Date Approved

Winter 1994

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

Despite American education's claim that it is an equalizing force, a body of research documents that females do not receive equitable experiences in school when compared to the same experiences of boys. This study investigates many of the forces that have contributed to the persistence of gender inequity.; This study then examines feminist theory, the history of female education, and current research on school sexism. Next, the results of surveys given to a group of secondary educators and another given to a random sampling of high school students do show that gender inequities still occur even though claims to the contrary exist.; This study recommends that educators pursue in-service training to recondition themselves so that they may more equitably present material in the classroom and thus avoid promoting cultural gender bias.

Comments

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