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This paper presents a qualitative investigation of the impact of gender on administrator decision-making within the college environment. The research compared 5 male and 5 female college administrators from 10 different metropolitan campuses in the Minnesota State Colleges and Universities System. All were directors of customized training departments with similar responsibilities. In initial interviews, administrators familiar with them selected from a list of 62 leadership-related adjectives. Then the raters were asked in a group discussion to review what the terms implied about the administrator's management style in dealing with such concerns as time, money, staff, and space; procedures and processes used to perform tasks; sharing and discussing concerns with staff; growth and development opportunities for staff; and issues such as strategies for resolving problems and improving organizational performance. These keywords were matched with decision-making styles using a categorical taxonomy related to perceived masculine and feminine leadership styles. The researchers found that gender differences played only a minimal role, though female leaders were slightly more consultative and participatory in most situations. (Contains 31 references.) (RKJ)

As school principals retire and the principal shortage is predicted to intensify over the next decade, proposals are being made for altering the role of the principal and for providing candidates with realistic and appealing job descriptions. This study was conducted to examine whether specified features of the principal's role influence the attitudes and job-search behaviors of men and women differently. Equal numbers of male (n=84) and female (n=84) public teachers read and rated descriptions of a vacant principal position. The job descriptions emphasized that the successful applicant would be expected to use a specified administrative model and work a specified number of hours per week. Contrary to expectation, an analysis-of-variance procedure revealed that androcentric bias may be declining in recruitment messages in job descriptions as sex-role and gender discrimination disappears. Position announcements depicting a democratic administrative model and shorter work week appealed to males more than to females. These results suggest research on how organizational representatives can reinvent the principalship in ways that will be more appealing to women. (Contains 26 references and 3 tables.) (RT)

Gender bias can have many detrimental effects in education, including effects on teacher behavior, student performance, and the subject choices made by students. Various studies have shown that teachers tend to provide more specific and instructive feedback for boys and that males are likely to receive more teacher attention, most of it corrective. Teachers are unaware of their actions, and old habits are hard to change when they do become aware of their actions. Students themselves have conceptions about gender roles and abilities, and these also affect their conduct and the ways teachers react. A review of the literature has found that curriculum can have an impact on gender bias. Preservice teachers must be taught about the issues to help them become more reflective. Professional development can help teachers become aware of gender bias to treat all students more equitably. Among research needs in the area of gender bias is a measurement survey to measure gender bias behavior. (Contains 43 references.) (SLD)

This paper explores the impact of teacher bias on identifying students as gifted or talented. It reviews findings from an investigation that developed a series of hypothetical student profiles to assess teacher nomination bias of gifted students. The profiles were also used explore both the interaction of gender with student interests and work habits, and findings from other research on teachers' identification of gifted and talented students. The paper highlights: (1) gender bias in gifted education that indicates teachers are more likely to select profiles in which the student's behavior did not match expected gender stereotypes; (2) how the nature of the student's interests influences classroom teachers and how unexpected interests produce unexpected behaviors that attract attention; (3) the tendency for classroom teachers to focus on student weaknesses rather than student strengths; (4) the fear educators have of misidentifying students and of placing students in gifted and talented classes; (5) the tendency of teachers to focus more on skills associated with academic performance and less on creativity, leadership, and motor skills; and (6) how culture and socioeconomic status influence teacher ratings. Recommendations for educators on how to best avoid identification bias are provided. (Contains 25 references.) (CR)

This paper explores the whole language approach to teaching English as a Second Language (ESL) in the context of gender issues. More specifically, this study is focused on teaching ESL to university freshman in Taiwan. The whole language approach is used for two reasons: language can best be learned when it kept as a whole--especially with Taiwanese college freshman who have weak listening and speaking skills and little practice in writing; students learn to read best by engaging in reading full texts (of literature), rather than just completing worksheets. Gender issues are very salient in the Taiwanese context, because it is at the university level that students first come into regular contact in school with the opposite sex since they were young children, most having gone to single sex high schools. Also, because many women in Taiwan are highly educated, and less likely to be economically dependent on a husband, many are choosing not to marry or to divorce their husbands as a way of solving marital problems. The case for why whole language education is most effective is made, and how literature can be integrated into a whole language classroom is described in detail. The paper is divided into 7 sections titled: "Getting Started"; "Gender and Socialization"; "Gender and Fairy Tales"; "Gender and Communication"; "Gender and Media"; "Gender and Workplace"; "Celebration and Evaluation." Also included are annotated bibliographies of selected readings and reading to be considered, 29 references, and three appendices containing worksheets. (KFT)

