scholarly journals A Lesson in English and Gender: Title IX and the Male Student-Athlete

2001 ◽  
Vol 50 (4) ◽  
pp. 1123
Author(s):  
Sarah E. Gohl
Keyword(s):  
Title Ix ◽  
Male Student ◽  
Student Athlete ◽  
And Gender

Title IX and Gender (In)equity

1997 ◽  
Vol 42 (11) ◽  
pp. 1022-1022
Author(s):  
David Lavallee ◽  
M. S. Omar Fauzee
Keyword(s):  
Title Ix ◽  
And Gender

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

“The Good Ole’ Girls’ Nursing Club”: The Male Student Perspective

2017 ◽  
Vol 29 (3) ◽  
pp. 285-291 ◽  
Author(s):  
Teresa Carnevale ◽  
Kimberly Priode
Keyword(s):  
Nursing Students ◽  
Gender Bias ◽  
Lived Experiences ◽  
Negative Impact ◽  
Male Student ◽  
Nursing Program ◽  
Impact Factors ◽  
Student Perspective ◽  
Career Expectations ◽  
And Gender

Background: Diversity in nursing remains limited with little progress made in the recruitment of males. The purpose of this research was to garner the male nursing students’ perspectives of their lived experiences while enrolled in their undergraduate program. Method: A phenomenological group focus approach was utilized with male nursing students regarding their lived experiences of what factors support or negate their being successful in completing a nursing program. Results: Four themes were interpreted: exclusion, gender bias, career expectations, and acceptance. Exclusion and gender bias were seen as negative impact factors, while career expectations was both a motivating factor and a negating factor. Acceptance was interpreted as an important positive factor. Conclusion: A call for change to the profession of nursing from a culture of the “good ole’ girls’ nursing club” to one of “great nurses from both genders and all ethnicities” is critical for the future growth of the profession.

Athletic Voices and Academic Victories: African American Male Student-Athlete Experiences in the Pac-Ten

2010 ◽  
Vol 34 (2) ◽  
pp. 131-153 ◽  
Author(s):  
Brandon E. Martin ◽  
C. Keith Harrison ◽  
Jeffrey Stone ◽  
Suzanne Malia Lawrence
Keyword(s):  
African American ◽  
African American Male ◽  
Male Student ◽  
Student Athlete

scholarly journals Students’ Mathematical Communication Skills Based on Keirseys’ Personality Types of Idealist and Gender

2019 ◽  
Vol 9 (2) ◽  
pp. 35
Author(s):  
Indah Dwi Mulyastuti ◽  
Budiyono Budiyono ◽  
Diari Indriati
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Junior High School ◽  
Mathematics Learning ◽  
Male Student ◽  
Personality Types ◽  
Mathematical Communication ◽  
Main Research ◽  
And Gender ◽  
Data Collection Technique

<span lang="EN-US">Learning in the 21st century can be defined as learning that provides 21st century skills, one of which is communication. Mathematics learning allows students to communicate mathematical ideas clearly. Different personality types can affect the way they communicate, and other activities in learning mathematics. This study aims to describe students' mathematical communication skills in terms of Keirsey personality types, namely Idealist and gender who have Idealist personalities. Descriptive qualitative research was used in this research and was carried out at Junior High School Negeri 1 Purwodadi in the 2019/2020 school year. The research was conducted on the subject of class VIII I with idealist personality type, then selected 1 female student and 1 male student using purposive sampling. The researcher is the main research instrument with the help of observation guidelines, questionnaires, tests of mathematical communication skills and then interviews. The data collection technique is a triangulation technique by comparing the answers to the mathematical communication skills test and interviews. Data reduction, data presentation and drawing conclusions are data analysis techniques used in this study. Female students with idealist personality types communicate better mathematically than male students with idealist personality types as shown in the results of this study. </span>

scholarly journals Perceptions About Ethical Behavior Among Undergraduate Students Attending Religiously-Affiliated Institutions

2019 ◽  
Vol 12 (1) ◽  
pp. 11-18
Author(s):  
Amy Vandenberg ◽  
Jason J. Haen ◽  
Kathleen K. Molnar ◽  
Thomas W. De Berry ◽  
Joe W. Cotter
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Ethical Issues ◽  
Religious Affiliation ◽  
Business Students ◽  
Male Student ◽  
Male Students ◽  
Student Survey ◽  
Religiously Affiliated ◽  
And Gender

By controlling for size and existence of a religious affiliation and gender, this study adds to the literature regarding opinions of undergraduate business students about the ethical nature of both academic and business related actions. Analysis of student survey data from two institutions similar in these characteristics continues in this longitudinal study. After the data were separated by gender, ethical perceptions of male students significantly differed for business-related dishonest acts for those male students who had taken two or more courses in religion, but church service attendance did not seem to have any effect. This may suggest that taking more courses (or having more dialogs) in which moral issues beyond academics are discussed may affect male student perceptions of ethical issues outside the institution.

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