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• 1. [Article] Gender Complex Curriculum for the Portland Public School District: Proposal

  GLSEN states that 43.9% of students felt unsafe in school to express their preferred gender in the year 2011. This lack of safety can be attributed to a variety of factors including peer harassment, harassment ...

  Citation × Citation Citation Abstract Copy Title: Gender Complex Curriculum for the Portland Public School District: Proposal Author: Hayes, Kathryn Year: 2014 GLSEN states that 43.9% of students felt unsafe in school to express their preferred gender in the year 2011. This lack of safety can be attributed to a variety of factors including peer harassment, harassment by teachers or staff, lack of support or resources, unintentionally offensive language in the classroom, and lack of gender variety in historical figures and role models. The first part of this project is an original gender-complex curriculum aimed at creating a safer space inside the classroom for elementary aged students who may identify or express as gender variant by encouraging these, and other supportive behaviors by both staff and students. This curriculum is modeled after several successful sexuality and gender education curricula (such as FLASH,Guidelines for Comprehensive Sexuality Education, and Lesson Plans for Building Allies of GLBTQ Youth) and will include activities to increase the awareness of gender and issues surrounding gender. The curriculum will also include a four-week schedule with instructions for conducting these activities in the classroom. The second part of this project is a manual for how to implement the curriculum in the classroom, specifically for use by an educational professional. This will include a background and introduction to various gender related issues and a glossary of terms to help assist the professional in understanding why this curriculum is important. Title: Gender Complex Curriculum for the Portland Public School District: Proposal Author: Hayes, Kathryn Year: 2014 GLSEN states that 43.9% of students felt unsafe in school to express their preferred gender in the year 2011. This lack of safety can be attributed to a variety of factors including peer harassment, harassment by teachers or staff, lack of support or resources, unintentionally offensive language in the classroom, and lack of gender variety in historical figures and role models. The first part of this project is an original gender-complex curriculum aimed at creating a safer space inside the classroom for elementary aged students who may identify or express as gender variant by encouraging these, and other supportive behaviors by both staff and students. This curriculum is modeled after several successful sexuality and gender education curricula (such as FLASH,Guidelines for Comprehensive Sexuality Education, and Lesson Plans for Building Allies of GLBTQ Youth) and will include activities to increase the awareness of gender and issues surrounding gender. The curriculum will also include a four-week schedule with instructions for conducting these activities in the classroom. The second part of this project is a manual for how to implement the curriculum in the classroom, specifically for use by an educational professional. This will include a background and introduction to various gender related issues and a glossary of terms to help assist the professional in understanding why this curriculum is important. Close

• 2. [Article] Transmobilities: Mobility, Harassment, and Violence Experienced by Transgender and Gender Nonconforming Public Transit Riders

  This research endeavours to fill a conceptual gap in the social science literature on gender, public space, and urban mobilities by exploring how transgender and gender nonconforming individuals experience ...

  Citation × Citation Citation Abstract Copy Title: Transmobilities: Mobility, Harassment, and Violence Experienced by Transgender and Gender Nonconforming Public Transit Riders Author: Lubitow, Amy, Carathers, JaDee, Kelly, Maura, Abelson, Miriam Year: 2017 This research endeavours to fill a conceptual gap in the social science literature on gender, public space, and urban mobilities by exploring how transgender and gender nonconforming individuals experience public transit. Although previous research has surveyed gender minorities about harassment and discrimination in a range of environments, little is known about the quality or content of these experiences. Drawing from 25 interviews with transgender and gender nonconforming individuals in Portland, Oregon, this article finds that gender minorities experience frequent harassment while engaging with the public transit system. We articulate the concept of transmobilites to describe the ways that transgender and gender nonconforming individuals experience a form of mobility that is altered, shaped, and informed by a broader cultural system that normalizes violence and harassment towards gender minorities. We conclude that gender minorities have unequal access to safe and accessible public transportation when harassment is widespread, normalized, and when policies prohibiting discrimination remain unenforced on urban public transit. Title: Transmobilities: Mobility, Harassment, and Violence Experienced by Transgender and Gender Nonconforming Public Transit Riders Author: Lubitow, Amy, Carathers, JaDee, Kelly, Maura, Abelson, Miriam Year: 2017 This research endeavours to fill a conceptual gap in the social science literature on gender, public space, and urban mobilities by exploring how transgender and gender nonconforming individuals experience public transit. Although previous research has surveyed gender minorities about harassment and discrimination in a range of environments, little is known about the quality or content of these experiences. Drawing from 25 interviews with transgender and gender nonconforming individuals in Portland, Oregon, this article finds that gender minorities experience frequent harassment while engaging with the public transit system. We articulate the concept of transmobilites to describe the ways that transgender and gender nonconforming individuals experience a form of mobility that is altered, shaped, and informed by a broader cultural system that normalizes violence and harassment towards gender minorities. We conclude that gender minorities have unequal access to safe and accessible public transportation when harassment is widespread, normalized, and when policies prohibiting discrimination remain unenforced on urban public transit. Close