This study examined the viewing preferences of high school students, with a focus on high school age males. The purpose of the study was to explore the media's perpetuation of stereotypes, and how these representations influence the students' self-identity and perceptions of gender roles. Participants were 77 high school students in a medium-sized town in the Southwestern United States. A review of the literature was conducted, and a survey was administered during normal school hours, asking the students to identify their favorite television program and why, and their favorite character and why. Results showed striking differences between males and females in terms of viewing preferences. Females based their reasons for liking characters on intellectual or personal character traits rather than physical ones. The majority of males tended to prefer shows that had violent, sexual, or crude themes, and to enjoy characters based on stereotypic traits (tough, violent and rude males and attractive females). Implications are discussed. Contains 25 references. (AEF)

Over the years, it has been shown that television has the tendency to use stereotypical gender imagery, and despite the continuing trend toward political correctness, the same types of gender bias are still very common today. Because of this tendency for bias, television programming continues to be an area of concern, especially in light of the number of hours of television people will watch throughout their lives. This research focuses on high school aged girls and their viewing choices, and the effects of such preferences on the formation and maintenance of their gender roles. A survey, distributed to 40 male and 37 female high school students, asked two questions: "What is your favorite program and why?" and "What is your favorite character and why?" Research focused on teen story-line shows--such as "Dawson's Creek,""Felicity,""Party of Five," and "Seventh Heaven"--because this was the only category chosen exclusively by female survey respondents. (Contains 22 references.) (AEF)

This digest presents information on the state of sex equity in the fields of science and engineering. Featured articles include: "Becoming a Scientist" (Shirley Malcolm); "Gender Equity Issues in Science Careers" (Sue V. Rosser and Julie Montgomery); and "Innovations in Intervention Settings" (Katherine Darke and Beatriz Chu Clewell). A list of more resources for learning about gender and science is also included. (WRM)

This qualitative study provides a detailed account of the experiences of nine female doctoral students through an analysis of their personal narratives. The nine students, attending two large Midwestern public universities, volunteered to share personal narratives; all were working toward doctorates in various fields and were at various stages in their programs. The women spoke at length about educational barriers they faced (those of culture, status, and gender), and their responses to these barriers; but they also acknowledged the support received from educational advocates (friends, colleagues, family members, and teachers) who recognized and encouraged their academic abilities. Cultural barriers occurred when the belief system or practices of a country or institution limited the women's education and professional pursuits; status barriers occurred when an individual with a recognized higher status interfered with a woman's educational pursuit; six of the women also reported negative gender experiences. The women's responses to these barriers included: resistance, expressed by avoidance, confrontation, and/or perseverance; creating supportive collegial environments; participating in departmental activities; and stressing the importance of education to their own students as a way of re-creating support they had received from their advocates. In conclusion, the paper asks whether existing barriers for women seeking academic careers can be identified and eliminated. (Contains 22 references.) (CH)

Sixty-two elementary school students from rural communities were assessed regarding gender orientation, extent of gender stereotyping in career awareness, and other features of self-concept. A treatment group received a career education unit from a master teacher. Students were assessed before the program was initiated and after its completion. The findings confirmed other studies indicating that deficits to female and male youth through gender stereotyping and other discriminations are experienced early. The likelihood and implications of continued distractions to work and relationships through adulthood are discussed. Further, strategies that include family issues in school counseling programs are suggested to support children and youth, and to complement current guidelines for counseling programs. It is proposed that a family-based approach be used in order to enrich individual students developmentally through elevation of relational skills by introducing relevant concerns in role conflict from the physical, cognitive, social, emotional, and spiritual domains. Therefore, a family and relational background is presented as an important ingredient in preparation of counselors to address the needs of rural students, especially in regard to gender equity and its expression in the world of work and relationships. Evaluative research is ultimately expected to demonstrate the efficacy of this approach. An appendix, "Cultural Tendencies for Males and Females," is provided. (Contains 6 tables and 74 references.) (Author/MKA)

