The problem of this investigation was an analysis of selected variables that affected woman's role-concept. Specifically this research was concerned with how a woman's role-concept was influenced by education. This research concluded that the level of education influenced role-concept. Respondents with more than a high school education were very contemporary. Other variable such as marital status, age, parental views, ethnic group, and major seemed to have little effect on role-concept. All groups surveyed were more contemporary than traditional. Further research to determine if all women are becoming contemporary would be meaningful.

O tema violência doméstica contra a mulher é um problema universal, pelo seu impacto nas áreas econômicas, sociais, educacionais e da saúde. A enfermagem tem um papel significativo no reconhecimento e acompanhamento dos casos, mas faz-se necessário que os profissionais estejam capacitados para tal. O objetivo deste estudo foi identificar a percepção e o conhecimento de estudantes de um curso técnico em enfermagem acerca da violência doméstica contra a mulher perpetrada pelo parceiro íntimo. Trata-se de um estudo quantitativo, descritivo, exploratório e transversal. Foi aplicado um questionário validado com questões sobre percepção e o conhecimento acerca da violência contra a mulher. A amostra contou com a participação de 84 estudantes dos três módulos do curso, com idade igual ou superior a 18 anos, no ano de 2017. Os dados foram organizados em planilhas, validados por dupla digitação e posteriormente transportados para o pacote estatístico do programa Statistical Package for the Social Sciences (SPSS) versão 22.0. O estudo foi aprovado pelo comitê de ética em pesquisa. Os resultados mostraram que os estudantes se sentem à vontade em perguntar às clientes sobre o uso de álcool ou tabaco, porém incomodados em tratar sobre o uso de drogas, vida sexual e violência conjugal. Tendem a infantilizar o atendimento à mulher em situação de violência. Discordaram que fatores sociais sejam causas de agressão, mas concordaram que o uso abusivo de álcool ou drogas e problemas psicológicos do parceiro possam estar entre as causas. Afirmaram que os agressores devem ser presos, mas há a crença de que a violência doméstica seja um assunto de fórum íntimo e privado. Demonstraram ter bom conhecimento sobre a definição das várias formas de violência, e reconhecimento de sinais e sintomas, contudo, baixo conhecimento sobre a epidemiologia da violência contra a mulher. Afirmaram ser atribuição do profissional de enfermagem abordar sobre violência doméstica, mas que esta não seja direta ou insistente. Discordaram que o profissional deva ignorar sinais de violência, assim como referiram que há necessidade de agendar retorno em intervalos menores, em casos suspeitos de violência doméstica. Quase metade dos estudantes desconhecem protocolos de atendimento à mulher em situação de violência sexual e a maioria afirmou que o médico não deve prescrever calmante/antidepressivos para a mulher agredida. Referiram que é válido avaliar com a cliente os riscos à que estão expostas e elaborar um plano de segurança. Responderam que a terapia de casal e psicoterapia seja recomendável. A minoria reconheceu a importância da notificação dos casos, mas afirmaram a importância de fornecer número de telefone de instituições que acolhem mulheres e recorrer à delegacia da mulher. Enfim, os achados demonstraram que os estudantes possuem um conhecimento parcial acerca do manejo dos casos de violência doméstica e lacunas em sua formação necessitam ser preenchidas, sendo recomendável a inclusão do tema no conteúdo programático do curso e possibilitar experiências práticas aos estudantes / The issue of domestic violence against women is a universal problem because of its impact on the economic, social, educational and health areas. Nursing has a significant role in the recognition and follow up of cases, but it is necessary that professionals are trained to do so. The objective of this study was to identify the perception and knowledge of students of a nursing technical course on domestic violence against women perpetrated by the intimate partner. It is a quantitative, descriptive, exploratory and cross-sectional study. A validated questionnaire was applied with questions about perception and knowledge about violence against women. The sample was attended by 84 students from the three modules of the course, aged 18 years or over, in the year 2017. The data were organized in spreadsheets, validated by double typing and later transported to the statistical package of the program Statistical Package for the Social Sciences (SPSS) version 22.0. The study was approved by the research ethics committee. The results showed that students are comfortable with asking clients about alcohol or tobacco use, but they are bothered to deal with drug use, sex life and marital violence. They tend to infantilize the care of women in situations of violence. They disagreed that social factors are causes of aggression but agreed that abusive use of alcohol or drugs and psychological problems of the partner may be among the causes. They said that the perpetrators should be arrested, but there is a belief that domestic violence is an intimate and private forum issue. They have demonstrated good knowledge about the definition of various forms of violence, and recognition of signs and symptoms, however, low knowledge about the epidemiology of violence against women. They affirmed that it is the nursing professional\'s assignment to address domestic violence, but that it is not direct or insistent. They disagreed that the professional should ignore signs of violence, as well as that there is a need to schedule return at shorter intervals in cases of suspected domestic violence. Nearly half of the students are unaware of protocols for the care of women in situations of sexual violence, and most have stated that the doctor should not prescribe a sedative / antidepressant medication for the battered woman. They said that it is valid to evaluate with the client the risks to which they are exposed and to elaborate a security plan. They said that couple therapy and psychotherapy are recommended. The minority acknowledged the importance of case reporting but stressed the importance of providing telephone numbers of institutions hosting women and turning to the woman\'s station. Finally, the findings showed that students have a partial knowledge about the handling of domestic violence cases and gaps in their training need to be filled out, and it is recommended to include the subject in the program content of the course and to provide practical experiences for the students

