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The under-representation of women in physical science, technology, engineering, and mathematics (PSTEM) career fields is a persistent problem. This paper summarizes an extensive review of the literature pertaining to the many issues that surround this problem. The review revealed a wide range of viewpoints and a broad spectrum of research methodologies used to analyze the multiple factors associated with the under-representation of women in PSTEM career fields. It used four frameworks to examine the issue: social psychological framework: internal conflict models; environmental and economic framework: external conflict models; comprehensive framework: integrated models; and critical feminist framework: alternate assumptions models. Overall, regarding internal conflicts, confidence issues were found to be a barrier, and goal-orientation an asset. Regarding external conflicts, negative environments were offset by positive social support networks. Regarding integrated models, good preparation and good advising were necessary, but not sufficient, to sustain commitment. Regarding the feminist perspective, women avoid intervention strategies that label them as defective or try to fit them to the mold or a male-dominated paradigm. (Contains 83 references.) (SM)

This paper reports the results of a factorial experiment investigating the reactions of male students to a hypothetical English course offered at the community college level. The participants (n=136) consisted of students enrolled in English 1010 courses at 4 community colleges in a Southeastern state. The independent variables were gender of student, gender of the author assigned, and the type of reading assigned (narrative/expository). The dependent variable was a composite rating of student attraction to the course. Males preferred male authors and revealed less interest in the course than females. Testing also detected an interaction effect between gender of the author and style of writing. Unlike previous studies, males preferred a narrative style to expository assignments. The findings have practical implications for educational programs, English instructors, and future research. (Contains 3 tables and 39 references.) (Author/SLD)

The benefits of girls' education include increased family incomes, later marriages, reduced fertility rates, reduced infant and maternal mortality rates, better nourished families, and greater opportunities for women. However, ingrained attitudes towards women are difficult to change. Only when communities believe that the benefits of girls in school outweigh the perceived deficits will they allow girls to attend school. A Save the Children program in a rural district of Uganda was successful in establishing primary schooling and enrolling girls because it mobilized community support. The first step taken was to engage community members in a participatory assessment of behavioral and attitudinal change. Attitudes toward the change--establishment of primary education and enrollment of girls--were determined first. Then, characteristics of the change were discussed and defined. In this case, the community wanted one school building, located within 3-5 kilometers, managed by a community-based school management committee, following local curricula taught in a local language. Next, contextual support was determined. The incentives for enrolling girls were enumerated by parents who valued education. These incentives were then used to change the attitudes and behaviors of parents not yet convinced to support girls' education. Finally, a discussion of resources determined what resources were needed and available, and how gaps in resource availability might be addressed. Four figures depict the change paradigm used in this project. (TD)

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)

Current debates about welfare reform center on the upcoming reauthorization of the Temporary Assistance for Needy Families (TANF) legislation. The provisions of TANF include the elimination of the entitlement to cash assistance, block grant funding to the states, mandatory work requirements, sanctions, a 5-year limit on cash assistance, and "family formation" provisions. Although there has been a documented reduction in welfare case loads since the passage of TANF, data on earnings, income, and poverty are less positive. Research on "welfare leavers," for example, finds that those leaving welfare for employment are typically entering jobs paying below-poverty-level wages and are not receiving employer-provided benefits such as health insurance or paid sick or vacation leave. In preparation for reauthorization legislation, TANF should be changed to help women increase their access to jobs with living wages. A feminist agenda for TANF reauthorization acknowledges the nature of the labor markets poor women enter and the need to reduce gender-biased employment discrimination. It calls for the restructuring of time limits and sanctions to take into account the barriers to employment faced by many poor women and the fact that even those who become employed face hurdles to achieving economic security. A feminist agenda for TANF reauthorization proposes to strengthen the safety net for children, improve childcare provisions, increase educational and training opportunities, and make the legislation more responsive to business cycles, since economic downturns often hit former welfare recipients first. (Contains 59 references.) (KC)

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 report presents findings from the 2001 National School Climate Survey related to lesbian, gay, bisexual and transgender (LGBT) students' experiences and feelings of safety in school. A total of 904 LGBT students from 48 states and the District of Columbia participated. Results indicated that the overwhelming majority of students heard homophobic remarks, and faculty and staff contributed to the problem by making comments or failing to intervene when necessary. A large percentage of LGBT students (83.2) reported name calling, threats, and other forms of verbal abuse. Verbal, sexual, and physical harassment were common experiences for LGBT students of color and for female students, and the abuse was often compounded by racism and sexism. The majority of LGBT students reported feeling unsafe at school, and they were likely to skip classes or even days of school out of fear for personal safety. Transgender students were the least likely to feel their school communities were places of safety. Many schools failed to recognize the abuse faced by LGBT students, and as a result, resources and supportive personnel were rare. However, where resources and support were available (e.g., gay-straight alliances), a statistically significant number of LGBT students felt a greater sense of belonging at school. A copy of the survey is attached. (SM)