Eliminating gender imbalances online should be possible with the ability to mask identity and move in worlds anonymously. If almost half of Internet participants are women, what is happening in the social realm of online space in relation to these numbers? This paper shows how a course at the State University of New York at Buffalo called "Gender and Technology" introduced students to online chat and from there evolved into a larger study involving online avatar representation, chat, and gender. Language, time of day, and avatar representation are examined for their significance in creating gender stereotypes. (Contains 5 figures and 17 references.) (Author/AEF)

Male teachers comprise only 12 percent of the teachers in early childhood programs, in comparison to 30 percent of the total teaching workforce. This paper reviews literature on male early childhood teachers and explores the reasons given by four men for deciding to be Montessori early childhood teachers. The paper then considers reasons for the disproportionately low numbers of males in the profession, lack of support for and stereotypes related to males who work with young children, and reasons for entering the field. The paper details interviews conducted with the four male Montessori teachers regarding their reasons for becoming a Montessori teacher, for teaching in early childhood education, and the types of biases they encountered. Reasons cited for entering the teaching profession included dissatisfaction with current jobs, childhood aspirations, and following in a parent's footsteps. The choice of early childhood education was influenced by internship placements in early childhood programs, positive early teaching experiences with young children, and parenthood preparation. The choice of a Montessori school was influenced by attendance in a Montessori school throughout childhood, compatibility with the Montessori philosophy, and a positive impression of other Montessori teachers. Several stereotypes or other concerns were noted, including experiencing sexual harassment, being wary of accusations of child molestation, being the butt of stereotypical jokes, and dealing with double standards. Parents were reported as happy that their child had a male teacher but suspicious if their child talked a lot about the teacher at home. (Contains 20 references.) (KB)

This study explored how early childhood practitioners perceive young boys and girls in the classroom. Specific research questions addressed include: (1) Are the perceptions that practitioners have of young boys and girls significantly different?; and (2) If there is a difference, what is the nature of that difference? The study identified whether these differences are seen positively or negatively among early childhood practitioners. Descriptions of young boys and girls in their classrooms written by 100 early childhood day care teachers were analyzed and the descriptions used to construct two sets of descriptive word lists. The two descriptive word lists were presented to the research participants, who were asked whether adjectives used to describe male and female preschoolers were positive, negative, or neutral; participants were also asked to write their perceptions of each preschool group. The findings indicated that the teachers' perceptions of preschoolers' gender differences were significant. The teachers tended to be less appreciative of the male preschoolers' way of playing, constructing knowledge and its use. Most teachers, who tend to be female, perceived female preschoolers as positive and sensitive learners. (Contains 39 references.) (SD)

This study applied feminist organizational theory to explore the effects of gender structure on perceptions of organizational culture and climate. The study used data from a 1994 survey of permanent, noninstructional staff at a major midwestern university (n=4,800). The research sought to determine: (1) whether gender-dominated organizational sectors exist in the noninstructional work setting of a university; (2) how employee gender relates to perceptions of organizational work culture and climate; (3) how gender dominance in job type relates to perceptions of organizational work culture; and (4) how employee gender, gender dominance in work sector, and perceptions of organizational culture relate to perceptions of work climate. The conceptual framework for the study included feminist views of organizational theory, literature on organizational culture and climate, and issues of gender in higher education. The data revealed distinctive gender distributions among job types, supporting the feminist description of a gendered organization, with women segregated into particular job types and academic disciplines. It also appeared that employees in job types dominated by women tended to view their work culture as one which emphasized relationships, shared values, and group loyalty, rather than as an entrepreneurial-style adhocracy. Most respondents rated their work environment favorably. (Contains 25 references.) (CH)

A study examined how critical literacy activities within a homeschooling education project sustained or transformed the participants' awareness of gender identities and inequities in texts. Subjects were two brother pairs who had been close friends for over 4 years at the time of the study. The older brothers (13 years of age) attended a rural county middle school in Northeast Georgia as seventh graders prior to the study. The younger brothers (ages 11 and 10) attended the same elementary school, in fifth and fourth grades respectively. Primary data sources included audio tapes and transcripts of the boys' participation in the critical literacy activities, including 10 that were videotaped to capture the nonverbal actions of the participants. Field notes were taken. Results indicated that one of the older boys thought that gender did not matter, believing that anyone could be or do anything that he or she wanted, although he acknowledged that boys have more sports and job opportunities. The second older boy saw himself as opposite to a girl, and said that if he was a girl he would hate himself. The 11-year-old thought that if he woke up as a girl he would want to be sexy and look like Cindy Crawford. The 10-year-old's view of masculinity was his thinking about heterosexuality. Findings through critical discourse analysis suggest that the four boys were aware of the chameleon-like nature (or loopholes) of the "Discourses" of gender. (Contains 39 references.) (CR)

