Master of Arts (MA), Bowling Green State University, 2023, Media and Communication

The conceptualization of feminism and rise of feminist individuals and groups in Ghana have evolved within the Fourth Republic era (from 1992 to the present), leading to growing misunderstanding about the nature, role, and scope of the feminist activism in Ghana. This thesis examines how individuals who uphold feminist thought and practice, and gender equity nongovernmental organizations (NGOs) in Ghana use social media to advocate for women's and children's health and well-being, women's participation in politics and media, and elimination of crises, including rape culture and gender-based violence (GBV). The thesis analyzes how Ghanaian feminists and gender equity NGOs contribute to principles of UN Sustainable Development Goal 5 (SDG5): Gender Equality and ascertains how social media is used for gender equity advocacy efforts. In-depth interviews with self-identified Ghanaian feminists and leaders of gender equity NGOs were conducted. Interview data was analyzed using grounded theory. The result of Research Question (RQ1), on how Ghanaian feminist activism has evolved, indicates growing acceptance of feminism during the latter half of the current Republic era. Findings for RQ2, on how feminist and gender equity NGOs use digital platforms to advocate for Ghanaian women and children, indicate digital platforms are used for training women on leadership and entrepreneurship, defending themselves and their children against GBV, and amplifying women's and children's interests. Findings for RQ3, on how Ghanaian feminists and NGOs contribute to UN SDG 5, reveal productive efforts to educate on gender equity, collaborate with women celebrities to take leadership roles on gender equality to broader publics, and advocate for women's representation in Ghanaian institutions. Finally, RQ4, on roles Ghanaian social media play in amplifying Ghanaian feminists, digital platforms are vital to enable collaboration, support change in public policies negatively affecting women, an (open full item for complete abstract)

Committee: Lara Lengel Ph.D. (Committee Chair); Ellen Gorsevski Ph.D. (Committee Member); Radhika Gajjala Ph.D. (Committee Member) Subjects: African Studies; Black Studies; Communication; Gender; Gender Studies; Law; Mass Communications; Mass Media; Technology; Web Studies; Womens Studies

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2010, Higher Education Administration

This study examined the gendered nature of the student affairs profession by investigating how three student affairs professional associations, the National Association of Student Personnel Administrators (NASPA), ACPA: College Student Educators International, and the Association of College and University Housing Officers International (ACUHO-I) handled issues of gender equity. The founding of each association was reviewed using archival information from the National Student Affairs Archives. After a review of the archival data, a profile was created for each of the three associations. Interviews were conducted with 13 participants who were members of one or more of the associations and had served in an elected or appointed leadership position. The participants provided insight into the current issues of gender equity faced in the associations. The study employed a constructivist epistemology featuring the co-construction of knowledge. Thus, the archival data for each of the associations and the participants' interview data were considered in the process of data analysis and interpretation. The following categories emerged from the analysis of the interview data: gender equity, the messages received about gender, delegation of roles and responsibilities, policies and procedures used within the organizations, and perceptions of the symbols, images and artifacts used within each association. Implications for practice related to the development of organizational culture, maintaining the history of student affairs associations, and role modeling for undergraduate students are presented

Committee: Dafina Lazarus Stewart PhD (Committee Chair); Ruben Viramontez Anguiano PhD (Committee Member); Michael D. Coomes EdD (Committee Member); Robert DeBard EdD (Committee Member) Subjects: Gender; Higher Education; Womens Studies

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this investigation was to explore the effects of stereotype threat on women's construction of gender and mathematical identities, and to examine how these various cognitive negotiations may affect their mathematical reasoning on challenging definite integral applications. This was a qualitative study that primarily utilized the episodic narrative interview method. A sample of 20 Calculus II students were given a calculus assessment and a survey regarding the importance of gender and mathematics to their identities. Results of the surveys were used to identify a purposeful sample of four participants to be interviewed. Analysis of the interview transcripts revealed four themes that offer some insight into women's experiences at the intersection of gender, mathematics, and stereotype threat. The findings include evidence that both gender identification and domain identification (the strength with which one identifies with mathematics) influence the effects of stereotype threat. More specifically, women, whose gender is more central to their identity and who care the most about their identities as mathematicians appear to be more vulnerable to the effects of stereotype threat. Findings also support earlier claims that gendered discourse in mathematics harms women's construction of mathematical identities.

