Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 137-162). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--Briercrest Biblical Seminary, 2000. / Abstract. Includes bibliographical references (leaves 92-97).

Thesis (Ph. D.)--University of Wisconsin-Madison, 2000. / Includes bibliographical references. Also available on Internet.

No description available.

Although more and more women are present in university, feminist scholars contend that we have been and often still are viewed as "other" in this context. This position of "outsider" can problematize academic discourse for women writers. This qualitative study explores the search for authority as academic writers among twelve re-entry women graduate students. This quest is explored as a social process within the university setting. The study argues that re-entry graduate women encounter the problem of "authority" at several levels: in their experience of self as academics; in their experience of the academic milieu; and in their relation to texts (their own and others). The data show that the lived experience of graduate studies confers on re-entry women an identity of not belonging and thus undermines their sense of authority as academics which they seek. Thus authority and identity, like writing itself, are revealed as social processes. / This study tells the story of the re-entry women's academic experiences, of their anticipation and disappointment, indeed devastation when they encountered sexism, ageism and racism. Although the study highlights the difficulties these women have in university, it also shows how positive social relations with professors and other colleagues can have a profound impact on re-entry women. It makes clear that these women thrive on social support, that they value the professor who affirms their identity as becoming academics, who helps them achieve not only the knowledge of an expert but also the stance and the voice---in short, to develop their sense of authority.

The purpose of this study was to determine the HPV knowledge of college women and their intentions to receive the HPV vaccination.An original data collection instrument was created. This instrument consisted of nine HPV knowledge questions, one intention to receive the vaccine stage question, and three demographic questions. Data were collected during Fall semester of 2007. The participants of this study were females (n=361) who were enrolled in an introductory personal health course. There was a statistically significant difference in intentions to receive the vaccine stage and HPV knowledge level. Those females who had higher mean knowledge scores were more likely to have made a decision about receiving the vaccine or they are still trying to decide. Those females who had lower mean knowledge scores were more likely to be unaware of the vaccine or have not thought about receiving the vaccine. / Department of Physiology and Health Science

The tattooing culture has been associated with negativity and danger for much of the Western culture’s history (Atkinson, 2003; Caplan, 2000; DeMello, 2000). Recently,a shift has occurred in which the practice of tattooing has become a method of expression and a tool in illustrating one’s identity. Despite this transition, there continues to be hesitation against the tattooing culture regarding acceptance in the collegiate and professional setting (Manuel & Sheehan, 2007). The strongest hesitation seems to be toward females with tattoos based on our society’s beauty ideals and expectations of feminine expression and behavior (Atkinson, 2002; Atkinson, 2003). Through means of qualitative methodology, semi-structured interviews were conducted with seven tattooed, female, undergraduate students. Their experiences were transcribed and the data were analyzed using coding (Strauss and Corbin, 1990) to identify prominent themes among the participants. The women shared their experiences of why they chose tattooing to express their ideas and shared the meaningful stories that inspired the art they have or will be getting. They also shared many stories of disapproval or mistreatment as a result of being a tattooed female. There was particular connection between disapproval and generational beliefs as well as religious beliefs. The college environment was an overall positive environment for the women to be, however stories were shared of mistreatment or judgment from the classroom or particular areas of study. Suggestions were presented for those who work in the college setting with students who might be of this sub-population. / Access to thesis permanently restricted to Ball State community only. / Department of Educational Studies

Undergraduate honors paper--Mount Holyoke College, 2007. Dept. of Sociology. / Includes bibliographical references (leaves 115-116).

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Helen Lenskyj.

Thesis (M.A.)--College of William and Mary. / Typescript (photocopy). Vita. Includes bibliographical references (leaves 83-86). Also available via the World Wide Web.