This document discusses the representation and retention of women in science. Though women make up 48% of the employed labor force in the United States, they constitute only 22% of all working scientists and engineers. And though women scientists and engineers are beginning to find more employment in academia, they are more likely to teach only part-time in two-year schools, with less PhD's and less chance at holding higher-ranked positions at educational institutions. In order to counter the extreme under-representation of women in the physical sciences at Bergen Community College, this paper proposes a curriculum that acknowledges the contributions of all scientists, male and female. It further discusses different teaching styles and ways to create an environment that encourages women to actively participate. The paper also presents women's contributions in science. Methods of mentoring and tutoring to foster self confidence and academic success; and ways to encourage women to enter the sciences and to request financial aid. (YKH)

A study investigated whether some books read by kindergarten teachers to their students represent a higher proportion of female or male characters in text and imagery, and whether there was a higher proportion of female characters or male characters portrayed in stereotypical activities and roles. Subjects were four kindergarten teachers at Gauer School in the Anaheim, California School District. Teachers submitted a list of 10 books that they read every year to their class. Five books were randomly selected from each of the four sets leaving a total of 20 books to be examined for gender bias. Results indicated (1) nearly twice as many of the authors were females rather than males; (2) males outnumbered females in central roles by a margin of 3:1; (3) males slightly outnumbered females in secondary roles; and (4) male images appeared in the books more than twice as often as females. Findings suggest that some of the books used by the kindergarten teachers are gender-biased. Recommendations include: teachers need to be critical in selecting literature for children, avoiding those that have gender stereotypical roles; teachers need to become familiar with criteria for evaluating books for gender bias; universities need to enlighten teachers about the hidden gender biases in children's literature; and the entire school staff needs to provide opportunities for both genders to have the opportunity to participate in roles in school without regard to gender. (Contains eight references; appendixes contain book list data and a checklist for sexism in children's literature.) (RS)

Given the salience of biological sex, it is not surprising that gender stereotypes are pervasive. To explore the prevalence of such stereotypes, the accuracy of gender stereotyping regarding occupations is presented in this paper. The paper opens with an overview of gender stereotype measures that use self-perceptions as benchmarks of accuracy, followed by a discussion of more objective criteria as benchmarks of accuracy. For this study, male (N=68) and female (N=96) college students at a small university in the Midwest estimated the percentage of female and male workers and their salaries in 40 occupations that were either female-dominated, neutral, or male-dominated. These estimates were then compared to Census information. The average size of the wage gap for the feminine occupations was $4,410, for neutral occupations it was $6,760, and for masculine occupations it was $6,439. Results indicate that the participants were unaware of the extent of occupational segregation by gender and they underestimated the size of the wage gaps. It is suggested that the erroneous perception of the absence of gender differences in occupational settings may serve to maintain inequality by creating the belief that discrimination is a thing of the past. Contains 42 references and 2 tables. (RJM)

This paper presents a brief overview of behavioral and biological research that implicates real gender differences as a basis for stereotypical behavior patterns of men and women. A commentary follows that addresses the reactions to the findings by some feminist psychologists and by those feminists who advocate women's rights in the popular press and other media. The focus is on the potentially damaging results to women's causes already losing ground in some quarters of society. The popular feminist leaderships' refusal to acknowledge the research as useful and valid adds to a growing belief in many young women that the Feminist Movement is too radical and irrational for them. The paper concludes with suggestions for mitigating the negative backlash that is occurring as a result. Contains 15 references. (EH)

