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Surrendering To Gender In Education? Complacency And The Woman Leader, Kimberly L. Clark Ed. D., Ane T. Johnson Ph. D.

Journal of Women in Educational Leadership

The purpose of our study was to better understand the role of gender performance for aspiring school leaders through a reflection of their journey through the administrative pipeline. The transformation of professional aspirations throughout and following the certification process and during employment was also analyzed. Also, the appealing factors of a nontraditional administrative preparation program were evaluated. Using heuristic qualitative methods, women graduates of and expedited certification for educational leadership program participated in focus groups and a select group returned for individual interviews. Coding was employed to analyze the data. Our participants entered into school leadership as a result of …

Headdress Forms In The Paracas Necrópolis Mortuary Tradition, Ann H. Peters

PreColumbian Textile Conference VII / Jornadas de Textiles PreColombinos VII (2016)

The importance of headdress is indicated by its careful arrangement on the head of the recently deceased, display on the apex of a mortuary bundle, and prominent depiction in contemporary artifacts. In woven, embroidered or painted imagery, headdress elements include featherwork, the body of a bird or mammal, draped cloth or intertwined bands, often depicted as serpents. Due to their position above the human body, the headdresses are the most consistently preserved textile artifacts in tombs of the Paracas Necropolis mortuary tradition. Some elements appear only with men, others are found with both men and women and certain headcloths are …

Dressing The Part: Clothing And Gender Identity On The Frontier Artifacts From Steamboat Bertrand, Kami Ahrens

Anthropology Department: Theses

This study re-examines established views on gender divisions in the nineteenth century and further investigates the relationship between identity construction and material culture, with an emphasis on clothing. Using artifacts from the Steamboat Bertrand collection as a case study, the project explores the maintenance and performance of Victorian gender ideals in Montana mining communities. Steamboat Bertrand sank in 1865 on its maiden journey to Fort Benton, Montana, carrying a variety of goods for commercial sale, as well as the personal goods of passengers aboard the ship. The artifacts excavated from the ship provide a unique examination into the lives of …

The Rug's Topography, Rana Young

School of Art, Art History, and Design: Theses and Student Creative Work

My complex relationship with photographs began when I was young. I remember tearing images out of publications and bringing them to my dad prepared with questions. Where I grew up, normative values defined by anatomy at birth impacted an individual’s gender perception and performance. Raised by a single father, I experienced a non-traditional family structure in my home. Seeing photographs portraying the “wholeness” of family contradicted my reality. Those psychological impressions provoked my curiosity and propelled me to solve the mystery of what existed beyond the scene depicted.

In retrospect, my search for missing context stems from an interest in …

The Potential Scientist’S Dilemma: How The Masculine Framing Of Science Shapes Friendships And Science Job Aspirations, G. Robin Gauthier, Patricia Wonch Hill, Julia Mcquillan, Amy N. Spiegel, Judy Diamond

Department of Sociology: Faculty Publications

In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1) boys and girls do not differ in self-perceived science potential and science career aspirations; (2) consistent with gender-based norms, both middle …

Science Possible Selves And The Desire To Be A Scientist: Mindsets, Gender Bias, And Confidence During Early Adolescence, Patricia Wonch Hill, Julia Mcquillan, Eli Talbert, Amy N. Spiegel, G. Robin Gauthier, Judy Diamond

Department of Sociology: Faculty Publications

In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these …

On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little

To Improve the Academy: A Journal of Educational Development

Educational developers around the world are employed in a range of settings and under different working conditions, including academic (faculty) positions and administrative (professional staff) roles. Curiously, in a survey of 1,000 developers from 38 countries, the authors find that a full 51% of developers in the United States are on administrative contracts, while only 16% are on employed as faculty—figures that are markedly out of kilter with the overall international data. In this paper, the authors argue that the positioning of educational developers matters because of the “wall in the head”—the perceived division between faculty and staff in United …

Foreign And U.S Educated Faculty Members’ Views On What Constitutes Excellent Teaching: Effects Of Gender And Discipline, Emad A. Ismail, James E. Groccia

To Improve the Academy: A Journal of Educational Development

This study identifies views of foreign-educated faculty who teach in American universities on what constitutes excellence in teaching based on different demographics using the online version of the Teacher Behavior Checklist. Faculty from 14 institutions within the Southern Regional Educational Board (SREB) were asked to rank the top 10 of 28 teacher qualities of excellent teaching. The final faculty sample consisted of 448 participants, of which 309 were United States-educated (US-educated), and 139 were foreign-educated. The majority of the foreign-educated faculty were from Asia and Europe. Results showed that both US- and foreign-educated faculty agreed on eight qualities as the …

Engineering Professors’ Perspectives On Gender And Assessment Of Teamwork, Kacey Beddoes, Grace Panther

Department of Civil and Environmental Engineering: Faculty Publications

Teamwork is an important component of engineering education programs; however, when not facilitated well, it can be a site of gender biases. The aim of this article is to thematically explore what and how engineering professors think about gender in the assessment of teamwork. In 2014 and 2015, semi-structured interviews were conducted with 39 engineering professors in the United States. Interviews covered a wide range of topics, with one section of the interviews devoted to teamwork specifically. For this article, the parts of the interviews about assessment of teamwork are analyzed. It was found that most participants were unaware of …

Lgbtq+ Young Adults On The Street And On Campus: Identity As A Product Of Social Context, Rachel M. Schmitz, Kimberly A. Tyler

Department of Sociology: Faculty Publications

Lesbian, gay, bisexual, queer, and other sexual and gender minority (LGBTQ+) young adults face unique identity-related experiences based on their immersion in distinctive social contexts. The predominant framework of performing separate analyses on samples of LGBTQ+ young people by their primary social status obfuscates more holistic understandings of the role of social context. Using 46 in-depth interviews with LGBTQ+ college students and LGBTQ+ homeless young adults, we ask: How are LGBTQ+ young adults’ capacities for “doing” their gender and sexual identities shaped by their distinctive social contexts? In developing their identities, both groups of LGBTQ+ young adults navigated their social …