In September 2000, a symposium was convened by the American Association of University Women Educational Foundation to foster a discussion among scholars who study both girls' and boys' experiences in and out of school. Participants shared their insights about gender identity and difference, challenged popular views of girls' and boys' behavior,…

This study specifically explored the relationships among childhood trauma, long-term psychological consequences, beliefs about family violence, and gender role stereotypes in Asian and Asian American women. A prediction was made that childhood physical violence and witnessing family violence would create long-term negative symptoms; higher levels…

Two forms of a survey instrument were developed, "Mathematics as a Gendered Domain" and "Who and Mathematics." Both versions were intended to measure the extent to which students stereotype mathematics as a gendered domain. The Mathematics as a Gendered Domain score used a traditional Likert-type scoring format, but an…

Organizing the world into masculine and feminine categories is a process called "gender schematicity." High gender schematicity has been linked with children's inclination to self-select out of certain learning opportunities that they deem gender-inappropriate. This study examined gender schematicity among kindergartners and…

Higher education opportunities for women in Botswana were studied through a feminist theoretical framework and a participant conversation methodology. Nine female students, participants in a postgraduate diploma program for secondary teacher certification or a masters program in education, ranged in age from 23 to 49. All but one were first…

This paper examines the implications of the relationship between two contemporary international trends in education for women's equality as citizens. The first trend is that in most Western countries girls are now achieving statistically, slightly better, average school-leaving results than boys, and occasioning a hostile populist backlash against…

An investigation examined the way in which specific women were selected for and inducted into school leadership. Each had graduated from a newly designed preparation program built around state and national standards, focused on teaching and learning as the central role of schools, and committed to collaborative approaches as the best way to…

This collection of papers addresses the personal challenges academics face in successfully responding to "the call" to academic leadership, focusing on who academic deans are, unique challenges to women deans, stress impacting deans' ability to lead, keys to successful entry into the deanship, organizational strategies for leading successfully,…

Power frames student-school relations and could be viewed as problematic for student participation. Seeking research methods that reveal the development of student-school relations furthers the understanding of everyday expressions of power and leads to reforms that would improve social relations within and beyond school walls. A project focused…

Women and men often receive the same percentage increase in their wage rates with advances in schooling. Because these returns decline with more schooling, the marginal returns for women will tend to exceed those for men, especially in countries where women are much less educated. The health and schooling of children are more closely related to…

Issues surrounding boys'"underachievement" have been at the center of public debate about education and the raising of standards in recent years. Media and political responses to the "problem of boys" have tended to be simplistic, partial, and owe more to quick fixes than investigation and research. This book provides a…

Two forms of a new instrument, "Mathematics as a Gendered Domain" and "Who and Mathematics," were developed to replace one of the scales of the Fennema-Sherman Mathematics Attitudes Scales. The aim of both instruments is to measure the extent to which students stereotype mathematics as a gendered domain. For "Mathematics…

The Center for Children and Technology is investigating issues of gender and diversity in how students, particularly girls, engage with technology. It studies how people construct meaning in relation to different technological environments, examining social and cultural barriers affecting people's engagement with technology. It also investigates…

A study examined the extent and significance of organizational learning in international development agencies (IDAs) concerning gender and education; the manner in which IDAs learn; and the factors that create obstacles to learning. Research was divided into four steps: (1) tracing the relevant academic literature on organizational change; (2)…

The so-called "Golden Age" of women school administrators, that period from 1919 to 1950 when women held around 25 percent of county superintendencies and 10 percent of all superintendencies is contrasted to post-World War II conditions--a period during which a gender realignment in school administration occurred. Following the U.S. Civil War,…