Committee: Karl Kosko (Committee Chair) Subjects: Mathematics; Mathematics Education; Pedagogy

Doctor of Philosophy, The Ohio State University, 2018, Educational Studies

Improving collegiate women's access to and retention in engineering requires a multifaceted approach. Though a majority of existing interventions are aimed at changing women, strengthening their skills, and increasing their networks, little emphasis is directed at addressing the institutional factors that influence women's opportunities for advancement (Cook & Glass, 2014; Ely, Ibarra, & Kolb, 2011). From a social justice perspective, research has demonstrated that allies, those from the dominant social group who understand the inequity placed on those in the minority, can be critical in addressing climate issues and promoting inclusivity (Harris & Edwards, 2010; Munin & Speight, 2010). Allies in Engineering (AIE) was created as a cohort of twelve male undergraduate and graduate engineering students who engaged in a co-curricular social justice education program over a period of one academic year designed to promote gender equity in an Engineering College (EC). Rather than situate responsibility for change solely with women (Lynch & Nowosenetz, 2009; Schafer, 2006), AIE was developed as a means of harnessing majority support, in this case males, as advocates for equity. While participating in social justice education focused on topics such as gender inequality, implicit bias, microaggressions, and systems of oppression, AIE cohort members were equipped to act as advocates and allies specifically for women in the EC, but also for other underrepresented groups. Through programming and outreach, this cohort also educated other EC community members, particularly men, on the importance of gender and other forms of equity. The methodological approach guiding this research was case study. The AIE cohort, inclusive of program sponsors (faculty and administrators) and archival materials, formed the unit of analysis, providing a structure for the collection and evaluation of data in this study. Analysis of AIE alumni focus group data, program sponsor interview data, and archi (open full item for complete abstract)

Committee: Tatiana Suspitsyna (Advisor); Matthew Mayhew (Committee Member); Collette Dollarhide (Committee Member) Subjects: Education; Educational Leadership; Engineering; Gender; Gender Studies; Higher Education; Higher Education Administration; Womens Studies

Doctor of Education, Ashland University, 2024, College of Education

This study explores the underrepresentation of women in the public school superintendency, a role historically dominated by men, and examines the barriers and opportunities that shape women's pathways to this senior leadership position in education, as well as strategies they credit with helping them in their role. Using a qualitative, phenomenological approach, this study combines the analysis of open-ended survey responses with in-depth qualitative interviews. It identifies key challenges related to gender bias, work-life balance, mentorship opportunities, and institutional expectations. The study also delves into the strategies successful female leaders employ to overcome systemic obstacles, such as networking, leadership development programs, and advocacy for policy changes. Findings reveal that while progress has been made in diversifying educational leadership, significant disparities remain. The study offers recommendations for educational strategies and leadership development initiatives aimed at fostering a more equitable landscape for aspiring female superintendents. By highlighting the lived experiences of women in these roles, this research contributes to a deeper understanding of the gender dynamics at play in educational leadership and provides actionable insights for cultivating a more inclusive pipeline for district leadership.