The purpose of this study was threefold. It attempted to develop an attitude scale to measure prejudice in elementary school-aged children. It then compared these children's self perceptions with the perceptions of members of other race-sex groups using the Scale of Children's Attitudes toward Race and Gender. In addition, it investigated differential teacher/student interactions as a potential source of influence on children's attitudes. Approximately 250 third and fourth grade students participated in the study. Modifications made to the Scale of Children's Attitudes toward Race and Gender were found to have satisfactory psychometric properties. Analyses of the children's attitude data support an interaction effect between race and sex with regard to children's prejudice. The study did not support a link between teacher differential treatment of and children's attitudes toward out-groups. Several possibilities are given for the results. (Contains 23 references.) (JDM)

This narrative describes a study that examined the stories of black women administrators in traditionally white colleges, identifying coping strategies, patterns, and themes relating to their success. Participants completed interviews that examined such issues as the role of family in preparation for their current leadership positions, current job satisfaction, communication and management styles, support systems, and rejuvenation techniques. Overall, participants believed that they had something to offer to the institution. They were learned, well-read scholars who were passionate about education and published in mainstream journals within the areas of their expertise. They worked hard to remain emotionally balanced, spiritually centered, and academically focused. Most often, God and family were at the center of their lives. They embraced their roles as leaders and understood the relationship of their individual positions to the overall university. Participants had accepted the fact that nobody would fight their battles for them, and if they were to survive in the academy, they had to understand the cultural differences regarding communication between men and women, understand the social and political fears and bias of the majority race, and act accordingly. Despite difficulties surrounding racism, sexism, isolation and pressure to succeed, all were extremely satisfied in their positions. (Contains 12 references.) (SM)

The past 20 years have witnessed a significant metamorphosis with regard to clinical gender neutrality within the classrooms of public schools. However, the beginning and formative years of a child's formal entry into public school are overseen by female teachers. Men comprise only 12% of the teaching force in elementary school, and this 12% of men is clustered in upper elementary grades 4 through 6. This paper reviews the literature on discriminatory hiring practices toward male elementary school teachers and discusses the reasons for the perception of discrimination. The paper's overall conclusion is that, there is discrimination in hiring male teachers. The reasons for this bias may take overt or covert form, and additionally, this bias is rooted in a sociological and historic mindset. However, the paper finds that, aside from the external bias factors, men must assume a portion of the blame for their limited representation in numbers as elementary school teachers. Contains 23 notes, 10 references, and attached informational materials. (BT)

Intergenerational attitudes toward child care were examined among college-age students and their parents through the use of questionnaires, the Beliefs About the Consequences of Maternal Employment Scale (BACMEC), and the Bias in Attitudes toward Women Scale (BIAS). Findings indicated that traditional attitudes were more prevalent in males of both generations, while employed mothers scored the lowest on the BIAS. Male and female students reported more perceived benefits than their parents to maternal employment and child care, while beliefs about the costs of child care did not differ significantly along gender or generational lines. Living in a household with maternal employment and child care affected students and mothers, with only fathers showing nonsignificant differences on scores on the BACMEC Benefits and Costs subscales. (Author/EV)

This brief uses 1997 National Survey of America's Families data to examine characteristics of poor, nonresident fathers who do not pay child support. Overall, poor fathers resemble poor mothers in educational levels and barriers to employment. Of the 2.5 million poor, nonresident fathers who do not pay child support, the two largest groups are black and white, with Hispanic fathers accounting for 14 percent of nonpaying fathers. Fathers and mothers differ substantially in terms of living in institutions. Poor fathers receive less means-tested assistance than poor mothers and participate less in job search or education/training activities. In 1996, the average family incomes for both groups averaged only about 50 percent of the federal poverty level. The largest source of income for both groups is personal earnings. Government anti-poverty programs are still targeted primarily toward poor mothers, with poor, nonresident fathers having only limited access. Food stamps are time limited for these fathers, Medicaid does not reach out to them, and they are not eligible for the child-qualifying Earned Income Tax Credit or for Temporary Assistance for Needy Families cash assistance. (SM)

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)

