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Descriptors:
Sexual Abuse; Child Abuse; Gender Differences; Self Disclosure (Individuals); Sex Bias; Foreign Countries

Abstract:
This study qualitatively explored dynamics that impede or promote disclosure of child sexual abuse. Findings on the impact of gender on disclosure are reported based on data from 30 in-depth interviews of adult survivors. While there were strong similarities, noteworthy differences connected to gender and disclosure emerged. The overall trend was toward delaying disclosure, and for those who tried to disclose in childhood, attempts were often made in behavioral or indirect verbal ways. However, males reported difficulty disclosing because they feared being viewed as homosexual and as victims. Women's difficulties centered on feeling conflicted about responsibility, and they more strongly anticipated being blamed or not believed. Findings are linked to therapeutic work with traumatic loss. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Career Choice; Career Development; Educational Environment; Environmental Influences; Equal Education; Equal Opportunities (Jobs); Females; Feminism; Gender Issues; Goal Orientation; Higher Education; Mathematics; Sciences; Self Esteem; Sex Bias; Sex Differences; Sex Role; Social Support Groups; Socioeconomic Status; Student Motivation

Abstract:
The under-representation of women in physical science, technology, engineering, and mathematics (PSTEM) career fields is a persistent problem. This paper summarizes an extensive review of the literature pertaining to the many issues that surround this problem. The review revealed a wide range of viewpoints and a broad spectrum of research methodologies used to analyze the multiple factors associated with the under-representation of women in PSTEM career fields. It used four frameworks to examine the issue: social psychological framework: internal conflict models; environmental and economic framework: external conflict models; comprehensive framework: integrated models; and critical feminist framework: alternate assumptions models. Overall, regarding internal conflicts, confidence issues were found to be a barrier, and goal-orientation an asset. Regarding external conflicts, negative environments were offset by positive social support networks. Regarding integrated models, good preparation and good advising were necessary, but not sufficient, to sustain commitment. Regarding the feminist perspective, women avoid intervention strategies that label them as defective or try to fit them to the mold or a male-dominated paradigm. (Contains 83 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (525K)

Descriptors:
Academic Achievement; Action Research; Cooperative Learning; Elementary Secondary Education; Experiential Learning; High Risk Students; Higher Education; Low Achievement; Middle School Students; Middle Schools; Preservice Teacher Education; Second Language Instruction; Second Language Learning; Sex Bias; Student Evaluation; Student Motivation; Student Research; Teaching Methods; Urban Schools; Vocabulary Development

Abstract:
This document presents the course syllabus for Education 590 Culminating Experience at the University of Tennessee at Chattanooga's teacher licensure program. It also includes action research projects from spring 2003: "'To Track or Untrack...That Is the Question'" (Sarah Armes); "Providing Urban Students with the Motivation to Succeed in School" (Laura K. Cline); "Understanding the Structure of DNA" (Gary S. Dunn); "The Effectiveness of Direct Instruction with High Priority (Low Performing) Middle School Students" (Andrew Falk); "Pythagorean Theorem Learning Assessment in Urban High School Geometry" (William A. Floyd); "Flexibility with the Sit and Reach Test" (Heather Huffman); "Total Physical Response Storytelling and Vocabulary Retention in Second Language Learning" (Christina L. McCombs); "The Use of Mnemonic Devices in the Teaching of Mathematics in Middle School: What a Group of Eighth Graders Remember that Help Them Solve Math Problems" (Charles C. Milam, Sr.); "Learning through Directed Instruction vs. Cooperative Learning" (Julie Burnes Novak); "Effects of Emphasizing the Processes of Scientific Inquiry in Relation to Student Motivation and Achievement in the Middle School Science Curriculum" (John Ramey); "The Merits of Geography Teaching that Engages and Provides Experiential Learning for Students" (John Shearer); "Children's Theatre" (Erianona M. Vali); and "Gender Bias in the Science Classroom: An Analysis of the Science TCAP Achievement Test for 2002" (Jason Wohlers). (Papers contain references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; Community Colleges; English; Gender Issues; Higher Education; Males; Sex Bias; Sex Differences; Student Attitudes

Abstract:
This paper reports the results of a factorial experiment investigating the reactions of male students to a hypothetical English course offered at the community college level. The participants (n=136) consisted of students enrolled in English 1010 courses at 4 community colleges in a Southeastern state. The independent variables were gender of student, gender of the author assigned, and the type of reading assigned (narrative/expository). The dependent variable was a composite rating of student attraction to the course. Males preferred male authors and revealed less interest in the course than females. Testing also detected an interaction effect between gender of the author and style of writing. Unlike previous studies, males preferred a narrative style to expository assignments. The findings have practical implications for educational programs, English instructors, and future research. (Contains 3 tables and 39 references.) (Author/SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (329K)

Descriptors:
Adolescents; Females; Feminism; Resistance (Psychology); Secondary Education; Self Esteem; Sex Bias; Sexual Harassment; Sexuality; Student Empowerment

Abstract:
Based on written interviews and textual analysis of zines produced by girls involved in the feminist subculture of Riot Grrrl, this article maintains that zine making is one way for girls to form support networks and create a safe space to examine and resist the cultural devaluation of women. (SM)

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Descriptors:
Black Students; Elementary Secondary Education; Males; Racial Bias; School Social Workers; Sex Bias; Special Education

Abstract:
Discusses current practices and challenges within the education system that inhibit the ability of school social workers to respond effectively to the issue of overrepresentation of African American males in special education, suggesting that establishing professional boundaries, avoiding professional drift, and operating within the profession's code of ethics are factors critical to effective practice of school social work in the reduction of overrepresentation of African American males. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Education; Females; Foreign Countries; Gender Issues; Higher Education; Preservice Teacher Education; Sex Bias; Teacher Role; Women Faculty; Womens Education

Abstract:
Examines gendered structures and processes of primary teacher education in Finland from a historical perspective, asserting that Finnish female teachers have been and are educated to be the "responsible other" and to be marginalized in comparison to male teachers. The paper states that primary education is considered one of the environments that reproduces gendered divisions and maintains otherness in societal and personal histories. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Childhood Education; Educational Objectives; Employment Practices; Gender Issues; Males; Personnel Integration; Preschool Teachers; Sex Bias; Sex Fairness; Sex Role; Teacher Recruitment

Abstract:
Discusses three benefits of recruiting male early childhood teachers: creating a gender fair classroom, offering positive male role models, and improving wages for early childhood educators. Discusses institutional barriers to hiring male teachers and considers changes that must be made to overcome them. (JPB)

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Descriptors:
Children; Divorce; Foreign Countries; Sex Bias; Sex Role

Abstract:
Using data from respondents to the Indian National Family Health Surveys, having at least one son is associated with a significantly lower risk of divorce or separation. Moreover, with few exceptions, the effect of children's sex composition on the risk of divorce holds for subgroups of Indian women across categories of education, religion, location, caste, cohort, and region. (Contains 54 references and 3 tables.) (GCP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship Education; Civil Rights; Educational Policy; Equal Education; Ethnic Groups; Ethnicity; Females; Foreign Countries; Gender Issues; Language Minorities; Minority Groups; National Curriculum; Primary Education; Secondary Education; Sex Bias; Sex Discrimination

Abstract:
Argues that citizenship education in Laos' national curriculum is contradictory and problematic. Notes that this curriculum excludes the rights or practice of ethnic minority cultures and languages. Discusses implications for girls and minority groups participation in the wider society. Asks general questions about implications for gender and ethnicity education policy. (CAJ)

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