M.A. in School Administration
Educational Services and Leadership
College of Education
School administrators--Training of; Sex discrimination in education; Women school administrators
Elementary and Middle and Secondary Education Administration
The purpose of this study is to describe and evaluate the effectiveness of implementing a stronger equity plan to career major areas whose students have experienced inequity in a vocational program that perpetuates gender bias and harassment of female students. This particular sample involves twenty-two students who are in non-traditional career major areas.
Interviews involved the Building Principal, the Affirmative Action Officer, a Guidance Counselor, and two Career Major teachers. Surveys were used to collect data from students in non-traditional career majors. Questionnaires were given to all academic teachers. Data analysis consisted of using the information from the interviews, surveys, questionnaires, and review of literature to discover, intervene, and alleviate the negative effects of gender bias and harassment. Weaving together the different aspects of gender bias, provides an understanding of how gender bias affects leadership roles for women.
Gender bias is still a problem in American schools and in the work place. In our schools, it continues to perpetuate girls' poor self-esteem, lack of interest in math and science and lost potential. It affects leadership roles for women not only in education but all aspects of the work world.
Judge, Rose Mary, "Gender bias and women in leadership" (1999). Theses and Dissertations. 1826.