Committee: Peter Ghazarian (Committee Chair) Subjects: Education; Educational Evaluation; Educational Leadership

Doctor of Education (EdD), Ohio University, 2023, Educational Administration (Education)

In recent years, the topic of women in sports leadership has garnered significant attention in both scholarly circles and public discourse globally. While there has been noticeable progress with more women securing leadership roles in sports, a substantial gap still exists in terms of their representation and the opportunities available for young women aspiring to such positions. This disparity has prompted increased scholarly scrutiny into the barriers faced by women in sports leadership, their socialization within this sphere, and potential strategies to address these challenges. However, there has been limited scholarship in exploring the effectiveness of gender equity approaches and strategies to improve the representation and socialization of women into sports leadership. Furthermore, there is an even greater scarcity of research exploring how major and powerful international sports organizations such as the Federation Internationale de Football Association (FIFA) are addressing such gender inequities within the leadership realms. To bridge this gap, this qualitative study was conducted, capturing insights from 13 women leaders representing different FIFA Confederation regions from around the world. This study utilized a variety of theoretical frameworks, including transnational feminism, Ecological Systems Theory, and Burton's (2015) barriers to sports leadership, to understand their experiences. The findings of this phenomenological study shed light on the need for more transglocalized gender equity strategies in football leadership. These phenomena emerged from a triadic set of experiences which were labelled as a need for a more polylithic lens, an amalgamation of dualism, and the need for a more ecological approach to solutions. These insights led to the creation of a transglocalized framework for gender equity strategies in football leadership, providing a new lens through which FIFA and other international sports organizations can approa (open full item for complete abstract)

Committee: Dwan Robinson (Committee Chair); Cindy Anderson (Committee Member); Michael Hess (Committee Member); David Carr (Committee Member); Laura Burton (Committee Member) Subjects: Educational Leadership; Gender Studies; Sociology; Sports Management; Womens Studies

Doctor of Philosophy, The Ohio State University, 2023, Public Health

Introduction: Hepatitis C virus (HCV) causes more morbidity and mortality in the US than any other bloodborne infectious disease, despite highly effective treatments. Significant challenges remain in identifying patients with HCV and linking them to care. IV drug use is widely recognized as the most important driver of current HCV transmission. However, other routes, such as sexual transmission, also occur but are comparatively understudied except in certain subpopulations such as men who have sex with men (MSM). It is unknown how gender and sexual orientation interact to modify the importance of sexual risk factors for HCV for the entire population. This research aimed to explore correlates to HCV seropositivity across patient subpopulations and investigate factors associated with linkage to care. Methods: For 14,718 patients tested for HCV between 2017-2020 at the Columbus, Ohio public health department, multivariate logistic regression was used to investigate how HCV seropositivity was associated with patient characteristics, health behaviors, and history of sexually transmitted infections (STI) including HIV, and how gender and sexual orientation modified these associations. A second analysis of correlates to linkage to care used logistic regression models to explore how patient characteristics and Medicaid policy changes were associated with linkage to care outcomes, using data from the Ohio Disease Reporting System (ODRS) for a cohort of HCV RNA-positive patients in urban central Ohio. Results: There were differences in how sexual risk behaviors were associated with HCV between strata of gender and sexual orientation in multivariate models. IV drug use was positively associated with HCV for all strata; however, number of sexual partners was associated with HCV for MSM (AOR 1.01; 95% CI 1.00-1.02) and WSM (AOR 1.02; 95% CI 1.00-1.03) but not MSW or WSW. Sex with an IV drug user was positively associated with HCV across all strata except MSM (AOR 6.72; 95% (open full item for complete abstract)

Committee: JaNelle Ricks (Advisor); Alison Norris (Committee Member); Jose Bazan (Committee Member); Maria Gallo (Committee Member) Subjects: Public Health

