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• 51. [Article] Gendered Leadership? Female Community College Presidents and their Leadership Behaviors

  Considerable research has been done on women and leadership styles, and while most have found very little to no difference in leadership style between men and women, there has been conflict with individual ...

  Citation × Citation Citation Abstract Copy Title: Gendered Leadership? Female Community College Presidents and their Leadership Behaviors Author: Rafia, Lida Considerable research has been done on women and leadership styles, and while most have found very little to no difference in leadership style between men and women, there has been conflict with individual gender roles and organizational roles (Eagly & Johnson, 1990; Eddy & Cox, 2008; Kanter, 1997). These studies on gendered organizations led to more questions regarding women's leadership behaviors once in presidency roles. Are women a product of their gendered organization, meaning that their leadership behavior represents a stereotypic male? The purpose of this study is to examine the ways in which gender has had an impact on women community college presidents. With the impending retirement of community college leaders, the need to evaluate current female presidents' respective leadership behaviors can add to understanding of the individual women in these roles, but also to their institutions' cultures of gender and leadership behaviors. Utilizing critical feminist theory, this qualitative narrative analysis examined how gender has impacted the leadership behaviors of current female community college presidents in the Pacific Northwest. The methods used included 90-minute, face-to-face interviews with eight current female community college presidents in the Pacific Northwest. The findings from the study suggest that gender, among other aspects of identity, has affected the leadership behaviors of female community college presidents. The study found that five themes emerged as a result of the data analysis: 1) intersectionality, 2) image, 3) preserving integrity, 4) credibility, 5) authenticity. This study also attempted to understand through research the institutional and society barriers women community college presidents face in order to create positive change for more women to succeed. Title: Gendered Leadership? Female Community College Presidents and their Leadership Behaviors Author: Rafia, Lida Considerable research has been done on women and leadership styles, and while most have found very little to no difference in leadership style between men and women, there has been conflict with individual gender roles and organizational roles (Eagly & Johnson, 1990; Eddy & Cox, 2008; Kanter, 1997). These studies on gendered organizations led to more questions regarding women's leadership behaviors once in presidency roles. Are women a product of their gendered organization, meaning that their leadership behavior represents a stereotypic male? The purpose of this study is to examine the ways in which gender has had an impact on women community college presidents. With the impending retirement of community college leaders, the need to evaluate current female presidents' respective leadership behaviors can add to understanding of the individual women in these roles, but also to their institutions' cultures of gender and leadership behaviors. Utilizing critical feminist theory, this qualitative narrative analysis examined how gender has impacted the leadership behaviors of current female community college presidents in the Pacific Northwest. The methods used included 90-minute, face-to-face interviews with eight current female community college presidents in the Pacific Northwest. The findings from the study suggest that gender, among other aspects of identity, has affected the leadership behaviors of female community college presidents. The study found that five themes emerged as a result of the data analysis: 1) intersectionality, 2) image, 3) preserving integrity, 4) credibility, 5) authenticity. This study also attempted to understand through research the institutional and society barriers women community college presidents face in order to create positive change for more women to succeed. Close

• 52. [Article] Gender and science identity and the visitor experience : looking closely at aquarium visitors

  In recent years, there has been an increased focus on identity and how it shapes visitor experience in free-choice learning (FCL) environments. Inquiry into how visitor's sex impacts identity and experience ...