Ideas of proper citizenship were, and remain, central to the juvenile justice system. The experiences of a particular group of delinquent and neglected children who were withdrawn or excluded from mainstream elementary education in the early 20th century and sent to reformatory schools is described in this paper. The focus is on two areas of citizenship: the promotion of citizenship as a means of social control, and children's rights as citizens. It explores the way in which citizenship was negotiated for delinquent and neglected girls at a time when traditional concepts of domesticity and femininity were being challenged. During this period, three constructions of citizenship prevailed. The first two, the teaching of formal civics and an emphasis upon social action, had developed in the 19th century, whereas welfare citizenship was a product of early 20th century social legislation. In all three constructions, the development of industrial schools and the right to be rescued were influenced by gender. Girls' training was dominated by domestic work and, subsequently, boys, who did not face such restrictions, were placed in a much wider range of jobs than were girls. The experiences of girls within the schools show how restricted notions of female citizenship were used to justify their limited training. (RJM)

Examination of textbooks for teaching English as a foreign language (EFL) reveals a hidden agenda in many: globalization of a Western-styled consumer culture. Despite attempts to make textbooks more culturally inclusive, they still reflect ethnocentrism and conformity. Both sexism and heterocentrism are overt. Concurrently, among native English speakers, postmodern, feminist, and multiculturalist theories are joining to revise how we view and speak about the world: for example, generic masculine pronouns (he, his) are now commonly viewed as masculine, not neutral. It is important to eliminate sexism in the language class. A classroom experiment illustrates how gender differences affect the learning process. Students were divided into small single-gender groups to summarize an article they had read. The female groups quickly organized themselves for discussion and stayed on task, while most male groups functioned only minimally on task. Research also shows other gender differences in classroom interaction. To change sexist patterns of classroom interaction, language teachers can: ask more open-ended questions to females; allow more time for response; use exercises that develop active listening skills, productive/non-confrontational communication skills, and facilitative questioning; and promote student awareness of sexism in textbooks. Eighteen classroom activities are appended. Contains 20 references. (MSE)

Although empirical research in the area of educational administration is plentiful, often it seems to be of little practical use. This paper presents findings of a study that examined the usefulness of a framework of collective solutions, or strategies for success, for women superintendents. A single-case qualitative study of one female superintendent was used to capture her reaction to the framework, which had been developed from a previous study of 12 women superintendents. The earlier study found that although women did not appear to assign importance to the fact that they were women, they articulated and carried out gender-specific strategies. The positional power of the superintendent did not eliminate the need for gendered strategies for success. Findings of the single-case study not only altered the framework, but also enhanced understanding of the original interpretations. Three of the original seven success strategies were altered. The new strategies include: (1) there are numerous approaches to balancing a role-related and a gender-related set of expectations; (2) women superintendents need to develop the ability to remain "feminine" in the ways they communicate and are heard in a masculinized culture; and (3) women superintendents should disregard the myth that they must "act like a man" while in a male role. The unchanged strategies are: (1) women superintendents need to focus on their primary purpose, which is the care of children and strict attention to their academic achievement; (2) remove or let go of anything that blocks their success; (3) remain fearless, courageous risk takers who have a plan of retreat when faced with the impossible; and (4) share power and credit with others. (Contains 27 references.) (LMI)

The effects of gender and family role on college students' perception of the suitability or unsuitability of specific occupational choices were examined. Undergraduate college students (132 males and 136 females) completed a questionnaire asking them to rate on a 5-point Likert scale the suitability of 60 selected occupations for either men, women, mothers, or fathers. The 60 occupations were drawn from Holland's 6 occupational scales, with 10 occupations randomly selected from each of the 6 groups. On the realistic and enterprising occupational scales, mean suitability ratings were significantly higher for men compared to women, for men compared to mothers, and for fathers compared to mothers. On the investigative occupational scale, mean suitability scores were significantly higher for fathers compared to mothers. On the artistic occupational scale, mean suitability scores were higher for women compared to men. On the social occupational scale, mean suitability scores were higher for men compared to women, for men compared to mothers, and for fathers compared to mothers. Both men and women college students appeared to be similarly influenced by the stimulus categories of men, women, fathers, and mothers. (The questionnaire is appended.) (MN)

