Digital Commons Network^™

Gender, Empowerment And Coffee In Mexico And Central America: A Policy Analysis, Lisa M. Fry

Electronic Theses and Dissertations

Coffee is an important commodity for Central American countries. Like other agricultural production, coffee production in the region is undergoing a “feminization” in which women become the primary producers. However, female agricultural producers face constraints that their male counterparts do not. This study analyzes policies to determine if they promote or continue the inhibition of empowerment of female coffee producers. The results of the study indicate that policies relating to Central American coffee production are promoting women’s empowerment, but implementation remains weak. Policy recommendations are included.

Addressing Relational Aggression: Assessing The Merits Of Coeducational And Gender-Specific Bullying Prevention Programs, Rena Dulberg

Electronic Theses and Dissertations

Interviews with eight bullying prevention program directors from around the country reveal the extent to which research findings are reflected in bullying prevention programs currently in operation. Framed as a list of best practices for coeducational and gender-specific bullying prevention curricula, the purpose of the present thesis was to document the most positive contributions made by various approaches to bullying prevention programs to the overall field, and to highlight practices of programs that reflect insight into what is known about gender differences in bullying. Best practices included new approaches to empathy-building, service-learning, confidentiality, cyberbullying, positive reinforcement, reporting systems and youth-driven …

Women Leaders Resolving Conflict In Higher Education: A Feminist Epistemological Perspective, Maureen C. Silva

Electronic Theses and Dissertations

In an American postsecondary context, conflict is inherent (Gianneschi & Yanagiura, 2006; Valian, 1999). Successful navigation of conflict in the academy is vital for those who aspire to leadership positions (Nadler & Nadler, 1987; Walters, Stuhlmacher, & Meyer, 1998). Presently, however, women face significant barriers to achieving success in higher education administration, including gender expectations for conflict resolution behavior (Bartunek, 1992; Bowles, Babcock, & McGinn, 2005; Gayle, Preiss, & Allen, 2002).

While a considerable body of literature exists for understanding gender negotiation, it remains rooted in a masculine paradigm (Kolb & Putnam, 2006; Shuter & Turner, 1997), and, as such, …