• 3. [Article] Substantive Representation by the Unelected: The Role of Staff Gender on Mayoral Priorities in U.S. Cities

  The literature on descriptive and substantive representation focuses on elected representatives, but overlooks the gender of those who play an integral role in policy process (agenda-setting) and outcomes ...

  Citation × Citation Citation Abstract Copy Title: Substantive Representation by the Unelected: The Role of Staff Gender on Mayoral Priorities in U.S. Cities Author: Hottman, Sara M. Year: 2016 The literature on descriptive and substantive representation focuses on elected representatives, but overlooks the gender of those who play an integral role in policy process (agenda-setting) and outcomes (implementation): The elected’s chief of staff, senior policy advisors, and, in council-manager systems, the city manager. This thesis examines the role policy staff and city manager gender plays in substantive representation. After analyzing staff composition and agenda priorities — gleaned from State of the City addresses — for mayors of the 50 most-populous cities in the United States, I found substantial evidence to support my hypotheses that the chief of staff’s gender, not the elected’s gender, will drive the overall gender of staff as well as the gender characterization of policy agendas. Mayors — regardless of gender — with female chiefs of staff in this dataset have more female staffers and more neutral policy agendas. Mayors — regardless of gender — with male chiefs of staff have more male staffers and mostly masculine policy. In weak mayor systems, city managers’ gender strongly influences mayoral policy agendas, especially in small cities; since most city managers are male, those policy agendas are more masculine, regardless of the mayor’s and chief of staff’s gender. Thus, I find that staff who are involved in the intricacies of policy process and outcome have a stronger influence on policy than the public-facing elected official. These results, supplemented by interviews with mayors and chiefs of staff from across the country, could change the importance scholars place on descriptive representation, and alter scholars’ approach to studying both substantive representation for women and American democracy in general. Title: Substantive Representation by the Unelected: The Role of Staff Gender on Mayoral Priorities in U.S. Cities Author: Hottman, Sara M. Year: 2016 The literature on descriptive and substantive representation focuses on elected representatives, but overlooks the gender of those who play an integral role in policy process (agenda-setting) and outcomes (implementation): The elected’s chief of staff, senior policy advisors, and, in council-manager systems, the city manager. This thesis examines the role policy staff and city manager gender plays in substantive representation. After analyzing staff composition and agenda priorities — gleaned from State of the City addresses — for mayors of the 50 most-populous cities in the United States, I found substantial evidence to support my hypotheses that the chief of staff’s gender, not the elected’s gender, will drive the overall gender of staff as well as the gender characterization of policy agendas. Mayors — regardless of gender — with female chiefs of staff in this dataset have more female staffers and more neutral policy agendas. Mayors — regardless of gender — with male chiefs of staff have more male staffers and mostly masculine policy. In weak mayor systems, city managers’ gender strongly influences mayoral policy agendas, especially in small cities; since most city managers are male, those policy agendas are more masculine, regardless of the mayor’s and chief of staff’s gender. Thus, I find that staff who are involved in the intricacies of policy process and outcome have a stronger influence on policy than the public-facing elected official. These results, supplemented by interviews with mayors and chiefs of staff from across the country, could change the importance scholars place on descriptive representation, and alter scholars’ approach to studying both substantive representation for women and American democracy in general. Close

• 4. [Article] “Neither of the Boxes”: Accounting for Non-Binary Gender Identities

  This research examines the ways in which individuals who identify with nonbinary gender identities 1) understand and perform their gender identities and 2) navigate the workplace, intimate partner relationships, ...

