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Perceptions and assumptions: Gender...

Maughan, Margaret Mary Smith.

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Perceptions and assumptions: Gender equity in Jesuit all-male secondary schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions and assumptions: Gender equity in Jesuit all-male secondary schools./
作者:	Maughan, Margaret Mary Smith.
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3322.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Education, Religious. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147193
ISBN:	0496079603

Perceptions and assumptions: Gender equity in Jesuit all-male secondary schools.
Maughan, Margaret Mary Smith.

Perceptions and assumptions: Gender equity in Jesuit all-male secondary schools. - 185 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3322.

Thesis (Ed.D.)--University of San Francisco, 2004.

This study investigated the perceived and assumed values of faculty members in six single-sex secondary schools affiliated with the Society of Jesus (Jesuits) to assess the extent to which specific gender-based values were operative. In particular, were both masculine and feminine values present in the all-male culture? Additionally, this study investigated whether certain specific demographic factors (age and sex of faculty members, their years of teaching in coeducational or single-sex schools, and their own experience in a single-sex or coeducational high school) affected those values.

ISBN: 0496079603Subjects--Topical Terms:

1017705
Education, Religious.

Perceptions and assumptions: Gender equity in Jesuit all-male secondary schools.
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245 1 0 $a Perceptions and assumptions: Gender equity in Jesuit all-male secondary schools.
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3322.
500 $a Chairperson: S. Jeanne Hagelskamp.
502 $a Thesis (Ed.D.)--University of San Francisco, 2004.
520 $a This study investigated the perceived and assumed values of faculty members in six single-sex secondary schools affiliated with the Society of Jesus (Jesuits) to assess the extent to which specific gender-based values were operative. In particular, were both masculine and feminine values present in the all-male culture? Additionally, this study investigated whether certain specific demographic factors (age and sex of faculty members, their years of teaching in coeducational or single-sex schools, and their own experience in a single-sex or coeducational high school) affected those values.
520 $a The theoretical rationale utilized in this study was based on structural functionalism as defined by Schein (1992). He contended that culture was the basic, shared, and unconsciously accepted assumptions held by the members of an organization. Given that the six schools in the study were under the direction of the Jesuits, for whom the holistic ideal of cura personalis has been a guiding principle for nearly 500 years, this care-of-the-person should be evident in the values espoused by faculty. It was within these two conditions that this study was framed.
520 $a The methodology adopted was a forced-choice survey with a demographic checklist. For each of ten pairs of gender-based values associated with cura personalis, respondents selected the value in the pair most representative of the culture of the school and indicated the extent to which they "agreed" or "strongly agreed" that the dominant value in the pair was operative.
520 $a The following results were reported: first, the three dominant gender-based values were associated with the feminine; and second, the remaining seven values were equally divided between masculine and feminine values. These two findings are noteworthy because the faculty of these all-male schools were 28% female and 72% male. Although gender research would suggest a greater congruency of values along gender lines, this did not occur. One explanation is that the cura personalis philosophy may have influenced the culture.
520 $a Analysis of the demographic criteria determined that age and years of teaching experience were not significantly related to the values held by faculty. The relationship between faculty members' own type of high school experience and perceived values was significant.
590 $a School code: 6019.
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790 1 0 $a Hagelskamp, S. Jeanne, $e advisor
790 $a 6019
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3147193