  Citation × Citation Citation Abstract Copy Title: Gender and science identity and the visitor experience : looking closely at aquarium visitors Author: Robichaux, Laia C. In recent years, there has been an increased focus on identity and how it shapes visitor experience in free-choice learning (FCL) environments. Inquiry into how visitor's sex impacts identity and experience has yielded equivocal results. To date there has been no research into how the psychosocial construct of gender and gender identity influence visitor identity, experience, and science identity. This thesis set out to discover possible connections between and individual's visitor experience, visitor identity, free-time science activities, and science identity through the gender identity lens. The study took place at the Oregon Coast Aquarium in Newport, Oregon. The Personal Attributes Questionnaire (PAQ) was used to measure gender identity, and interviews were conducted to determine visitor experience, visitor identity, and science identity based on free-time science activities engaged in by the participants. Raw PAQ scores were statistically analyzed within the study population using standardized scores, which were then applied to the coded interview data. Links and "hints" were noted based on this analysis, and hypotheses for future research were formulated based on this data. Gender identity emerged as a useful construct that could broaden the FCL field's ability to understand the complexity of the visitor experience and explain some of the equivocal findings about traditional influences of sex in such settings. Although science identity did not emerge as an important variable, there are likely conceptual and measurement issues affecting these findings. The information gathered here and applied to research in the future, both in school and FCL settings, could lead to a deeper understanding of why there is still a gender gap in many science, mathematics, engineering, and technology fields. Title: Gender and science identity and the visitor experience : looking closely at aquarium visitors Author: Robichaux, Laia C. In recent years, there has been an increased focus on identity and how it shapes visitor experience in free-choice learning (FCL) environments. Inquiry into how visitor's sex impacts identity and experience has yielded equivocal results. To date there has been no research into how the psychosocial construct of gender and gender identity influence visitor identity, experience, and science identity. This thesis set out to discover possible connections between and individual's visitor experience, visitor identity, free-time science activities, and science identity through the gender identity lens. The study took place at the Oregon Coast Aquarium in Newport, Oregon. The Personal Attributes Questionnaire (PAQ) was used to measure gender identity, and interviews were conducted to determine visitor experience, visitor identity, and science identity based on free-time science activities engaged in by the participants. Raw PAQ scores were statistically analyzed within the study population using standardized scores, which were then applied to the coded interview data. Links and "hints" were noted based on this analysis, and hypotheses for future research were formulated based on this data. Gender identity emerged as a useful construct that could broaden the FCL field's ability to understand the complexity of the visitor experience and explain some of the equivocal findings about traditional influences of sex in such settings. Although science identity did not emerge as an important variable, there are likely conceptual and measurement issues affecting these findings. The information gathered here and applied to research in the future, both in school and FCL settings, could lead to a deeper understanding of why there is still a gender gap in many science, mathematics, engineering, and technology fields. Close

• 53. [Article] It’s a Man’s World

  Citation × Citation Citation Abstract Copy Title: It’s a Man’s World Author: Harris, Amy Title: It’s a Man’s World Author: Harris, Amy Close

• 54. [Article] Gender role attitudes among Thai college students : traditional or egalitarian?

  The purpose of this investigation is to explore gender role attitudes among Thai college students and to determine whether differences in gender role attitudes among Thai college students are related to ...