Ph.D., Antioch University, 2022, Leadership and Change

This dissertation used interpretive case study methodology focused on the story of rebuilding the national education system of Afghanistan destroyed by decades of conflict. The study documents the challenges and progress in preparing adequate and qualified teachers for the nation. The dissertation is based on critical analysis of available documents tracing events, policies, and programs. The research asks: What are the critical leadership strategies and organizational frameworks that promote or impede institutional change? What are the barriers to change in teacher education in a conservative Islamic society? The dissertation is unique in that this story of educational intervention in a small war-torn, socially fragmented, and politically fractured nation is documented by a participant observer who is both of the nation and from the nation. The study records the steps and missteps of the changes and leadership processes implemented by both international donor-advisors and national leaders to restore education to Afghanistan in a critical contemporary time. The story encompasses many aspects of education in Afghanistan, past and present, including urgent efforts to fulfill the promise of the new Constitution for universal nondiscriminatory and free education for all, not only of a population in residence but of the masses returning from exile expecting schools for their children. The central core of the dissertation is a focus on the national effort to recruit and train teachers, competent in subject knowledge and teaching methods. A basic and recurring theme is the education of girls and women and their role in this society. Although gender equity is a priority theme through the dissertation, the central message of the dissertation is the evolution of teacher training. This story is framed against the larger picture of historical traditions, the disruptions of conflict, and recent overall national education reconstruction, expansion, and reform. The record of cult (open full item for complete abstract)

Committee: Jon Wergin PhD (Committee Chair); Laurien Alexandre PhD (Committee Member); Edna Mitchell PhD (Committee Member) Subjects: Teacher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2022, Higher Education Administration

This study investigated the lived experiences of tenure-line academic mothers using a narrative methodology and interpretivist and feminist frameworks. Employing a semi-structured protocol, the researcher interviewed twelve tenure-line academic mothers at five midwestern institutions of higher education: one private four-year, one public four-year, one community college, one private Historically Black College or University (HBCU), and one private HBCU. After interviewing the academic mothers, the researcher composed narratives based on the transcripts. She also included her own narrative for analysis. After the narratives were member checked by the participants, the researcher conducted data analysis on the transcripts using low-inference coding. The coding allowed the researcher to focus on emerging themes as part of her plot analysis (Daiute, 2014). Through the use of plot analysis, the researcher uncovered the most prevalent characters, settings, initiating actions, complicating actions, and resolutions across the participants' narratives. The significant characters that emerged were: the mothers themselves, husbands, children, supervisors, and mentors. The salient settings were universities and departments. The initiating actions for academic mothers consisted of the job search/interviews and pregnancy/giving birth. Pregnancy loss and the Covid-19 constituted the most significant complicating actions. Finally, mothers turned to boundary setting and “inscribing motherhood” (Pillay, 2009) as means of resolution.

Committee: Thomas Lasley (Advisor) Subjects: Education Policy; Educational Leadership; Families and Family Life

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2021, Higher Education Administration

Student affairs professionals help students who experience trauma. Repeated and prolonged traumatic exposure has significant adverse effects on other helping professionals; burnout is one consequence of trauma exposure. Burnout as a construct has not been quantitatively researched in the student affairs profession recently. This study provides a new way to investigate burnout: by looking at the role of job demands, job resources, and exposure to trauma. Through an anonymous survey, 883 student affairs professionals reported their levels of job demands, job resources, exposure to trauma, and burnout. In addition to descriptive statistics, t-test, ANOVA, and regression analyses were conducted. Professionals with high job demands and low job resources are susceptible to burnout. Exposure to trauma significantly contributed to burnout scores and certain professionals are more susceptible to burnout than others; however, student affairs professionals in various functional areas experienced burnout. The results of this study confirm that helping professionals experience burnout and need more resources to continue this work. These findings can be used by institutions of higher education to inform supervision, training, hiring, and retaining these skilled professionals.