This dissertation examines seminary students' understanding of biblical gender roles and their perceived quality of learning experience while considering the gender of the faculty, for the purpose of determining what relationship, if any, there is between these two factors. The findings from this research were used to make recommendations to seminary students, faculty, and administration. Two forms of data were gathered for this quantitative research design. The instrument used is Joy Fagan's Scriptural Interpretations of Gender Issues Survey, consisting of sixty closed questions utilizing the Likert Scale response system, and one open-ended question. Fagan's scale is aimed at determining whether the respondent is egalitarian or complementarian in their beliefs regarding biblical gender roles. The framework of the survey provides into the participant's theological leanings and the consequential applications of those beliefs. The final close-ended question asks the student to identify with either the complementarian or egalitarian viewpoint for the purpose of determining if their stated view is the same as their view revealed in the rest of the survey. In addition to this instrument, a course evaluation survey was used to determine students' perceived quality of learning experience. The goal of the combined data was to test for a relationship between students understanding of biblical gender roles and their perception of the learning experience. The resulting outcomes is beneficial for seminary administration, faculty, students, and churches by providing understanding as to what the future leaders of the church will believe in regard to gender roles. As with any study, this research was limited in its generalizations. Further researched could be done using as its population all evangelical seminaries. The research could also be replicated in Christian colleges. A longitudinal study, comparing the perceived quality of learning experience in a course taught by a male professor and the same course taught by a female professor is encouraged.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 23, 2010). Includes bibliographical references (p. 121-129).

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Prior to the first democratic elections in South Africa , the education system was structured around a hierarchical and bureaucratic style of management. This meant that the control of schools and the decision-making in schools was centralized, and leadership was understood in terms of "position, status and authority" (Grant, 2006). This study intended to look at how this understanding of leadership could have contributed to creating a situation in the education system where female teachers were, and are still not being given the same opportunities to assume leadership positions as their male counterparts. Using semi-structured interviews and questionnaires, two female teachers occupying different post levels, in each of the four schools who had, in their teaching career, expressed an interest to take on leadership roles and who have/have not succeeded and who have experienced/are experiencing challenges in this regard, were asked to volunteer for this study. The interviews were tape-recorded and transcription of the interviews for analysis was done both quantitatively and qualitatively, making use of tables to illustrate numbers and percentages in different aspects in the study, as well as thematic content analysis using the tool of zones and roles as outlined in Grant (2008). Being female they have also experienced a number of challenges in their careers as well as in the areas of being mothers and spouses, and it would seem that these female teachers are still feel ing the strain of what is socially expected of them as mothers and spouses and their desires to advance their careers in what appears still to be a male dominated and patriarchical society, especially when it comes to taking on leadership and management positions in school. The findings in this study have led to the conclusion that for some of these female teachers, teaching was not their career of choice, but are now committed to this profession and are very aware of the gender inequalities in education and the challenges they face as female teachers, and have expressed sincere wishes that this be addressed. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

This qualitative case study describes the language learning experiences of four South Asian women from their perspectives and uses tools of ethnographic inquiry such as interviews, participant observations and document analysis. The socio-cultural factors affecting their language learning process and acculturation are analyzed. Key elements of the lived experiences of these South Asian females surfacing in the case study data are isolation and gender inequity. Socio-cultural identity emerges as a very influential factor in the language learning process. I understand this identity as socially constructed, contradictory, and fluid. Peirce's poststructuralist conception of social identity as multiple, a site of struggle, and subject to change is used in the theoretical framework. Her concept of "investment" is employed to describe immigrant women's involvement in the language learning process. An umbrella category termed the "weight of society" is used to explain the influences of socio-cultural norms on the language learning processes of the four research participants. Implications for immigrant language training policies and further research are suggested.

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 97-105).

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 97-105). Also available in print.

Thesis (M.S.) --The University of North Carolina at Greensboro, 2008. / Directed by Martha Taylor; submitted to the Dept. of Nutrition. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 62-65).