A study explored the ways that front-line community development workers across Canada gained information needed to work with women participants in community economic development initiatives. Data were gathered through focus groups, a preliminary study with 15 key informants employed in community development organizations, and structured telephone interviews. One theme that emerged from the interview data was the existence of a large number of differing knowledge classes related to social situations, the legitimization of knowledge, and the practice of community development. Collisions among these different perspectives appear to create a "discord of knowing." The study also found that while gender affects an individual's experience and participation within a community setting, it cannot be considered in isolation from class, ethnicity, geography, disability, and other social factors. Drawing on anecdotal illustrations from the data, the study found that workers construct a knowledge set derived from a synthesis of formal and informal learning sources and apply the resulting perspective in development work. In the process, collisions occur and boundaries are challenged among and within academic, government, business, and practice orientations. The study concluded that agreement is emerging among practitioners about what is needed for successful development outcomes, but that their insights are not necessarily recognized as legitimate, especially by funding agencies. Changing such structural attitudes toward the value of informal local knowledge is vital for the success of development efforts. (Contains 31 references.) (KC)

The Emporia State University Multicultural/Diversity Project developed a set of assessment instruments and a model evaluation plan to assess multicultural/diversity (MCD) outcomes in teacher education and general education programs. Assessment instruments and techniques were constructed to evaluate the impact of coursework on student attitudes, knowledge, and performance skills. Participants were incoming freshmen, beginning teacher education majors, non-education seniors, and teacher education seniors. Surveys examined four basic issues: the effect of the teacher education program on student attitudes about MCD issues; whether graduating students have the necessary knowledge to function in a diverse classroom/society; whether student teachers are gaining the necessary skills to function in a diverse classroom/society; and the effect of general education programs on students' attitudes and knowledge regarding MCD issues. Students demonstrated moderate attainment of MCD outcomes. Several areas of possible improvement were noted. Implications of this study include identifying and pursuing mechanisms for program change based on faculty discussion of essential knowledge and skills. Recommendations include using a battery of assessments rather than a single assessment when evaluating a program or a student, involving school practitioners in subsequent assessment development and program changes, and making students individually accountable for minimum acceptable performance levels. (SM)

Thirteen Latina teachers were interviewed regarding their memories of and experiences with getting into college and getting degrees in education. Data came from the second phase of a 2-year study. In the first phase, researchers examined teachers' early childhood reading experiences. This study used individual interviews and focus groups to explore how respondents decided to go to college, the reaction of family and peers, sources of encouragement, barriers, the application process, and academic and social situations. Results indicated that respondents often encountered rigid gender, ethnic, and cultural expectations in their quest for higher education as well as a lack of institutional support in their university settings. They received support in overcoming challenges from high school instructors, home-school coordinators, college friends, family friends, and siblings. All respondents viewed college as critical to personal and professional success. Although respondents faced resistance from the university, they found support and friendship within the university's Latino culture. (Contains 29 references.) (SM)

Socialization of women in developing countries inhibits their education and employment in scientific and technical fields. This mindset perpetuates poverty and limits economic and social development. Solutions include elimination of gender bias, information dissemination, replication of successful development projects, use of role models, and socialization to risk taking. (Contains 37 references.) (SK)

The first-ever study of its kind, this report chronicles the experiences of lesbian, gay, bisexual and transgendered (LGBT) youth in the New York juvenile justice system. This report combines existing social science research and personal interviews with juvenile justice professionals and LGBT youth and reveals that the system is plagued by discrimination and bias against LGBT youth. A major goal of this report is to bring attention to an otherwise largely invisible segment of the juvenile justice population. The research identified six major issues that LGBT youth confront once in the system: a lack of awareness about the existence of LGBT youth and their needs; a lack of appropriate sentencing options appropriate; the safety of detained LGBT youth; professionals who lack expertise and training on how to meet the needs of this population; a lack of specific policies relating to LGBT youth; and a lack of services that are sensitive to the needs of LGBT youth. This report concludes with further recommendations on moving forward, including the formulation of task forces by the city and state juvenile justice agencies. It is suggested that advocates in the juvenile justice and LGBT communities use this report to raise their own awareness and attention to LGBT youth in the system as well as lobby for policy changes to improve the system overall. (Contains 56 references.) (GCP)

This study examined female preservice teachers' perceptions of gender differences in the learning and use of computer technology, examining: how they compared themselves to males with regard to computer technology; at what skill levels they rated themselves with regard to various educational technology applications; how levels of self-esteem equated with frustration when they worked with technology; and how they rated the effectiveness of their technology training with their teacher education program. Data from surveys of 45 student teachers and an interview with 1 student teacher related to the survey indicated that there were four overlapping themes: gender bias on the part of females (most thought that men knew more about and were more enthusiastic about computer technology); low self-esteem with computer technology and evidence of frustration; medium enthusiasm and competency levels in various educational technology programs; and an opinion expressing weakness in the technology training received from teacher education classes. The findings suggest that female teachers would be reluctant to embrace computer technology in the classroom and that teacher education programs do not do enough to encourage computer literacy among female students. (Contains 17 references.) (SM)

