Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 168-173). Also available via the Internet.

Thesis (Ph. D.)--University of California, Berkeley, 1986. / "1416." Includes bibliographical references (leaves 259-268).

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 128-133).

I explore how gender operates to disadvantage women graduate students in the geosciences. My study is framed and supported by three veins of theory which provide insight into how gender operates in often invisible ways to marginalize and exclude women scientists: Joan Acker’s theory of gendered organizations, theory regarding the process of socialization into graduate school, and feminist theory regarding the relationship between women and the sciences. While women vary in the extent to which they see gender bias as impacting their experience in graduate school, there are invisible ways in which gender bias operates to disadvantage women. For example, the expectation held by elite graduate programs that students should avoid taking on responsibilities outside the classroom and lab marginalizes women who have or are interested in having partners or children; due to cultural understandings about what a father’s role in the family should be, the same does not hold true for men. Disadvantages experienced in graduate school may impact women later on in their careers and ultimately lead them to exit the field. I suggest that current messages about the field of geosciences, and the oil & gas industry in particular, may strip women (and men) of a feminist platform from which to combat gender inequality. / text

The under-representation of women in science-related fields has serious economic and social implications as Canada is confronted by a shortage of scientists especially in engineering and the applied sciences. The purpose of this study was to investigate similarities and differences between second-year female college students (N = 79) who intend to pursue pure and applied sciences (PAS), and their male counterparts (N = 81), and between PAS females and females who intend to pursue health sciences (HS) (N = 85). The study investigated the relative importance of motivational, self-concept-related, and sociopsychological variables on women's science college majors. The following measures were administered once: (1) Educational Aspiration Questionnaire, (2) Mastery Scale (Farmer, 1981), (3) Strong-Campbell Interest Inventory (Hansen & Campbell, 1985), (4) Ability and Effort Attribution Measure (Farmer, 1981), (5) Attitudes Toward Women Scale (Spence, Helmreich & Stapp, 1973), (6) Parent, Teacher, and Counsellor Support Scales, respectively (Farmer, 1981). The Stated Occupational Questionnaire was administered twice, three months apart. Results indicated that females in PAS had more liberal attitudes toward women, had more interests in medical sciences and services, and had fewer interests in mechanical activities and physical sciences than the males. However, the overall statistical analyses indicated far more similarities than differences between females and males in PAS, and also between females in PAS and HS except in the area of measured interests. While further research on the above variables over time is warranted, these findings have important implications for counselling psychologists.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 191-196). Also available on the World Wide Web.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Sep. 20, 2006). PDF text: x, 157 p. : col. ill. ; 1.19Mb. UMI publication number: AAT 3213859. Includes bibliographical references. Also available in microfilm and microfiche formats.

No description available.

Thesis (Ph.D.) -- University of Texas at Arlington, 2009.

Thesis (M.A.)--Brigham Young University. Dept. of English, 2004. / Includes bibliographical references (p. 113-116).