The role of male teachers in early childhood education can be examined from many perspectives, including the need for male teachers, advantages and disadvantages of being a male in the profession, or why there are not more of them. In order to find out what male teachers think about teaching at the early childhood level, a survey consisting of 26 multiple choice and objective questions probing these 3 areas was completed by 20 male educators. Results showed that most reported working in the field because they love working with children. There was no real consensus on whether the image male teachers present is different from that presented by women, but the majority felt they projected a gentle and fatherly image. Nearly all agreed that teachers could be just as, or even more, influential than a child's parents, but for different reasons. Half felt that a teacher's gender has no effect on how much a child learns; about 25 percent said gender was not an issue in their role as early childhood educators, while 25 percent said there were certain trust issues raised because of gender. Forty-five percent agreed that neither males nor females have particular advantages in the field of early childhood education, and 35 percent said that as a male teacher, parents are the hardest to "win over." Eighty percent said students do not treat males differently. Sixty percent felt the gender ratio of teachers should be equal. When asked what can be done to encourage more men to enter the field, 45 percent said to offer more money. (EV)

The purpose of this paper is to empirically assess the accuracy of gender stereotypes, questioning whether stereotypes are highly inaccurate exaggerations of relatively minor real gender differences or accurate reflections of real gender differences. An assessment was made of the gender stereotypes of college students regarding the average grade point averages (GPAs) and percentage of female and male students in 12 different college majors. Participants' (154 female and 111 male students) perceptions were compared to actual GPAs and the actual percentage of female and male students in these majors. Thus, the extent to which participants' perceptions were stereotypic and inaccurate could be assessed. Participants underestimated the percentage of females in nine majors. In addition, participants overestimated the GPAs of male students more than the GPAs of female students. This was especially pronounced for male-dominated majors. The results of this study indicate that gender stereotypes are highly inaccurate and detrimental to the educational advancement of females. Findings are illustrated in appended tables and graphs. Contains 32 references. (LSR)

The Wisconsin Technical College System Board Phase V Equity Staff Development project continued staff development efforts to eliminate bias and stereotyping in vocational education. Based upon evaluations indicating a need for a postsecondary equity training model, five technical college equity representatives attended two planning sessions to discuss strategies for development of an equity action research model. A vision statement, mission statements, and goals were formulated. Following two meetings, the project director developed a draft course, Creating an Inclusive Educational Environment (CIEE). Consensus of focus groups was that a great impact on equity awareness had occurred as a result of the adapted Gender/Ethnic Expectations and Student Achievement course and this effort should be continued. Four technical colleges conducted staff development training classes with 56 participants. An Equity Action Research Workshop was offered as a preconference to the Governor's Employment and Training Conference in April 1996. This workshop provided opportunities for 44 persons in the trades, technical colleges, and community-based organizations to discuss programs designed to increase and support women's employment in the skilled trades. (Appendixes include the following: CIEE rationale, vision statement, course outline, and lesson plans; focus group discussions; and Wisconsin Nontraditional Employment for Women Roundtable Meeting agenda and discussion synopsis and notes.) (YLB)

This study examined the treatment of girls versus boys in Catholic elementary schools, building on the national studies of Dr. Myra Sadker and Dr. David Sadker, which have demonstrated bias against girls in American classrooms and curriculum. Subjects were 879 male and 868 female students from 81 classrooms (grades K-8) in 41 Catholic elementary schools of the Archdiocese of Louisville (Kentucky). Classroom observations lasted 40 minutes each and included coding of the Sadkers' INTERSECT research instrument. Teachers' comments were grouped into four categories: praise, acceptance, remediation, and criticism, and the percentages of each type were compared to those of the Sadkers' previous studies. This study found parallel numbers, but also demonstrated a higher number of praise responses in primary versus junior high classrooms. It also found that male students receive more attention in all categories, with the greatest difference in remediation. (Contains anecdotal evidence of gender bias and general suggestions to combat it.) (EV)

This research project was inspired by an observation that in written descriptions of pupils by student teachers, gender appeared to play a role in the words used to describe successful students. Girls were interpreted as "overconscientious," while boys were regarded as "scientific types." The project centered on Anna, an elementary school girl who had been so described by one student teacher. The central objective was to find out the contents of the attribute "overconscientious" through examination of different voices: that of the student teacher through reports and discussion about Anna and Ismo (a successful male student); and those from a group discussion between Anna and four classmates identified by the teacher as successful but not overconscientious. (All of these students were male.) Analysis of the reports and discussions revealed that students believe an overconscientious person to be one who always gets full marks on tests, who feels an obligation to always get good marks, who does school work all the time--having no time for hobbies or friends, who answers with the words of the textbooks, and who works hard to please other people, such as through completion of voluntary school work. Although Anna admittedly did not meet these criteria (her own stated criteria for overconscientiousness were somewhat different from those of the group's), boys appeared to have an ideologically-based, gendered orientation toward the label: Anna usually gets good marks, therefore she is overconscientious. This orientation was further evidenced by such comments as "All girls are overconscientious." (Contains 15 references.) (EV)

