Gender Equity in Education Commons^™

The Quest For Equity: Multicultural Education, Corina Lieu

Capstone Projects and Master's Theses

The focus issue addressed in this Capstone Project is multiculturalism in education. This is an important issue because students deserve an education that reflects their living experiences inside and outside of the classroom. An argument is made that the lack of multiculturalism in education could foster an environment in which students would not receive an education that is equitable. Considerations of the issue should include the perspectives of the principal of a public school, and three staff members. This group of participants provide deeper insights into multiculturalism within the classrooms. After interviewing an administrator and staff members, three different actions …

How Nonbinary College Students At Southern Universities Explore Identity Through Gender Expression, Charles Jesse Thompson

Graduate Theses and Dissertations

As the number of young people identifying as nonbinary continues to increase (Davis, 2018), our need, as educators, to understand their experiences on college campuses also increases. Using narrative inquiry and photovoice, framed by critical queer theory and genderism, this examined both institutionalized and socially constructed expectations and influences that affect the development of nonbinary gender expression and identity for the college students by addressing the research question: What are the experiences of nonbinary college students in the Southern United States in exploring their gender expression at research universities? The five major themes that emerged from this study were as …

Mathematics Is Art: The Impact Of A Non-Traditional Metaphor On Teacher Mindset And Instructional Practices In Mathematics, Karise Mace

Education Doctorate Dissertations

Many teachers hold the belief that one is either a “math person” or not, which impacts their mathematical mindset and instructional practices, and in turn impacts their students’ mindsets and learning experiences. Fostering the development of a mathematical mindset in teachers is critical to dispelling the “math person” myth. As we are metaphorical in nature (Lakoff & Johnson, 1980), the metaphors that we use to conceptualize mathematics are born out of and impact our experiences in its study and provide a means for eliminating this myth. In this mixed-methods study I sought to understand the metaphors that in-service elementary teachers …

The Wheels On The Bus Go Round And Round: Rethinking The St. Louis Busing Program, Tango Walker, Ketosha Harris

Dissertations

This autoethnography shares our personal experiences and counter-narratives in the St. Louis busing program. Through our mission we expound on experiences and real-life situations as seen through our lens as a student and a mother in the St. Louis busing program. Critical race theory (CRT) was used as an essential framework allowing us to focus on the following four tenets: counter-stories, permanence of racism, whiteness as property, interest convergence. (Anderson, et al., 2017). Critical race theory (CRT) is the framework in social sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & …

English Is Not Dead! Long Live English: Teaching The Evolution Of English And Inclusive Communication Via Online, Face To Face Or Hybrid Instruction, Teresa Marie Kelly, Stephanie Thompson, Sheryl Bone

Georgia International Conference on Information Literacy

When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with …

Breaking Bias, Building Belonging: Racism And Misogyny In Campus Communities, Kayla Batalha

Honors Projects in English and Cultural Studies

Breaking Bias, Building Belonging: Racism and Misogyny in Campus Communities is a project that uses art as a research medium in order to first understand how the Bryant community perceives issues of race, gender, and bias, as well as using creative modes of expression to educate participants on issues that are often invisible and go undiscussed on campus. Using qualitative and ethnographic research methods, this exhibit is infused with both primary and secondary research. Data gathered from the literature review explores the theme of community, which serves as the foundation for this project that was subsequently narrowed to focus on …

The Need For A Gender Neutrality Policy In One State's 4-H Program, Nancy Ann Moores

Dissertations

Policies recognizing gender-neutrality and non-binary identities are needed in youth development programs to create a truly inclusive program and a sense of belonging for all youth. This study explored if and how written statewide policies regarding gender- neutrality can most effectively serve members, agents, and volunteers of the 4-H Youth Development Program in the state under study. The context of this study was the 4-H program in one state (agents and administrators as participants) and 4-H programs around the United States (administrators as participants).Preliminary qualitative and quantitative data from my research study indicated that agents in the state under study …

2022 Disabilities Read-In, Illinois Mathematics And Science Academy

Cultural Read-Ins

This event is being co-sponsored by PME, L & D Matters, the History and English Departments, the Office of Diversity, Equity and Inclusion, and the IRC.

Special Guest: Jon Gilroy

Introduction To Special Issue: Online Education And The Return To Normal, Emily D. Ryalls

Feminist Pedagogy

No abstract provided.

“A Tale Of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum To Support Stem Identity Of Underrepresented Students, Jessica Mcclain, Rebecca Colina Neri Ph.D

Northwest Journal of Teacher Education

This article explores how educators can contribute to the development of STEM identity in historically marginalized groups by using critical frameworks and pedagogies like Funds of Knowledge and Critical Hip-Hop Pedagogy as a curricular tool to counter traditional teaching practices. The authors amplify the importance of cultural spaces that support educators in examining aspects of power, access, and cultural awareness in STEM classrooms to increase student participation and acquisition of STEM knowledge. This article provides a guided activity named “A tale of two citiez” as an example of how educators can act towards (re)conceptualizing and (re)imagining STEM classrooms.