Committee: Maureen E. Wilson (Advisor); Patrick D. Pauken (Committee Member); Jessica M. Turos (Committee Member); Mary Jon Ludy (Other) Subjects: Higher Education Administration

Doctor of Business Administration (D.B.A.), Franklin University, 2021, Business Administration

The purpose of this descriptive qualitative study was to understand the experiences of dual leadership for African American women. The research question for the study is: What are the lived experiences of African American women leaders in ministry and the workplace? The homogenous sample consisted of nine study participants from the Midwest and Northeast regions of the United States of America. The participants represented four generations ranging in age from 21-76. The participants had an average of 16 years in ministry leadership and 20 years in the workplace. Data collection involved face-to-face interviews using a video conferencing platform with an average interview time of 55 minutes guiding the data collection process. Eight principal themes containing subthemes relating to codes materialized from the data: leadership styles, experiences of microaggressions, systemic sexism, health impact, culture, perception of religiosity and faith, business and leadership relationship, and dual leadership. The study utilized the software instrument ATLAS.ti to organize systematically, code, identify and link research themes, and assist with data analysis.

Committee: Bora Pajo (Committee Member); Alynica Bowen (Committee Chair); Niccole Hyatt (Committee Member) Subjects: African American Studies; Organizational Behavior; Womens Studies

Master of Arts in Professional Communication, Youngstown State University, 2019, Department of Communicaton

This thesis is a review of recent research on gender diversity in academe and how gender relates to communication skills, promotion, and leadership opportunities. Perceptions of gender diversity, equality, and equity were examined across 6 academic colleges within Youngstown State University. Universities nationwide promote leadership opportunities to knowledgeable professors and faculty. As gender equity becomes more important with each year, it is essential that universities adapt to societal norms. Gender is the independent variable in this study. The value of communication skills, gender diversity at the university, satisfaction with equality, and perception of gender equity in promotion and leadership opportunities are the dependent variables that will be discussed in this review in an attempt to identify whether gender diversity will be correlated with communication skills and if increases in gender diversity are related to increased perceptions of equity in faculty promotion and leadership.

Committee: Rebecca Curnalia PhD (Advisor); Adam Earnheardt PhD (Committee Member); Julia Gergits PhD (Committee Member) Subjects: Educational Evaluation; Educational Leadership; Evolution and Development; Gender Studies

Doctor of Philosophy, Miami University, 2014, Educational Leadership

Men and women have reached relative parity in most sectors of the United States workforce. Yet women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields (AAUW, 2010). Underrepresentation persists despite several decades of research, legislation, and intervention focused on gender equality in STEM fields (Clewell, 2002). The underrepresentation or shortage of women in STEM fields is identifiable primarily in degree attainment, in workforce demographics, and in a gender wage gap. Situated in constructivist grounded theory, this study asks how do women in science, technology, engineering, and mathematics (STEM) fields, particularly those in established career positions, persist when encountering personal and institutional barriers, resistance, and hostility? I use an interpretive-constructivist lens to conduct a grounded theory study exploring the experiences of women who persist in STEM fields, their relation to extant literature on this topic, and the connections to K-12 education practices, specifically curriculum. To understand the connections to curriculum I employ Pinar's (2012) method of currere. Pinar (2012) contends currere “provides a strategy for students of curriculum to study the relations between academic knowledge and life history in the interests of self-understanding and social reconstruction" (p.44). This qualitative study explored nine female STEM workers stories of persistence as each respondent works in STEM fields were gender parity has yet to be established. This study presents a substantive theory: As women persist in STEM fields they reframe themselves to be situated in the overlapping intersection of the social processes that correspond to “engagement” and “persistence.” This reframing is possible by interpreting one's present day circumstances by independently removing oneself from current circumstances to understand the cumulative effect of both past and present. The findings highlight the impo (open full item for complete abstract)

Committee: Thomas Poetter Ph.D. (Committee Chair); Nazan Bautista Ph.D. (Committee Member); Ann Mackenzie Ph.D. (Committee Member); Lisa Weems Ph.D. (Committee Member) Subjects: Gender; Science Education

