens of Sweden, Norway, Finland and Russia. The world has however a very limited knowledge about the Sami’s and their cultural background. The aim of this proposal is to examine six different history schoolbooks which depict the Sami people in Sweden. In addition, one of the key elements of this proposal is to understand how the selected literature represents the Sami people. Lastly, the proposal also seeks to review if the literature in the schoolbooks represents the elementary curriculum goals (Lpo94). The selected method was to do a text analysis of the literature and to illustrate that is presented in the reviewed schoolbooks. The text analysis is completed with an analysis of the illustrations and pictures that are presented in the selected schoolbooks. The key findings were that the review in majority of schoolbooks has stereotypical descriptions of the Sami people. The Sami people are generally depicted with the hut and the reindeer management in majority of the reviewed schoolbooks. The research about the Sami people is inappreciable in majority of the reviewed literature. In addition, the Sami people are often presented in connection with “other” history, such as the silver ore in the mines or the territory dispute with settlers from the south of Sweden.   As a conclusion from the literature review, the Sami people are depicted as people with not much cultural history, static and none evolving.

Theses (M.A.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains viii, 105 p. Bibliography: p. 93-100.

This study examines facets of gender differentiation in a middle school. Utilizing an ethnographic methodology emphasis is placed upon the exploration of classroom interaction, inter-personal relations and participants' perceptual stances in order to explore how gender is implicated in the process of schooling. Although inquiries are located within a micro sociological context, the study is conducted against a backdrop of the socio-economic position of women and particular attention is accorded to the educational experience of girls and its implications for gender inequality at a structural level. The research demonstrates gender differentiation to be a ubiquitous feature of school life both in terms of its more formal routines and rituals and in its informal relations at the interactive level. Conventional constructs of femininity and masculinity impinge upon teacher perceptions of,and interaction with pupils, with the result that girls' competencies are devalued, they are not subject to the same degree of educative rigour as boys and, consequently, are marginalized within the classroom. Various dimensions of teacherpupil interaction are presented which elucidate the intricacies of such differentiation and which suggest how opportunities for enhancing pupils' self-esteem and facilitating the acquisition of participatory learning skills are distributed in favour of boys. Certain preoccupations and predispositions are, moreover, presented by pupils and the inquiry elaborates how these are reciprocated with institutional arrangements and expectancies. In terms of school as a working environment, educative processes are demonstrated as potentially more anxiety prcvoking for girls and, in relation to school as a social milieu, friendship networks are organized on a hierarchical basis in response to the contingencies of subject settings. Thus girls engage in certain ameliorative strategies and it is maintained, that to the extent that the school colludes with these, femininity is fostered in a way which is, in the longer term, educationally disadvantaging for girls and, ultimately, socially and economically disadvantaging for women.

No description available.

A study was conducted to examine the effects of neutral and sex-specific terminology on sex stereotyping in regard to two primary questions: 1) whether or not the use of sex-neutral terminology alters subjects ' associations to particular words, and 2) whether, in the absence of gender identification, subjects make traditional sex-role assumptions about neutral terms. A third questions examined potential differences in male and female subjects' responses to neutral and sex-specific terminology. Using a semantic differential technique, 40 male and 40 female volunteer subjects described a number of occupations and roles identified by sex-specific or sex-unspecified labels. Descriptions of those identified by sex-specific labels were compared with descriptions of equivalent occupations or roles labelled in a sex-neutral way. Selected descriptions of equivalent occupations not identified by sex were compared to descriptions of equivalent occupations labelled with the sex-specific terms traditionally associated with them. In analyzing the data obtained, analyses of variance, along with one and two-tailed t-tests were used. Results indicated that subjects did respond differentially to sex-specific and sex-unspecified or neutral terminology. However, no significant differences were found in the responses of male and female subjects, indicating that sex is not a factor in reaction to sex-neutral language of this type. When scores on neutral terms were compared with scores on traditionally sex-specific terms, no significant differences were found. Thus, for roles traditionally associated more with one sex than the other, the use of so-called neutral terms did not appear to decrease sex stereotyping.