Sexism In Tanzanian Secondary School English Language Textbooks: Investigation Of Adjective Attributions, Fides S. Pangani, Antoni Keya Antoni Keya

Journal of Humanities and Social Sciences

This research paper investigates sexism in Tanzania’s secondary school English language textbooks with a focus on the adjectives used to describe women and men in textbooks published between 2005 and 2014. The paper aims to reveal how women and men are described, uncover gender ideologies conveyed by adjective descriptions and characterise the gender ideologies as hegemonic or deviant. Data were collected through a critical textual review of eight (8) textbooks. This paper is anchored on the Feminist CDA theory; and Fairclough’s three-dimensional framework was used as the analytic tool whereby data were described, interpreted and explained. The findings indicate that …

Breaking Down Barriers: A Culturally Responsive Career Development Intervention With Racially Minoritized Girls Of Color, Marsha L. Rutledge, Philip B. Gnilka

Journal of College Access

Career development and professional identity remain critical areas that need addressing for young girls of color. Currently, racial-ethnic minorities continue to face disparities educationally and economically. Girls of color, in particular, are subjected to "double jeopardy" as they navigate a world still ridden with racial and gender discrimination. These barriers and other social and environmental factors have negatively impacted career self-efficacy, resulting in a lack of appropriate career decision-making. Through a lens of social justice and advocacy, school counselors can act as an ally and provide culturally appropriate interventions that address these issues. Career interventions based on the specific needs …

Keeping Girls In Schools To Reduce Child Marriage In Rural Bangladesh: Endline Assessment, Sigma Ainul, Forhana Rahman Noor, Md. Irfan Hossain, Iqbal Ehsan, Mehnaz Manzur, Ubaidur Rob, Sajeda Amin

Poverty, Gender, and Youth

This report describes findings of changes over time attributable to the “Keeping Girls in Schools” study in Bangladesh that implemented skill-building activities for a two-year period in the districts of Chapainawabganj, Kushtia, and Sherpur. The project sought to bring about change in child marriage norms prevalent in the area by offering young girls a safe place to meet after school hours with mentors and teachers and to offer girls tutoring support and life-skills. The project was implemented by the Population Council with the cooperation of secondary schools in the community and was supported by UNICEF under the aegis of the …

2022 Black History Month Read-In, Illinois Mathematics And Science Academy

Cultural Read-Ins

This event was co-sponsored by the Black Student Union (BSU), Peer Multicultural Educators (PME), Brotherhood Sister Circle (BHSC), Office of Diversity, Equity, and Inclusion, IRC, and the English and History/Social Science teams.

Special Guest: Rapheal Mathis

Responding To Diversity With More Than Simple Lip-Service, Donna L. Miller

The Montana English Journal

Using contentious topics like those addressed in Joe Limer’s poem “White Hollywood” as catalysts for sparking conversations on complex social issues has potential to raise social consciousness and to support collaborative conversation. Miller’s GREEN APPLE acronym guides teachers and learners in honoring diversity and nurturing social justice. In critical race theory fashion, GREEN APPLE questions enable students of all races and ethnicities to have informed, productive conversations about the forces that have shaped, and continue to shape, the society in which they live.

How Female Stem Undergraduate Students Form Their Science Identity, Todd Martin Medovich

All Theses And Dissertations

This qualitative case study describes how female science, technology, engineering, and mathematics (STEM) students choose their undergraduate major, the obstacles they faced when making that choice, and how they overcome gender-based obstacles. These descriptions illuminate the manner in which they form their science identity.

There is a gender gap in science, technology, engineering, and mathematics (STEM) disciplines (Viadero, 2009). This has been attributed to both biological and sociocultural causes. The biological basis for this disparity includes evidence of physiological differences between females and males, as well as the microaggressions and sexual harassment stemming from these differences (Bottia et al., 2015). …

Gender Equality In Higher Education And Research, Rodrigo Rosa, Sara Clavero

Articles

No abstract provided.

Gender Differences In High School Students’ Perceptions Of Math And Science Identity, Self-Efficacy, And Utility, Lauren Mauel

All Electronic Theses and Dissertations

This quantitative dissertation examined the differences between young men and women’s perceptions of mathematics and science identity, self-efficacy, and utility. There are gender norms and stereotypes that impact identity, self-efficacy, and perceived utility of mathematics and science. The secondary data analyzed were drawn from the follow-up High School Longitudinal Survey (HSLS:09). The survey was administered to 20,594 11th-grade students enrolled at 904 eligible public, charter, and private schools from all states and the District of Columbia. The study investigated whether there are gender-based statistically significant (p < 0.05) differences in 11th grade students’ perceptions of mathematics and science identity, mathematics and science self-efficacy, and mathematics and science utility. The results of the study suggest that there are statistically significant differences between the genders in mathematics identity, science identity, mathematics self-efficacy, and science self-efficacy, but not statistically significant differences in mathematics utility and science utility. Continued research could prove useful to continue analyzing the gender gaps present.

A Case Review Of G. G. V Gloucester County School Board, Jill Gross M.S.

Student Work

In education today, one theme is reoccurring, the question of where and how transgender students fit into our classrooms, our buildings, and on our athletic fields. In G. G. v Gloucester County School Board 20 U.S.C. 1681 § (a); G. G., a minor, transgender male, is attempting to use the boys' restroom at his high school. With the approval of his school administration, G. G. began to use the boys' restroom until the local school board passed a policy banning him from using said restroom. G. G. alleges the board discriminated against him and violated Title IX and the Equal …

A Phenomenological Study On Increasing The Number Of Student Veterans In Graduate And Postgraduate Degree Programs At A Comprehensive Mid-Sized Regional University, Scott R. Allen

Murray State Theses and Dissertations

This phenomenological study examined how a comprehensive mid-sized regional university can attract, retain and graduate more graduate and postgraduate student veterans. This study was framed by a grand tour question, three research questions, and several sub-tiered questions. Data collected from interviews with student veterans pursuing graduate and postgraduate degrees after receiving a baccalaureate are examined. The experiences noted and documented in this study show that the motivation for student veterans to pursue graduate and doctoral degrees is based primarily on data gleaned from personal interviews and data collected from those interviews. The participants stated that the availability of veteran educational …