In order to make education more equitable and effective for all, educators need to understand some of the complexities involved in developing public education policies to benefit over half our popu...

The Role of Public Policy in the Education of Girls and Women.

The Role of Public Policy in the Education of Girls and Women

This case study explored the gendered performances of five female backline classified staff members who work in non-traditional fields within a community college. More specifically, this study defined gendered behaviors at a community college, and explored how these behaviors have affected the identities of women working in non-traditional fields at the community college. This study indicated through documents, observations, and interviews that there was mixed evidence of the degree to which gendered behavior is cultivated at a community college in Washington. Document review, interview, and observation findings showed that women at the community college reported expectations of gendered behavior, gender normative reinforcement, resistance to claiming feminine traits, skills in navigating various roles, and an evolution of women's roles.

/pdf/gender-performativity-in-the-community-college-a-case-study-3tccmpbuuh.pdf

Gender Performativity in the Community College: A Case Study of Female Backline Classified Staff.

Using sex equity research to improve education policies

To determine the effect of part-time/full-time study, mentoring and various attribute variables upon productivity levels, 304 men and women possessing doctorates and working as faculty in education at U.S. land-grant universities were surveyed. These faculty received their doctorate degrees in 1974/75 or 1979/80 and were compared against each other for differences. There were no significant differences (p< .05) in productivity levels between men and women. However, men were significantly more productive than women when only the 1979/80 group was considered. Full-time students were significantly more productive than those attending part-time and there were no significant differences for those indicating the presence or the absence of a mentor. The relationship between productivity and age (the older one was, the less productive) and productivity and full-time study was also significant. Salary for women was also positively correlated with productivity (i.e., the higher a woman's salary, the more productive she was). Demographic data was collected on 2236 total faculty giving evidence that men were paid more, received tenure more often, achieved higher rank, were more apt to attend their doctoral program full-time, and had a higher availability of males to mentor them.

A comparative analysis of factors affecting productivity levels in professors of education in U.S. land-grant universities

Achieving Sex Equity in Education: A Comparison at Pre- and Post-Secondary Levels.

Implications for Increasing Sex Equity at All Educational Levels

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Achieving Sex Equity in Education: A Comparison at Pre- and Post-Secondary Levels.

Implications for Increasing Sex Equity at All Educational Levels