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You searched for subject:(Sexism Case studies). Showing records 1 – 3 of 3 total matches.

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Portland State University

1. McMahon, Jean Marie. Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences.

Degree: PhD, Psychology, 2018, Portland State University

In this dissertation, I present three manuscripts in which I integrate race into an ambivalent sexism framework using experimental, correlational, and cross-sectional methods. The first paper tests whether a female's race acts as a subtype to differentially elicit benevolent sexism (BS). Two experiments demonstrated that BS is more strongly associated with White women than Black women. The second paper explores the relationship between protective paternalism (a subcomponent of BS), anti-minority attitudes, and threat. Threat was associated with stronger endorsement of protective paternalism and a corresponding increase in anti-minority attitudes, particularly for White men, implicating BS in the maintenance of racial inequality. Finally, my third study investigated potential real-world consequences of the differential application of BS to Black and White women in the context of police responses to intimate partner violence (IPV). Officers were more likely to file supplemental paperwork for White victims than Black victims, and were most likely to do so when encountering a White victim and a Black suspect. White victims were also written about with a greater "risk focus", consistent with BS. In sum, chapter II establishes racial differences in who receives BS, chapter III demonstrates how paternalistic protections of White women are racialized, and chapter IV reveals how the intersection of BS with racial stereotypes may impact women seeking help from police. This dissertation is the first investigation in the social psychological literature of how race informs the targets, function, and consequences of BS. Advisors/Committee Members: Kimberly Barsamian Kahn.

Subjects/Keywords: Sexism  – Case studies; Racism  – Case studies; Stereotypes (Social psychology); Women  – Social conditions  – Case studies; White women; African American women; Social Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McMahon, J. M. (2018). Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4227

Chicago Manual of Style (16th Edition):

McMahon, Jean Marie. “Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences.” 2018. Doctoral Dissertation, Portland State University. Accessed July 20, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4227.

MLA Handbook (7th Edition):

McMahon, Jean Marie. “Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences.” 2018. Web. 20 Jul 2019.

Vancouver:

McMahon JM. Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences. [Internet] [Doctoral dissertation]. Portland State University; 2018. [cited 2019 Jul 20]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4227.

Council of Science Editors:

McMahon JM. Benevolent Sexism and Racial Stereotypes: Targets, Functions, and Consequences. [Doctoral Dissertation]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4227


Rhodes University

2. Mwingi, Mweru P. An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya.

Degree: Faculty of Education, Education, 2008, Rhodes University

Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between…

Subjects/Keywords: Education  – Kenya  – Case studies; Education  – Economic aspects  – Kenya  – Case studies; Student aspirations  – Kenya  – Case studies; Women  – Vocational guidance  – Kenya  – Case studies; Sex discrimination in education  – Kenya  – Case studies; Sex discrimination against women  – Kenya  – Case studies; Sexism in education  – Kenya  – Case studies; Women  – Education  – Kenya  – Case studies; Educational equalization  – Kenya

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mwingi, M. P. (2008). An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003465

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mwingi, Mweru P. “An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya.” 2008. Thesis, Rhodes University. Accessed July 20, 2019. http://hdl.handle.net/10962/d1003465.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mwingi, Mweru P. “An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya.” 2008. Web. 20 Jul 2019.

Vancouver:

Mwingi MP. An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya. [Internet] [Thesis]. Rhodes University; 2008. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10962/d1003465.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwingi MP. An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya. [Thesis]. Rhodes University; 2008. Available from: http://hdl.handle.net/10962/d1003465

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Adelaide

3. Gill, Judith. Differences in the making : the construction of gender in Australian schooling / Judith Gill.

Degree: 1991, University of Adelaide

Subjects/Keywords: 370.19345/09/9423 20; Sexism in education South Australia Case studies.; Sex differences in education South Australia Case studies.; School children South Australia Attitudes.; Students South Australia Attitudes.; Teachers South Australia Attitudes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gill, J. (1991). Differences in the making : the construction of gender in Australian schooling / Judith Gill. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/19681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gill, Judith. “Differences in the making : the construction of gender in Australian schooling / Judith Gill.” 1991. Thesis, University of Adelaide. Accessed July 20, 2019. http://hdl.handle.net/2440/19681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gill, Judith. “Differences in the making : the construction of gender in Australian schooling / Judith Gill.” 1991. Web. 20 Jul 2019.

Vancouver:

Gill J. Differences in the making : the construction of gender in Australian schooling / Judith Gill. [Internet] [Thesis]. University of Adelaide; 1991. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/2440/19681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gill J. Differences in the making : the construction of gender in Australian schooling / Judith Gill. [Thesis]. University of Adelaide; 1991. Available from: http://hdl.handle.net/2440/19681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.