| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GENDER BIAS": |
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Graduate Record Examination (GRE) Gender Bias, 2002.
An examination of possible problems of gender bias in the administrating of the GRE - a mandatory requirement for all students that wish to enter graduate school programs.
3,130 words (approx. 12.5 pages), 16 sources, MLA, $ 91.95
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Abstract
This paper provides an analysis of the gender bias problems that occur in GRE testing. Furthermore, a number of issues related to this problem are addressed. Finally, a conclusion will be drawn and alternative solutions and recommendations for graduate school admission criteria is proposed that promote equity and fairness for all entering students.
From the Paper
"Students that apply to graduate school are affected by the often rigorous application process, including the submission of test scores from the GRE. For many students, advanced standardized tests such as the GRE are not an accurate measure of true academic performance and may negatively influence admission decisions: ?The research demonstrates that standardized testing has a negative impact on students, perpetuating and intensifying educational inequity through test bias and the misuse of test scores? (Froese-Germain 111). Those who score poorly on the GRE are often eliminated from admission contention even though the test is perceived as one small component of the selection process. It has been demonstrated that although the questions found on the exam are theoretically designed to be equivalent for either gender, they are often proven to be otherwise. These questions emphasize the significant differences between how males and females perform on standardized tests. In addition, ?Men and women differ in their chosen interests and activities, and these differences are likely to have an influence on school activities, grades, and test scores? (Azen, Bronner, and Gafni 77). The identification of true test bias is determined in the following statement: ?If a group of examinees always performs more poorly on a test and this group does not subsequently exhibit inferior achievement, then the test misrepresents this group and is said to be biased? (Azen et al. 78). In general, admission tests are required in order to accurately select and predict the appropriate candidates, and this process can have a negative effect on the potential success of student populations."
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Gender Bias in Computer and Video Games, 2006.
This paper analyzes the gender bias in the computer game industry from software designers to users.
2,611 words (approx. 10.4 pages), 11 sources, MLA, $ 78.95
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Abstract
The writer of this paper examines the various studies that claim the content of computer games are determined by the interests of men rather than women and proves that a gender bias in the PC game industry exists. This paper also discusses the lack of female computer programmers in the industry and the steps being taken to remedy the situation including direct marketing aimed at women.
From the Paper
"One step that some companies are taking is simply directing more marketing at girls and women. According to the esteemed advertising journal, Billboard, in the early part of the previous decade, Sega Corporation instituted a special "girls task force," which was comprised of female executives. Additionally, Viacom New Media executive vice president Michele DiLorenzo began and remained a vocal industry proponent of gender-neutral titles."
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Gender Bias, 2003.
This paper discusses the phenomenon of gender bias in the Western society and the workplace.
1,150 words (approx. 4.6 pages), 11 sources, MLA, $ 39.95
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Abstract
This paper relates the history of women's role in the workplace. The author points out the attributes of gender bias and discrimination. The paper delineates changes in the 20th Century.
From the Paper
"This research examines the phenomenon of gender bias in Western society, which can be identified as having both a long history in real-world experience and a long history as a subject for philosophical and moral discourse. The research will set forth attributes ..."
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Gender Bias in Canada, 2002.
Shows that the greatest barrier to equity and social justice in Canada is gender bias, particularly the unequal treatement of women.
3,650 words (approx. 14.6 pages), 15 sources, $ 133.95
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Abstract
Both quantitatively (in terms of numbers affected) and qualitatively (in terms of the changes required), gender bias remains a profound Canadian crisis. Women are disadvantaged in marriage and in the workplace and underrepresented in the political arena. The roots of this bias are deeply ingrained in Canadian society. Further, overcoming this bias demands fundamental changes in the type of government intervention designed to address it.
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Gender and Racial Bias in Transportation, 2002.
An analysis of the issues of gender and racial bias in the American transportation system.
1,150 words (approx. 4.6 pages), 2 sources, $ 44.95
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Abstract
This paper discusses how the American transportation system has a built-in gender and racial bias. The author examines the validity of this argument, identifies the major ways that our transportation system discriminates by race and gender, and describes three policies that might be effective in bringing more gender and racial equity to the U.S. transportation system.
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| Term Paper # 46971 |
temporarily unavailable
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Gender Bias in Education, 2004.
A look at the problems caused by the gender gap in the field of education.
755 words (approx. 3.0 pages), 5 sources, MLA, $ 26.95
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Abstract
This paper examines how gender bias in education refers to the persistent gender gap that exists in the field of education and how various strategies have been adopted and several reforms have been introduced to tackle this issue. It looks at how women are always taught to be less aggressive and less assertive than their male counterparts, and for this reason, they tend to stay away from more competitive or professional fields of education. It shows how some changes are needed in the way teachers handle this problem in the classroom and how vast literature on the issue suggests that teachers play a vital role in gender gap issue.
From the Paper
"It has also been noticed that lower self esteem and confidence in girls is directly connected with teacher?s attitude towards more assertive and confident girls. While teachers permit and even encourage assertive attitude of boys, the same behavior is not tolerant when exhibited by a girl and she is seen as a disruptive element. Reay report suggest that the reason why most girls choose not to enter the more competitive fields of education is because they have been conditioned to do so."
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Gender Bias in Writing, 2002.
Examining the importance of a quality writing curriculum for students and the difficulties facing educators in compiling such a curriculum.
1,758 words (approx. 7.0 pages), 5 sources, MLA, $ 56.95
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Abstract
This paper addresses the issue of gender bias in literature and shows the importance of educators in maintaining a gender balance in literature chosen to be part of a curriculum. The paper gives examples of specific characteristics of male and female writers and the differences between them. It shows how writing skills taught in school influences the way students develop socially and provides recommendations for educators in developing a quality curriculum.
From the Paper
"The importance of a quality writing curriculum should be emphasized in all schools at all levels. It is not generally recognized as an obvious truth, but gender inequalities exist in literature across the board, in addition to writing courses and other training mechanisms. These inequalities are not particularly obvious and are not likely to be intentional, but they do occur in all areas of literature and prose. Specifically, current writing curriculums do not stress the significance of expressive writing in classrooms that are composed of a combination of students from both genders. Personal experience has taught me that for the relatively few gifted individuals in this world that possess true writing talent, gender is not even considered in the equation. Writing talent is defined by the quality of the work in any form, not the person who wrote it. Whether or not a stigma regarding males and their expressive writing abilities indeed exist remains to be seen. Males are certainly capable of expressing themselves through their writing in the same manner as females, although their developmental activities may be different. Furthermore, the tendency to evaluate writing skills and prose is often based entirely upon gender stereotypes that tend to prefer female writers to males in the expressive writing category. In order to cultivate new writers of both genders, it is critical that all types of writing styles are taught in schools so that writers may discover their hidden talents and demons regarding the writing process."
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Gender Bias In The Classroom, 1995.
Examines the role of language, speech, reading and writing in socializing student bias and alternatives for promoting gender equity.
1,800 words (approx. 7.2 pages), 8 sources, $ 63.95
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From the Paper
"Linguistics is one of the methods society uses to promote gender bias--a socialization process that starts in the classroom. Both children and teachers perpetuate the myth of female subordination by neglecting to use gender neutral terminology. Teachers inflict further damage by giving preferential treatment to male students. Children reared in an environment where gender roles are stratified incur the danger of perpetuating a system of "virulent sexism" in which boys grow up "deeply suspicious of feminists" (Britzman, 1993, p. 36).
The issue of gender equity is a relatively recent concern in the field of education. The legal foundation of this concern was the Title IX of the Education Amendment Act, passed in 1972. This Act prohibited sex discrimination in federally-funded education programs and activities. Although the legislation has ..."
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Gender Bias and Women in Sports, 2007.
An examination of the challenges posed for women in sports by the gender binary system.
2,441 words (approx. 9.8 pages), 7 sources, APA, $ 74.95
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Abstract
This paper explains how female athletes face tremendous obstacles and prejudice because by definition they are in opposition to the twin pillars of our patriarchal society: the gender binary system, and compulsory heterosexuality. The paper shows that many athletes and athletic organizations spend a great deal of energy on countering suspicions that women athletes are not "natural," "real," heterosexual, feminine women. The writer suggests that women stop wasting their energy on counteracting societal prejudices, and concentrate on being the best athletes they can be. The paper concludes that society has to change, and acknowledge and affirm the new ways in which 21st century women are choosing to express themselves. The writer believes that in this way, women's sports will some day command the same respect and money as men's sports do.