  Citation × Citation Citation Abstract Copy Title: “Neither of the Boxes”: Accounting for Non-Binary Gender Identities Author: Savoia, Erin Patricia Year: 2017 This research examines the ways in which individuals who identify with nonbinary gender identities 1) understand and perform their gender identities and 2) navigate the workplace, intimate partner relationships, friendships, and the LGBTQ+ community. Prevailing understandings of gender rely on a gender binary; identification with a binary gender is compulsory. Individuals are assigned a gender at birth and are expected to identify fully with that gender for their entire lives. However, despite significant social pressures to identify as man or woman, there exist individuals whose identities bring into question the stability of the gender binary. Non-binary is sometimes used to describe individuals who do not identify solely or fully as man or woman. Fifteen interviews were conducted with individuals living in the Portland Metro Area who included non-binary as part or all of their gender identity. Questions included general descriptive information, questions about participants’ conceptions of masculinity and femininity, and questions regarding their experiences as a non-binary person in the context of the workplace, intimate partner relationships, friendships, and the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, plus) community. It was found that non-binary individuals are largely held accountable to a normative performance of gender by friends, intimate partners, employers, and coworkers. While non-binary individuals are constrained by the gender structure at the individual, interactional, and institutional levels, they also appear to push back against these constraints in small but meaningful ways. Results from this study provide insight into a group of people which has been largely left out of the literature. Title: “Neither of the Boxes”: Accounting for Non-Binary Gender Identities Author: Savoia, Erin Patricia Year: 2017 This research examines the ways in which individuals who identify with nonbinary gender identities 1) understand and perform their gender identities and 2) navigate the workplace, intimate partner relationships, friendships, and the LGBTQ+ community. Prevailing understandings of gender rely on a gender binary; identification with a binary gender is compulsory. Individuals are assigned a gender at birth and are expected to identify fully with that gender for their entire lives. However, despite significant social pressures to identify as man or woman, there exist individuals whose identities bring into question the stability of the gender binary. Non-binary is sometimes used to describe individuals who do not identify solely or fully as man or woman. Fifteen interviews were conducted with individuals living in the Portland Metro Area who included non-binary as part or all of their gender identity. Questions included general descriptive information, questions about participants’ conceptions of masculinity and femininity, and questions regarding their experiences as a non-binary person in the context of the workplace, intimate partner relationships, friendships, and the LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer, plus) community. It was found that non-binary individuals are largely held accountable to a normative performance of gender by friends, intimate partners, employers, and coworkers. While non-binary individuals are constrained by the gender structure at the individual, interactional, and institutional levels, they also appear to push back against these constraints in small but meaningful ways. Results from this study provide insight into a group of people which has been largely left out of the literature. Close

• 5. [Article] Gender and Sexualities: An Inquiry

  Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University.

  Citation × Citation Citation Abstract Copy Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Title: Gender and Sexualities: An Inquiry Author: Damron, Jason Gary, Reitenauer, Vicki L. Year: 2014 Gender and Sexualities: An Inquiry was created to accompany UNST 231 Sophomore Inquiry: Gender and Sexualities at Portland State University. Close

• 6. [Article] Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina

  This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests ...