Doctor of Philosophy, The Ohio State University, 2012, Art Education

The primary question that framed this study was “How can social consciousness and the development of social responsibility grow through the meaning-making processes of collaboration and artmaking?” This source of inquiry was investigated through the practices of arts-based service-learning and participatory action research and was grounded in social interdependence theory. As an artist, teacher and researcher, the author set out to better understand how the processes of collaboration and artmaking could aid in the growth of social consciousness and the development of social responsibility. Working in cooperative learning groups, students from The Ohio State University and Graham Expeditionary Middle School collaboratively created digital art in a joined community space. Through investigations of the big ideas of community and identity, participants worked cooperatively to create meaning in the processes of artmaking and reflection. The results of this study provide a discourse that uncovers many important issues relevant to social consciousness and social responsibility, the practices of service-learning and participatory action research and the theory of social interdependence. It also raises several questions that will inspire numerous new inquiries that continue this reflexive spiral of meaning-making.

Committee: Karen Hutzel PhD (Committee Co-Chair); Christine Ballengee-Morris PhD (Committee Co-Chair); Vesta Daniel PhD (Committee Member); Sydney Walker PhD (Committee Member) Subjects: Art Education

Doctor of Philosophy, The Ohio State University, 2004, Educational Theory and Practice

The purpose of this study was to look at the issues surrounding the education of Somali Refugee students in the public schools system in Italy and the United States. The focus of the investigation was to study the social, linguistic, and academic issues that facilitate or hinder academic acquisition of the students in the schools. In addition, the intent of the study was to create among educators, administrators, and policy reformers an awareness of the educational concerns these students have in their new contexts. For a period of two years, four participants, two girls and two boys were studied across two countries, Italy and the United States. Data in the form of observation, participatory approach, interviews, document analysis, and field observations and notes were analyzed inductively through a naturalistic ethnographic approach. Four themes were the primary focus of this study: socio-linguistic, socio-cultural, socio-political issues and pedagogical issues. Socio-linguistic issues focused on the linguistic variables associated with second language acquisition and the ability of the students in the study to function linguistically in a new language and culture context which is different from the native language and culture backgrounds of the students in this study. Socio-cultural issues related to the acquisition of a culture through means of assimilation, integration, and marginalization were explored and problematized. The impact of the native culture, family life and social life were also explored and analyzed. Socio-political issues were studied and analyzed in response to educational policy reform adopted by administrators in both countries in relation to meeting the academic and linguistic needs of the Somali Refugee students who were the focus of this academic exploration. In addition, the patterns of behavior in response to the educational environment were studied within the context of school and the classroom in general. Crucial aspects of the life of (open full item for complete abstract)

Committee: Charles Hancock (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2007, Higher Education (Education)

Title IX is the reference for the federal law prohibiting discrimination on the basis of sex by universities receiving federal funding. Issues of compliance related to intercollegiate athletics are guided by a 1979 Office of Civil Rights Policy Interpretation, and its provisions are still current. Three areas of compliance were identified and referred to as the three prongs to demonstrate compliance. The third prong requires universities to demonstrate that student interest for opportunities of participation in intercollegiate athletics is met. Three options provide specific guidance to determine compliance, but one option has been used most frequently to determine compliance and been the basis for most of the lawsuits related to intercollegiate athletics compliance with Title IX. Are intercollegiate level participation opportunities for male and female students are provided in numbers substantially proportionate to their respective enrollments? Compliance with this provision can be particularly difficult for athletic departments that attempt to support football teams competing in Division I-A. Those are also the universities that can create the most revenue from successful football programs. Comparisons of championship and non-championship football programs, football program revenue levels and overall athletic program success through analysis of variance to determine whether those differ significantly in regard to proportionality of women undergraduates, women athletes, athletic scholarship, recruiting budget, operating budget and coaching budget allocation for women provide insight as to status of proportionality compliance from 1996 to 2005. The results indicate significant statistical differences in some areas. Scholarship allocation proportionality compliance is increasing and the proportionality of women athletes with women undergraduates is becoming more proportionate over the ten years studied. No penalty has been assessed by an enforcement branch of the fed (open full item for complete abstract)