  Citation × Citation Citation Abstract Copy Title: Gender role attitudes among Thai college students : traditional or egalitarian? Author: Surinya, Tippavan The purpose of this investigation is to explore gender role attitudes among Thai college students and to determine whether differences in gender role attitudes among Thai college students are related to the sex of students, college major and family structure. To investigate this problem a Gender Role Attitude Inventory is developed and three hypothesis are developed. Research participants include 300 junior/undergraduate college students at Kasetsart University in Bangkok, Thailand. Frequencies and descriptive statistics are used to analyze the sample and inferential statistics are used to interpret the data and to answer the research question posed. The group West is used to compare the mean difference of students' gender role attitude scores between male and female students, between female students who participate in traditional feminine college majors and those who are involved in nontraditional college majors, and between students who grew up in families where both parents worked outside the home and those who were raised in families where fathers were employed and mothers did not work outside the home. The results show that female students expressed significantly more egalitarian gender role attitudes than male students. Female students with nontraditional majors tend to demonstrate more egalitarian gender role attitudes than those with traditional majors. Students from dual-earner families, where both father and mother worked outside the home, are shown to have higher levels of egalitarian gender role attitudes as compare to students from single-earner families, where fathers were employed outside the home and mothers were not employed in wage labor. Title: Gender role attitudes among Thai college students : traditional or egalitarian? Author: Surinya, Tippavan The purpose of this investigation is to explore gender role attitudes among Thai college students and to determine whether differences in gender role attitudes among Thai college students are related to the sex of students, college major and family structure. To investigate this problem a Gender Role Attitude Inventory is developed and three hypothesis are developed. Research participants include 300 junior/undergraduate college students at Kasetsart University in Bangkok, Thailand. Frequencies and descriptive statistics are used to analyze the sample and inferential statistics are used to interpret the data and to answer the research question posed. The group West is used to compare the mean difference of students' gender role attitude scores between male and female students, between female students who participate in traditional feminine college majors and those who are involved in nontraditional college majors, and between students who grew up in families where both parents worked outside the home and those who were raised in families where fathers were employed and mothers did not work outside the home. The results show that female students expressed significantly more egalitarian gender role attitudes than male students. Female students with nontraditional majors tend to demonstrate more egalitarian gender role attitudes than those with traditional majors. Students from dual-earner families, where both father and mother worked outside the home, are shown to have higher levels of egalitarian gender role attitudes as compare to students from single-earner families, where fathers were employed outside the home and mothers were not employed in wage labor. Close

• 55. [Article] A Philosophically Serious Comparison of the Ontologies of Race and Gender

  A presentation to the Committee on the Status of Women, American Philosophical Association, Eastern Division Meeting, New York, Dec. 2005. Text also available at http://www.apa.udel.edu/apa/governance/committees/women/ 14 ...

  Citation × Citation Citation Abstract Copy Title: A Philosophically Serious Comparison of the Ontologies of Race and Gender Author: Zack, Naomi, 1944- Year: 2006, 2005 A presentation to the Committee on the Status of Women, American Philosophical Association, Eastern Division Meeting, New York, Dec. 2005. Text also available at http://www.apa.udel.edu/apa/governance/committees/women/ 14 p. Title: A Philosophically Serious Comparison of the Ontologies of Race and Gender Author: Zack, Naomi, 1944- Year: 2006, 2005 A presentation to the Committee on the Status of Women, American Philosophical Association, Eastern Division Meeting, New York, Dec. 2005. Text also available at http://www.apa.udel.edu/apa/governance/committees/women/ 14 p. Close

• 56. [Article] Preservice teachers explore gender issues in education through talk

  The purpose of this study was to analyze preservice teachers' talk about gender issues in education through a poststructural feminist theoretical framework. Eighteen Master of Arts in Teaching students ...

  Citation × Citation Citation Abstract Copy Title: Preservice teachers explore gender issues in education through talk Author: Cammack, J. Camille The purpose of this study was to analyze preservice teachers' talk about gender issues in education through a poststructural feminist theoretical framework. Eighteen Master of Arts in Teaching students volunteered to participate in a seminar. During the seminar the participants wrote about and discussed gender issues in teaching. Data collected from the seminar included transcripts of audio-taped conversations as well as response journals and autobiographical sketches written by the participants. Four themes, gender talk, teacher talk, confessional talk, and resistance talk, were explored in the data. The theme gender talk included the participants' observations of and discussions about the differences between females and males. Teacher talk included discussions of what it means to be a teacher and how gender, race, and class impact the teacher's role and the educational experience of children. The data illustrated the multiple and competing discourses these preservice teachers employed when discussing gender issues. The themes confessional talk and resistance talk focused on how the participants talked about gender. These themes raised questions about teacher education practices. They served to illustrate the power relationships inherent in teacher education and how these relations of power act to authorize some discourses and suppress others. Modifications of teacher education practices were recommended by the researcher. These recommendations included helping preservice teachers deconstruct the discourses of education and the role of the teacher as well as suggesting that preservice teachers could benefit from alternate and varied educational sites in which to explore issues of teaching. Title: Preservice teachers explore gender issues in education through talk Author: Cammack, J. Camille The purpose of this study was to analyze preservice teachers' talk about gender issues in education through a poststructural feminist theoretical framework. Eighteen Master of Arts in Teaching students volunteered to participate in a seminar. During the seminar the participants wrote about and discussed gender issues in teaching. Data collected from the seminar included transcripts of audio-taped conversations as well as response journals and autobiographical sketches written by the participants. Four themes, gender talk, teacher talk, confessional talk, and resistance talk, were explored in the data. The theme gender talk included the participants' observations of and discussions about the differences between females and males. Teacher talk included discussions of what it means to be a teacher and how gender, race, and class impact the teacher's role and the educational experience of children. The data illustrated the multiple and competing discourses these preservice teachers employed when discussing gender issues. The themes confessional talk and resistance talk focused on how the participants talked about gender. These themes raised questions about teacher education practices. They served to illustrate the power relationships inherent in teacher education and how these relations of power act to authorize some discourses and suppress others. Modifications of teacher education practices were recommended by the researcher. These recommendations included helping preservice teachers deconstruct the discourses of education and the role of the teacher as well as suggesting that preservice teachers could benefit from alternate and varied educational sites in which to explore issues of teaching. Close