This pamphlet examines the misconception that one's gender is a significant predictor of abilities and interests. Knowing whether an individual is female or male tells a great deal biologically but very little otherwise. Gender is not a good predictor of academic skills, interests or emotional characteristics. Sections of the pamphlet include: (1) "How Much Does Gender Count?"; (2) "How Big Are the Differences?"; (3) "Myths and Realities"; (4) "Why Do Myths Persist?"; and (5) "Is It Real or Is It a Stereotype?". An 8-item reference and sources section concludes the pamphlet. (EH)

The Atlanta Committee for the 1996 Olympic Games (ACOG) has introduced official pictograms for the 1996 Centennial Olympic Games. These black-on-white silhouettes of 31 athletic events were purported to represent both women and men performers. In order to test that assertion, a study was conducted to determine if the Olympic pictograms were perceived to be gender neutral or gender biased by overrepresentation of male figures to symbolize athletic events. It was hypothesized that if the proposed pictograms were gender neutral in content and form, then children would be just as likely to identify the figures as either men or women; and, conversely, if the children perceived the pictograms as predominately male figures, then it would suggest that women are being left out of the images proposed by ACOG. A questionnaire packet was developed in order to investigate how children (n=779) from third through seventh grades perceived the gender of the athletes depicted in the ACOG pictograms. Each packet contained the 31 pictograms, one pictogram per page, randomly ordered. Each child was asked to circle a choice that completed an unfinished statement that appeared below each figure to elicit the child's perception of the gender of each pictogram. The fact that 33% of the children in this study interpreted the purportedly universal figures as "definitely a man," particularly in coed events, strongly suggests the proposed pictograms are culturally biased. (TS)

Lesbian baiting, the attempt to control women's "unacceptable" behavior by labeling them as lesbians, is the intersection of two forms of oppression--sexism and homophobia. Sexism is the systematic subordination of women, based on the belief in the inherent superiority of men. Sexism has defined the roles that men and women fill in order to maintain male dominance. Lesbian baiting is an effective tool to maintain these roles because homophobia has made "lesbian" a negative, discrediting label. When women engage in activities that have traditionally been seen as masculine, such as outdoor and adventure education, they threaten the power dynamics of sexism. Baiting hurts lesbians because negative attitudes and behaviors toward lesbians are reinforced. Baiting hurts heterosexual women by reinforcing sexist stereotypes. Two examples demonstrate that in adventure and outdoor education, lesbian baiting prevents women from participating in activities that might be enjoyable and beneficial to them and limits the abilities of women's programs and organizations to get funding or other forms of support. "Defending" oneself by asserting one's heterosexuality, trying to appear more "feminine," and not challenging lesbian-baiting rumors are responses that reinforce lesbian baiting. Naming baiting for what it is, eliminating the fear of being labeled lesbian, working against homophobia and sexism in general, and educating oneself about how gender roles limit women are actions that combat lesbian baiting. Includes resources for further reading. Contains 17 references. (TD)

In this essay, women outdoor leaders discuss how gender influences their work, and explore and challenge some assumptions underlying outdoor leadership that continue to privilege the impartial, disembodied practices typified by the masculine outdoor leader. Four feminist, and three other feminist outdoor leaders participated in personal interviews focusing on how their feminist beliefs affected their professional practice. The results indicate that a commitment to feminism affects their work as leaders because they do not separate themselves from their practice as instructors. Overall, these women understand their commitment to feminism as a process of learning how they developed a sense of self as women, and of responding to the conflicting ways in which gender continues to organize and inform their identity and leadership through intersecting power relations. At times the women in the study appear to feel strong and clear, perhaps seeing themselves as positive, nontraditional role models; at other times, they appear to be hurt by judgments made by students or colleagues. The lived realities of being a woman in the outdoors are expressed in terms of desire for "self": seeing women getting in touch with their strength, questioning what being a woman means, locating their sense of self, and finally "unpacking" their experience. Contains 43 references. (TD)