The two two-page briefs in this packet focus on nontraditional careers and nontraditional students and how to recruit and teach nontraditional students. "What Do We Know about Nontraditional Careers?" notes that men and women still tend to work in careers that are traditional for their sex, although the numbers of men and women choosing nontraditional jobs are increasing. Women in nontraditional jobs earn 20 percent more than women in traditional jobs, and both men and women need to learn skills for all types of careers, including nontraditional occupations. "How Can We Effectively Recruit and Teach Nontraditional Students?" provides suggestions for both these activities. Suggestions for recruiting nontraditional students include creating career-technical programs to reach all students, presenting career clusters in a way that shows how career pathways can align with interests, giving students multiple opportunities to explore both traditional and nontraditional careers, and helping students overcome stereotypes of appropriate jobs for their gender. Strategies suggested for teaching nontraditional students include improving curriculum and program design, supporting students in working with unfamiliar equipment, bringing in nontraditional role models, avoiding verbal gender bias, and creating contextual learning experiences. References and resources are listed. (KC)

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 report focuses on the Office for Civil Rights' (OCR's) activities relating to Title IX and advanced mathematics, science, and technology education for girls. It examines some of the barriers and inequities that undermine girls' opportunities to choose college majors and enter careers in the advanced mathematics, science, and technology fields, thus preventing them from having an equal opportunity to participate in advanced mathematics and science education programs, to maximize their learning potential, and to enhance their educational and career opportunities overall. The report also acknowledges gender differences placing boys at a disadvantage (for example, boys' underachievement in reading). The report evaluates and analyzes OCR's implementation, compliance, and enforcement efforts under Title IX. It discusses other federal laws affecting advanced mathematics and science education to the extent they relate to Title IX and advanced mathematics, science, and technology education. The report provides findings and recommendation regarding OCR's Title IX implementation, compliance, and enforcement efforts to assist the Department of Education and OCR in improving and strengthening the Title IX program. (Contains tables and figures.) (DFR)

This paper explores gender, racial, and socioeconomic disparities in school discipline to test alternative hypotheses concerning disproportionate school discipline. Although disproportionate representation of minority students, especially African-Americans, in school disciplinary procedures has been documented almost continuously for 25 years, few researchers have examined the factors contributing to that disproportionality. In the study reported here, it was found that racial and gender discrepancies in school disciplinary outcomes were consistent regardless of the methodology employed, though socioeconomic disparities appeared to be less robust. There was no evidence that racial disparities disappear when controlling for poverty status; instead, disproportionality in suspension appeared to be due to prior disproportionality in referrals to the office. Although discriminant analysis suggests that disproportionate rates of office referral and suspension for boys are due to increased rates of misbehavior, no support was found for the hypothesis that African-American students act out more than other students. Rather, these students appear to be referred to the office for less serious and more subjective reasons. These results argue that disproportionate representation of African-Americans in office referrals, suspensions, and expulsions is evidence of a pervasive and systemic bias that may be inherent in the user of exclusionary discipline. (Contains 85 references.) (RJM)

This report examines the status of Burundi's formal education system, focusing on elementary and secondary schooling. It addresses the issues of access to education and quality of education as well as the role of the state and donors in funding the system. It explains how the protracted civil war in Burundi has paralyzed the education system, which was already failing before the conflict began. The report finds that the majority of children in Burundi receive no formal education; boys have a better chance than girls of going through both primary and secondary school. Educational achievement is further complicated by the fact that in grades 1-4, children are taught in their native Kirundi, but by grades 5 and 6, all instruction is in French. This report focuses on: "Burundi"; "The Effects of the Conflict"; "Primary Education" (access to primary education, dropout and repetition rates, the language of instruction, changing goals of primary education, curriculum and school management, and non-formal education); "Secondary Education" (access to secondary education, community colleges, and lycees and technical schools); "University Education"; "The Teachers"; "Access to Education" (unequal access, gender and education, education for Twa minority students, and education in refugee camps); "Paying for Education" (government contributions, parent contributions, cost-effectiveness, and international donors); "Infrastructure"; "Ministry Policies to Improve Education"; and "Conclusions and Recommendations." (Contains 27 bibliographic references.) (SM)