Committee: Marc Cutright (Advisor) Subjects: Education, Higher

Doctor of Philosophy, Miami University, 2010, Educational Leadership

This dissertation examines female students schooling experiences within the Accra – Tema district of Ghana. The case study centers and privileges the stories and experiences of girls and present them in their own voices to uncover their knowledge of ongoing educational reforms, challenges they encounter, opportunities made available to them, and the kind of interactions/relations they have with teachers and peers. The ongoing comprehensive educational reforms including the FCUBE program have resulted in improvements in girls enrollment at all levels of education. Yet, female students still experience many forms of discriminations and inequalities in educational access and participation. The continuing marginalization of female students by educational policy discourses and practices is untenable and need redress. Multiple obstacles that hamper gender equity education include the lack of financial resources, ingrained gender biased cultural practices, limited institutional support with effective policies and the lack of gender focused research to capture female students' experiences. This study draws on postmodern feminist frameworks to collect, analyze and discuss data collated from fifteen girls on their schooling experiences. The findings of the study are presented to reflect accurately the stories and experiences of participants and raise awareness of their schooling predicaments. The voices of girls are privileged to provide vital information and data that policy makers, educators and stakeholder may find useful in transforming education. The study also provides meaningful theoretical and practical insights of alternative approach in policy research and analysis to examine educational outcomes in Ghana. The findings of the study indicate that girls are limited in their knowledge of the FCUBE and other educational reform programs. They experience many forms of discrimination, sexual abuse and gender stereotypes on a regular basis in school. The lack of school ame (open full item for complete abstract)

Committee: Lisa D. Weems PhD (Committee Chair); Sally A. Lloyd PhD (Committee Member); Richard A. Quantz PhD (Committee Member); Cyril K. Daddieh PhD (Committee Member) Subjects: Education; Gender

Master of Education (M.Ed.), Cedarville University, 2002, Education Department

Much research identifies a gender gap in mathematics, and some research points to single-gender math classrooms as a solution to the math gender divide. The author conducted a seven week study in which she divided fifty fifth grade students into single-gender mathematics classes. She wanted to examine if single-gender math classes affected the math achievement and attitudes of her female students. Upon completion of the study the author found there was no statistical significance in the girls' achievement between a single-gender classroom and a coeducational classroom. There was a significant difference in the girls' perceptions as to how they best learn math.

Committee: Stephen Gruber (Advisor) Subjects: Education, Mathematics

Doctor of Philosophy, Case Western Reserve University, 1990, History

Between 1945 and 1990, significant changes occurred in curriculum policy making in the female secondary independent schools. These changes highlighted the following important trends: the curriculum committee replaced the Head of School as the primary policy maker; and new or revisioned factors, exclusive of the gender factor, became important in curriculum determination i.e., internal: Head of School, Board of Trustees, faculty, students, parents, alumna, and tradition; external: colleges, demographics and competitive marketing, government, trends and fads, and textbook publishers. Despite these trends, however, the curricula of these schools changed very little and remained conservative. This thesis used established historical methods. The research was based on an examination of the secondary literature as well as intensive archival research and interviews at seven New England Ohio female independent secondary schools with heads of schools and those responsible for curriculum. It also made use of the responses to a questionnaire sent to 117 independent secondary schools in New England and East North Central States. By virtue of being single-sex, the female independent secondary schools failed to perceive gender equity as a significant issue for po licy consideration. Their curricula confirmed a conservatism that did not consider biological and socio-cultural differences in learning styles as well as informal protocols that perpetuated gender stereotypes and inequities in the classroom. With regard to gender, the research concluded that these schools, with a few exceptions, chose not to be agents of change in the following manner: further developing curriculum that would specifically enhance the learning styles of their students; and restructuring courses of study that would include the female and male perspectives to achieve gender equity.

Committee: David Hammack (Advisor) Subjects: