1. Discipline and Gender In this portion the disciplines are analyzed and respondents are divided on the basis of their discipline or department. The different discipline where the study was conducted was BBA, Fine arts, English, chemistry, economics, IT, psychology, Bio Chemistry and Chemical Engineering. The disciplines were ranged in strata form on the basis of gender, from which BBA held the highest number of respondents. Table 4 Current Discipline/ Department * Gender Gender Total Female Male Current Discipline/ Department BBA 2 37 39 IT 2 21 23 Fine Arts 3 12 15 Psychology 6 5 11 English 4 4 8 MCM 1 2 3 Chemistry 3 0 3 Bio Chemistry 11 7 18 Economics 10 4 14 Chemical Engineering 1 5 6 Total 43 97 140 Correlation Analysis For this analysis “Pearson correlation coefficient” was used. This correlation was used to calculate the correlation between Students study disciplines with …show more content…
The factors mentioned in this study have been given by Dimaki et al. (2006) and Mringe (2006) which include “friends and family influence, prestige, family income, parents educational level, career prospects, place, media, peer influence, teacher and alumni advice, interest in subject, and importance of education in the society”. Studying the main factors family and friends influence, income of the family and career prospects are limited factors and more factors can be studied upon. If we concentrate on the variables used in this study, income of the family has “positive and significant” relationship with student’s discipline. The disciplines of students vary more in high income families rather than in low income families. Now this was what the literature said. It can also be proved from this analyses that was conducted through this study. Also it showed a 23.0% change with an increase in a unit of family income, which proves the significance of family income with disciplinary
Click here to unlock this and over one million essaysGet Access
The film industry has created the conventional gender roles of society into their movies; A majority of films have supported some of the male and female stereotypes. In the history of the film industry, the role of men is primarilythat of the stereotypical working class man or hero, while the roles of women are primarily portrayed as being somewhat inferior to men. In the 1930s through the 1970s, men held the leading roles in films while women played smaller roles. Men were typically employed, successful gentlemen, while the woman’s only job was a housewife. The film industry was mostly dominated by men. In terms of jobs, women were given mostly family roles and rarely were shown outside of their homes, while men had
Students abilities strongly correlate with the family’s socioeconomic status i.e. it depends on a combination of variables, including occupation, education, income, wealth, and place of residence. The statement mentions that children whose parents have the good educational qualification and income, can have the good impact on child's performance. Above average
Internal validity of this study included data collection process and student personal interest in education. For example, students may have scored in exam because they concern about their own education. Reliability of this study instrument has not been tested. This is the first time this group will have this survey. There is no former survey to use as a standard to see if there are many changes.
Literature review in relation to the findings. Some findings of this study replicate what has already been revealed in the literature, with regards to the topic of the undergraduate
The physical body has been seen as many things both positive and negative. It can be thought of as the temple which houses the soul or can be seen as entrapping, like a cage of flesh. More often it seems that the body, especially women’s bodies, are looked at in more complicated ways than the bodies of men. As I grew up, it began to feel more and more like my body, and the bodies of other women, did not actually belong to us like we believed. Through my Women’s Studies class I have gained more knowledge on the body as a political object. In this essay I will examine six different articles with the similar theme of women’s bodies, the expression of those bodies and how by using feminism as a political standpoint they gain power and ownership of their bodies.
The most commonly preached and accepted social path for an individual is to go through elementary and secondary school, and immediately follow that with some sort of a post-secondary education. We must take the skills we have learned in grade school and apply them, as we become adults. Schools where a student can receive a degree are regarded as the highest quality by society. We are lead to believe that the college or university campus is filled with equality and equal opportunity. In reality, college reaffirms the gender frames we have understood throughout our lives thus far and strengthens that reality even after we graduate. The gendered division of labor that we see in the workplace is
Before taking this class, I did not know a lot about women’s and gender studies. Reading the different books and looking at the different pieces of art helped me the most in this class. There were many pieces in this class that influenced me to learn more about these women’s and gender issues and reflect on my learning. I spent a lot of time taking notes while reading the stories and relating them to what I have experienced in my life. For example, the graphic memoir we did as a project showed how I related to women’s and gender issues. It showed my struggle as I played T-ball as the only girl on the team. This experience allowed me to compare it to the stories we read as part of the class.
