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2020-12-20

Fitzner, Victoria

This study investigates the activation of gender stereotypes through the use of reference in pronoun resolution. More precisely, the question asked in this thesis is how social stereotypes activated through the speaker's voice (based on their gender and accent) affect language processing when what

measured participants’ listening times to sentences containing gender stereotyped role nouns (e.g. cheerleader or farmer ) with pronouns ( he / she ) either congruent or incongruent with stereotypical gender of the role noun referent, spoken by either a male or female with a French-Canadian accent. We also

administered the Emotional Quotient questionnaire and a political ideology questionnaire to explore how a listener's empathy levels and political ideology interact with stereotyping to affect processing. Listening times were significantly slower to incongruent stereotype gender/role noun pairings than

Fall 2020

Orr, Alicia R.

’ adaptive or maladaptive responses to students’ mistakes in the classroom can influence their students’ attitudes toward learning from mistakes. Moreover, observational research has shown that teachers provide work-related feedback to students differently depending on their gender. There is a lack of

research that addresses how pre-service teachers’ gender beliefs might be related to their beliefs and attitudes towards children’s mistakes. Part of the challenge is the absence of measurement tools for measuring teachers’ beliefs about children’s errors. The objectives of the present study were (1) to

explore the internal consistency of a psychometric instrument, the Error Orientation Questionnaire (EOQ), adapted for the present study to measure pre-service teachers’ beliefs about children’s mistakes in a school setting, and (2) to examine pre-service teachers’ gender beliefs and attitudes towards

Fall 2009

Greene, Carole

discourse. This research also tested the hypotheses that the 'universal' structures of talk would apply regardless of gender, but would be used differently by the boys and girls, and by the instructors interacting with them. The relevance of the participants' institutional identities or gender to the

that they generally had positive attitudes toward girls and mixed attitudes toward boys. While the underlying sequences, the universal 'rules' of interaction, applied to interactions with both boys and girls, how (and how frequently) the sequences were used did vary by gender (i.e., typically 'male

' and 'female' speech styles). Also, some of the organisation of talk showed that the instructors did orient to the students' genders in the classroom. This research is significant as the first CA study of the sequential organisation of talk in an institutional setting in Russia. In general, this

Fall 2019

Torabi, Samira

This thesis studies two new gender-segregated places in Iran: women-only parks and women-only metro train cars. There are two dominant and opposing popular narratives of gender segregation in Iran. For conservative Iranian women, gender segregation is central to upholding Islamic values and has

offered women access to a “safe” public sphere in certain contexts as an alternative to women’s seclusion. More liberal Iranian women, however, see gender segregation as a discriminatory practice that authorities use to subjugate and control women. Liberals tend to describe it in purely negative terms as

a sign of an oppressive and restrictive patriarchal order. Moving beyond these dichotomous understandings, my research mainly focuses on women as actors in gender-segregated spaces enabling them to move beyond the ideologies that have helped establish these segregated spaces and also to make their

Fall 2012

Loerke, Karen G

extent of, and possible causes for such a gender gap. A plethora of inconsistent research findings across a range of methodologies and perspectives over such an extensive time period (1890 to the present) made it essential to implement a systematic evidence-based historical interpretive (SEHI

the problem for boys while ignoring girls. Evidence from low-gender gap schools reveals that when teachers have high expectations for their students with additional support for struggling learners, all students achieve. Publicity claims around boys’ poor performance in reading comprehension are not

2020-12-09

Stephanie Hammond-Thrasher, Juhani Jarvikivi

Fall 2014

Douglas, Emily R.

framework, provides theorists with many new resources. The laughter norms which we are disciplined to follow constitute a subject’s gender and her rationality. We can disrupt these norms in at least three ways: by laughing when it is unexpected, by changing our comportment during laughter, and by

Fall 2015

Sokil, Allison

Traditional music revivals on the island of Rhodes, Greece, are accepted as a socially condoned space for women to expand on and contest traditional gender models locally. In examining the distinct ways in which two, professional, female singers, Xristína Kóza and Matína Mástora, engage with

preservation, education, and performance roles, I argue that women have gained an increasing centrality in the transmission of traditional music locally, nationally, and internationally. By exploring the relationship between gender and traditional music in the context of Rhodes’ tumultuous history, the current

these vibrant traditions (Hill and Bithell 2014). In an effort to address the current gap in ethnomusicological literature that has yet to explore the rich musical traditions from the island of Rhodes and the complex relationship between gender and expressions of these distinct music traditions locally

2021-08-27

Moores, Catherine Jane

paper I present story vignettes comprised of real moments of my past travel experiences and discuss theory in an effort to offer critical analysis as related to the question of identity, specifically privilege and gender. I conclude by offering possible sociological links for the reader to consider.

Fall 2018

Chaffee, Kathryn E.

Currently, men are under-represented in many careers and fields of study, including foreign-language study. In seven studies, I examined social psychological correlates and causes of the gender gap in enrolment and interest in language-related fields. After reviewing research on gender similarities

and differences in language education in Chapter 1, Chapter 2 reports a correlational study revealing that men in foreign language classes differed from men not in such classes in both motivational factors and their beliefs about gender. Enrolment was associated with both expectancies for success at

language learning and valuing of learning, with masculine role beliefs influencing enrolment through values. To further examine how men’s expectancies of success in foreign language might be influenced by gender stereotypes, in Chapter 3 I describe four experiments (total N=542) uncovering little evidence