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Subject: search.filters.subject.Women -- Education

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    Are females more helpless than males: an observational and attributional analysis in Maths and English : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1993) Hawke, Gillian Naomi
    The present study investigated the under-achievement and participation of females in mathematical areas within the context of the attribution theory. Gender differences for causal attributions and achievement-related beliefs were investigated in Maths and English, employing a methodology which allowed for the subjective construction of the situation by the student. Subjects were 97 form five Maths and English students (50 males and 47 females). Overall, there were no consistent gender differences in attributions for success and failure in Maths and English. Although males perceived themselves as more competent in Maths, there were no gender differences in achievement-related beliefs. However, females displayed more mastery-oriented cognitions in English . Additionally, the relationship of gender and teacher-student interactions in Maths and English classrooms were investigated, in an attempt to conceptualise the role they have in sustaining gender related behaviours. It was hypothesized that males and females were being treated differently in Maths and English, which in some way affects their attributions for achievement outcomes, and subsequent achievement­ related beliefs. Four classrooms (two Maths and two English) were observed for five hours each. Contrary to predictions, there were few significant differences in the contingencies of evaluative feedback given to students, with respect to its frequency, its typical referents, and the specificity of its use. The results were discussed in terms of their relationship to other studies, and the implications for past and future methods of studying students' causal attributions in mathematical and verbal achievement situations. Alternative mechanisms by which females self-derogating beliefs might inhibit their participation and achievement in maths-related areas were also considered.
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    Images of women in the A-level literature taught in Tanzanian secondary schools and their implications for development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Phiilosophy in Development Studies at Massey University, Palmerston North, New Zealand /
    (Massey University, 2000) Allardice, Elizabeth
    Traditionally in Tanzania gendered education was carried out by family members and 'elders', with the purpose of equipping young people with the skills and knowledge they would need to play a complete role in their society. Contact with Arab traders led to the adoption of Islam in some communities and the establishment of Koranic schools. With Christianity and the colonial administration; first by Germany and later by Britain, came Western formal education. Women had little access to either of these forms of education however and were not admitted in large numbers to schools until the socialist education policies of the post independence government were put into place. Despite these policies, society's discriminatory attitudes towards women continued to mitigate women's advancement to higher education. This has helped to lead to women's low status in society, the lack of recognition for their contributions to that society and their inability to shape the development of Tanzania on an equal basis with men. Within the education system women and girls suffer many disadvantages which contribute to their lack of academic success. Not least of these is a biased curriculum which is particularly evident in the content of school text books and reading material. Books in the A level literature in English syllabus are all written by men and an analysis of the content of the eight most frequently used books shows the predominance of negative images of women and gender relations which denigrate and devalue women and girls. These negative images, internalised by the female students, prevent them achieving the goals of the syllabus and may contribute to low self esteem and their subsequent low representation in tertiary institutions. Books written by African women writers, which portray more positive images of women and alternative gender relations, are available and would be valuable additions to the syllabus for both male and female students.