• 57. [Article] Gender Differences in Robot Teleoperation

  Citation × Citation Citation Abstract Copy Title: Gender Differences in Robot Teleoperation Author: Showkat, Dilruba Title: Gender Differences in Robot Teleoperation Author: Showkat, Dilruba Close

• 58. [Image] Implementing gender policy in the water and sanitation sector

  	Citation × Citation Citation Abstract Copy Title: Implementing gender policy in the water and sanitation sector Author: Davis, Susan Schaefer Year: 1996 Title: Implementing gender policy in the water and sanitation sector Author: Davis, Susan Schaefer Year: 1996 Close

• 59. [Article] Exploring gender differences in self regulation among Head Start and non-Head Start kids

  Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status ...

  Citation × Citation Citation Abstract Copy Title: Exploring gender differences in self regulation among Head Start and non-Head Start kids Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children. Title: Exploring gender differences in self regulation among Head Start and non-Head Start kids Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children. Close

• 60. [Article] S(He)

  Industries such as science, technology, engineering and mathematics (STEM), continue to employ fewer women compared to men. These professions that are traditionally considered more masculine sustain gender-imbalanced ...

  Citation × Citation Citation Abstract Copy Title: S(He) Author: Parker, Kari Industries such as science, technology, engineering and mathematics (STEM), continue to employ fewer women compared to men. These professions that are traditionally considered more masculine sustain gender-imbalanced work forces and are also unattractive to women at an academic level. This thesis explores the hypothesis that performance can be a powerful instrument when used to expose the social issues surrounding women in the STEM industries. The research on this topic confirms the existing gap between genders in this industry and the benefits of closing this gap. A study is performed exploring the possible reasons for the ongoing gap as well as the symptoms of perpetuating gender inequality in STEM. In order to discover possible remedies, an additional analysis on the impact of various forms of media is documented. The results of this research inspired a potential solution in the form of a comedic monologue, in hopes of raising awareness about the current issues experienced by women studying or working in STEM. Title: S(He) Author: Parker, Kari Industries such as science, technology, engineering and mathematics (STEM), continue to employ fewer women compared to men. These professions that are traditionally considered more masculine sustain gender-imbalanced work forces and are also unattractive to women at an academic level. This thesis explores the hypothesis that performance can be a powerful instrument when used to expose the social issues surrounding women in the STEM industries. The research on this topic confirms the existing gap between genders in this industry and the benefits of closing this gap. A study is performed exploring the possible reasons for the ongoing gap as well as the symptoms of perpetuating gender inequality in STEM. In order to discover possible remedies, an additional analysis on the impact of various forms of media is documented. The results of this research inspired a potential solution in the form of a comedic monologue, in hopes of raising awareness about the current issues experienced by women studying or working in STEM. Close