  Citation × Citation Citation Abstract Copy Title: Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina Author: Silverman, Marcella Year: 2016 This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests that gender quotas can promote negative public perceptions due to pre-established gender norms and meritocracy violations similarly to sentiments in Affirmative Action programs. Analyzing the survey data taken from participants in Argentina, the results suggests that perceptions of female legislators are impacted by the individual’s knowledge of what a gender quota is as well as the specifics of how Argentine gender quotas are executed. Of the total percentage of participants who took the survey, only a fraction was well versed in the details of gender quotas in their own country. Female participants whom were more versed in gender quotas rated female legislators more favorably within the scenario without gender quotas than with gender quotas. One unexpected result was that difference in average perceptions by sex, with only slight differences of male participants between the scenario with gender quotas and without, compared to a large difference of female participants between the two scenarios. Overall, the results of this paper demonstrate that gender quotas can have negative impacts on the public perceptions of female legislators. Title: Exploring the Negative Perceptions of Female Legislators: the Consequences of Gender Quotas in Argentina Author: Silverman, Marcella Year: 2016 This paper examines how the presence of gender quotas effect public perceptions of female legislators in regards to their competence and qualifications needed to enter public office. This paper suggests that gender quotas can promote negative public perceptions due to pre-established gender norms and meritocracy violations similarly to sentiments in Affirmative Action programs. Analyzing the survey data taken from participants in Argentina, the results suggests that perceptions of female legislators are impacted by the individual’s knowledge of what a gender quota is as well as the specifics of how Argentine gender quotas are executed. Of the total percentage of participants who took the survey, only a fraction was well versed in the details of gender quotas in their own country. Female participants whom were more versed in gender quotas rated female legislators more favorably within the scenario without gender quotas than with gender quotas. One unexpected result was that difference in average perceptions by sex, with only slight differences of male participants between the scenario with gender quotas and without, compared to a large difference of female participants between the two scenarios. Overall, the results of this paper demonstrate that gender quotas can have negative impacts on the public perceptions of female legislators. Close

• 7. [Article] Black Women and Race and Gender Tensions in the Trades

  Citation × Citation Citation Abstract Copy Title: Black Women and Race and Gender Tensions in the Trades Author: Hunte, Roberta Year: 2016 Title: Black Women and Race and Gender Tensions in the Trades Author: Hunte, Roberta Year: 2016 Close

• 8. [Article] Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles

  Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the ...

  Citation × Citation Citation Abstract Copy Title: Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles Author: Kidder, Sylvia Marie Ferguson Year: 2015 Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes. This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning. Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered. Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men. While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality. Title: Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles Author: Kidder, Sylvia Marie Ferguson Year: 2015 Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes. This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning. Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered. Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men. While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality. Close

• 9. [Article] Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

  Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass Ceiling Commission reports ...

