Date Approved

4-30-1999

Embargo Period

8-1-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

School administrators--Training of; Sex discrimination in education; Women school administrators

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

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.

Share

COinS