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University of Connecticut

Theses/Dissertations

2016

Gender

Articles 1 - 3 of 3

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Addressing The Gender Workforce Gap In The Scientific Journal Editorial Hierarchy, Nishelli Ishti Ahmed Dec 2016

Addressing The Gender Workforce Gap In The Scientific Journal Editorial Hierarchy, Nishelli Ishti Ahmed

Master's Theses

No abstract provided.


Gender In 17th Century Southern New England, Megan K. Willison Aug 2016

Gender In 17th Century Southern New England, Megan K. Willison

Master's Theses

This thesis, written in the form of two broadly related articles, aims to address questions related to topics of gender, identity, cultural change and continuity, and the materiality of social institutions. Each article investigates how artifacts, as physical objects unintentionally or purposefully discarded, represent and reflect human behavior, societal ideologies, and cultural infrastructures. Using primary sources, archaeological evidence, and linguistic data, each article proposes that certain artifact classes are representative of larger societal ideals and cultural mores, such as gender systems and ways of defining one's gender identity. The first article studies these topics through the analysis of funerary remains …


Individual Differences In Evaluating The Credibility Of Online Information In Science: Contributions Of Prior Knowledge, Gender, Socioeconomic Status, And Offline Reading Ability, Elena Forzani Aug 2016

Individual Differences In Evaluating The Credibility Of Online Information In Science: Contributions Of Prior Knowledge, Gender, Socioeconomic Status, And Offline Reading Ability, Elena Forzani

Doctoral Dissertations

This study investigated how seventh grade students performed on a measure of online critical evaluation in science (the ORCA). The analysis included evaluating the extent to which critical evaluation also appeared to be an aspect of other elements of online research and comprehension, including reading to locate information, reading to synthesize information, and reading and writing to communicate information. Additionally, this study examined the extent to which several important individual difference variables affected students’ ability to critically evaluate information during online reading in science. The individual difference variables evaluated in this study included prior knowledge, gender, socioeconomic status, and offline …