The literature thus firmly supports the thesis that socio-economic status is directly correlated with academic success, due to the superior financial and social capital resources available to the middle-class student. Furthermore, the interdependence between multiple factors means that the cumulative impact of risk factors may be greater than the simple sum of separate factors (Sparks, 1999:10)
With the focus on academics, “More than 90% of all students also graduate from high school and 40% form university or junior college” (“Education In Japan”). The success rate is influenced also by the teachers. The student have one teacher and some might argue that the teacher doesn’t master everything she teaches because “70% of teachers teach all subjects as specialist” (“Education In Japan”), she create student teacher relationship with is the key to the success of many students. The student behave differently because of the cultural influence.
For many years society has embraced the idea that the difference between men and women were biologically determined. Thou through traditions, media, and peers we act accordingly to how others view us. Each individual has pressure placed upon them based on their gender. Our sex is determined by genetics while our gender is programmed by social customs. Some theories interpret that a women is tender and a loving mother while on the other hand men are aggressive hunters and are the dominant one of the family. People who support this theory seems to believe that men and women are happier when fulfilling the roles nature determined for them. Women are to be nurturing and men are to be providers by
My beliefs and view on the gender ideology towards work and family is more weighed on one side (Masculine) and partly on the other (Feminine). It is evident that the ‘Masculine’ gender is more dominant in our society and because of this; there is more expectation and responsibility for the masculine gender. However, there is a continual inclusion trend in which we are witnessing the feminine gender assume some roles of the masculine gender. But overall, the masculine effect is still dominant. I personally feel that there should be a good balance of work and family responsibility by the men. It is necessary that the ‘Men’ are mostly responsible for taking the role of the breadwinner of the family therefore, the working hours of the men would have to be met as required by the employer. For example, working 40 hours a week is the minimum in the US but varies in some other places. In a case whereby the man has to take an overtime shift just to meet the needs of the family.
The textbook identifies four approaches to gender development: biological, interpersonal, cultural, and critical. Define each theory. Then answer the following question: which of the theoretical approaches to gender do you find the most valid? Be sure to include at least two examples from your own experience as well as two scholarly sources to back up your claim.
In today’s society, there are more men engaged in the science fields than women. With that being said, this could cause the commonness of gender stereotypes. For instance, science is there for men and not women. Besides the social life of others, these stereotypes can also be shown in during the education process. Stereotypes are mainly visible by the use of language, the methods of teaching, gender and the attitude that is given. The main goal of this article was to tell whether the science education contained gender biased. This analysis thoroughly explains men are more into science profession and women are more likely to become teachers. In this article, men and women shows a stereotypical representation in online science education
Gender equity in terms of education is about the socialization of men and women and the results of this process on the life outcomes of the two genders (Husen & Postlethwaite, 1994). In the United States, the education system is required to treat males and females equally. There has been much research done to compare the genders in all areas. In the past, research has found that women fall far behind men in many areas such as math, and science, but men lag behind women in certain areas as well. Over the years, many provisions have been made with the goal of equalizing the treatment of girls and boys in public education. These improvements are proven successful as women, as well as men, are advancing in areas where they tend to lag
In Table 1, students’ profiles are presented. Large percentage (58.3%) was in the age group of 21-25 years with a mean of 22.2 years and median of 22 years, 50.6% were male while 49.4% were female. In addition, 19.9% and 19.2% were in 300 and 400 levels respectively. Also, 74.4% and 25.6% preferred Ecotourism Management and Wildlife Management as their preferred areas of specialization respectively (Figure 1). Furthermore, there was no significant difference between male and female preferred areas of specialization (t= 1.96, p>0.05). The mean of male group was higher than that of female group (Table 2).