  Citation × Citation Citation Abstract Copy Title: Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis Author: Nelli, Debora Kay Year: 2014 Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass Ceiling Commission reports that the gender equity values, beliefs and commitments of institutional leaders are a key factor in reducing institutional gender inequities (U.S. Dept of Labor, 1995), very little is known about the current preparation or evaluation of educational leadership values, especially at the doctoral level (Hess & Kelly, 2007, Grogan & Andrews, 2002; Levine, 2005; Murphy & Vriesenga, 2004). This study utilized feminist content analysis as a conceptual framework and research methodology to examine the collective gender equity values, beliefs and commitments of educational leaders represented in a key textual artifact of doctoral study, the Educational Doctorate (Ed.D.) dissertation. This sequential mixed method content analysis examines 15,014 dissertation titles of Ed.D dissertations completed from 112 U.S. public doctoral granting institutions between 1998-2007 to identify 1185 dissertations indicating gender in their title. A purposeful sample of 177 abstracts was selected from emergent themes for further analysis. The final research phase examined a purposeful sample of 9 complete dissertation texts selected from the analysis of the abstracts. The research focused on two questions, 1.) How prevalent is gender focused inquiry in recent Ed.D. dissertation scholarship, from 1998-2007? 2.) What are the cultural gender beliefs and gender conceptualizations represented in Ed.D. dissertation scholarship from 1998-2007? The findings indicate gender focused inquiry is not prevalent in Ed.D. dissertation titles, in public doctoral granting institutions from 1998-2007; only 7.4 % indicated any mention of gender. The findings also revealed great institutional variation in the prevalence of gender focused dissertations in the 112 institutions examined. Three themes also emerged from patterns of representations illuminating problematic gender cultural beliefs, 1,) male leadership and intellectual authority is privileged, 2.) Black males are "othered", 3.) Latinas are silenced. Three additional problematic themes of gender bias are revealed because of scanty representation in the sample, 1.) LGTBIQ issues silenced, 2.) Title IX trivialized and 3.) Feminism marginalized. Each of these three gender focused categories represented less than 1% of the Ed.D. dissertations completed in U.S. public doctoral granting universities between 1998-2007. The findings have implications for program planning of doctoral Ed. D. programs for the development of gender equity dispositions. The findings also contribute to the discipline by adding to the knowledge of Ed. D. dissertation content. This report includes recommendation for future research and practice. Title: Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis Author: Nelli, Debora Kay Year: 2014 Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass Ceiling Commission reports that the gender equity values, beliefs and commitments of institutional leaders are a key factor in reducing institutional gender inequities (U.S. Dept of Labor, 1995), very little is known about the current preparation or evaluation of educational leadership values, especially at the doctoral level (Hess & Kelly, 2007, Grogan & Andrews, 2002; Levine, 2005; Murphy & Vriesenga, 2004). This study utilized feminist content analysis as a conceptual framework and research methodology to examine the collective gender equity values, beliefs and commitments of educational leaders represented in a key textual artifact of doctoral study, the Educational Doctorate (Ed.D.) dissertation. This sequential mixed method content analysis examines 15,014 dissertation titles of Ed.D dissertations completed from 112 U.S. public doctoral granting institutions between 1998-2007 to identify 1185 dissertations indicating gender in their title. A purposeful sample of 177 abstracts was selected from emergent themes for further analysis. The final research phase examined a purposeful sample of 9 complete dissertation texts selected from the analysis of the abstracts. The research focused on two questions, 1.) How prevalent is gender focused inquiry in recent Ed.D. dissertation scholarship, from 1998-2007? 2.) What are the cultural gender beliefs and gender conceptualizations represented in Ed.D. dissertation scholarship from 1998-2007? The findings indicate gender focused inquiry is not prevalent in Ed.D. dissertation titles, in public doctoral granting institutions from 1998-2007; only 7.4 % indicated any mention of gender. The findings also revealed great institutional variation in the prevalence of gender focused dissertations in the 112 institutions examined. Three themes also emerged from patterns of representations illuminating problematic gender cultural beliefs, 1,) male leadership and intellectual authority is privileged, 2.) Black males are "othered", 3.) Latinas are silenced. Three additional problematic themes of gender bias are revealed because of scanty representation in the sample, 1.) LGTBIQ issues silenced, 2.) Title IX trivialized and 3.) Feminism marginalized. Each of these three gender focused categories represented less than 1% of the Ed.D. dissertations completed in U.S. public doctoral granting universities between 1998-2007. The findings have implications for program planning of doctoral Ed. D. programs for the development of gender equity dispositions. The findings also contribute to the discipline by adding to the knowledge of Ed. D. dissertation content. This report includes recommendation for future research and practice. Close

• 10. [Article] References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books

  Gender stereotypes, gender roles and the underrepresentation of women permeate modern American culture. These forms of sexism limit the socially acceptable ways that children are able to express difficult ...

  Citation × Citation Citation Abstract Copy Title: References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books Author: Budgeon, Machaila Year: 2015 Gender stereotypes, gender roles and the underrepresentation of women permeate modern American culture. These forms of sexism limit the socially acceptable ways that children are able to express difficult emotion as they move through the grief process. This study focuses on these forms of sexism as they influence the creation and continuation of gendered grief by coding seventeen children’s grief picture books. Findings support the hypotheses that, not only are gender stereotypes, roles and the underrepresentation of both men and women present in grief picture books, but that they contribute to gendered grief. Suggestions for future research include a larger sample size and in-depth looks at specific contributors to gendered grief. Title: References to Gendered Grief in Children's Media: A Content Analysis of Grief Picture Books Author: Budgeon, Machaila Year: 2015 Gender stereotypes, gender roles and the underrepresentation of women permeate modern American culture. These forms of sexism limit the socially acceptable ways that children are able to express difficult emotion as they move through the grief process. This study focuses on these forms of sexism as they influence the creation and continuation of gendered grief by coding seventeen children’s grief picture books. Findings support the hypotheses that, not only are gender stereotypes, roles and the underrepresentation of both men and women present in grief picture books, but that they contribute to gendered grief. Suggestions for future research include a larger sample size and in-depth looks at specific contributors to gendered grief. Close