From the Paper
"Our society is rigidly structured on the basis of a gender binary system, which stipulates and prescribes that there must be two - and only two -genders, and moreover that these two genders are the opposites of one another. This system commonly posits the male as the norm, and the female as merely the "other," or simply the opposite of the norm. Within this system, certain attributes are regarded as quintessentially masculine, and others as feminine. Deviation from this is not well tolerated by mainstream society, possibly because it threatens the patriarchal status quo."
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Bias in Gender Roles, 2008.
This paper discusses the portrayal of males and females in children's books.
1,974 words (approx. 7.9 pages), 5 sources, APA, $ 62.95
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Abstract
Many children's books contain myths and stereotypes which, although they appear to be commonsense understanding, are actually completely inaccurate. Children learn from text and images that represent the culture, and then they organize their perceptions of the world based on that information. This paper makes use of symbolic interactionism and structural functionalism to argue that gender as it is depicted in children's books has a social purpose and that very young children are capable of interpreting the meaning. The four themes of gender bias, gender role socialization, gender-based traits, and pseudo gender equality are discussed.
Outline:
Introduction
Gender Bias
Gender Role Socialization and Stereotypes
Pseudo Gender Equality
Conclusion
From the Paper
"At the same time, Gooden and Gooden provide a persuasive rationale for the over-abundance of males in children's books and picture books they surveyed that were published from 1995 to 1999. The authors were all simply accepting of the traditional view of the work role assigned to the male, and these values were therefore promoted in the books. Diekman and Murnen found that even in nonsexist books for children, gender segregation and the traditional idealization of femininity result in an unequal representation of the sexes. The patterns pointed out by these authors exist for a purpose. That purpose, as is perceived through structural functionalism, is to maintain social equilibrium which depends on male dominance and female subservience. Symbolic interactionism allows us to see that very young children are aware of and are quite capable of interpreting and internalizing these patterns through the books they encounter."
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Moral Development and Gender Roles, 2005.
Examines L. Kohlberg's six stages of moral development and discusses how a teacher can address the issues that surround gender bias in the classroom.
1,604 words (approx. 6.4 pages), 7 sources, APA, $ 52.95
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Abstract
This paper is an analysis and brief review of L. Kohlberg's six stages of moral development which include punishment and obedience orientation; individualism, instrumental purpose and exchange; mutual interpersonal expectations, relationships, and interpersonal conformity; social system and conscience; social contract or utility; and individual rights and universal ethical principals. In addition to the stages of moral development, this paper presents suggestions on how teachers can avoid bias, especially gender bias, in the classroom.
From the Paper
"Lastly, there is level 3, stage 6; the universal ethical principles orientation which also occurs in the stage of adolescence. Here the individual is searching for and in turn living in a way that is consistent with the deepest set of moral principles possible. Adolescents who reason in this way assume personal responsibility for their own actions on the basis of fundamental and universal principles, such as justice and basic respect for persons (Kohlberg, 1978: Kohlberg et al. , 1990). These ethnical principles are part of an articulated, integrated, carefully thought-out, and consistently followed system of values and principles (Bee, 2002)."
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Effects of Culture on Gender Relations, 2002.
An analysis of the roots of gender bias and how they are portrayed in two plays: "Trifles"by Susan Glaspell and "M. Butterfly" by David Hwang.
1,065 words (approx. 4.3 pages), 4 sources, MLA, $ 37.95
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Abstract
This paper looks at gender bias and brings the two plays as examples of how gender politics are guided by the inherited behaviors that are more felt than taught. "Trifles" and "M. Butterfly", are perfect examples of how culture dictates the worst behavior in men against women and how women are belittled by culture.
From the Paper
"Subjective truth forms our perception of reality when regarding people, cultures, religion, or any other differentiating factor, and this is true of the male gender-perception of women. Plausibility structures, which govern our perspective and control how we perceive the Other, are part and parcel of every culture, gender, religion, and community. In fact, they are directly responsible for our ability to believe the seemingly unbelievable about others. For example, for a very long time, members of hate groups (which they would call patriotic organizations) have created a culture in which its members are convinced of the reality that all people who are not white are so different from them as to be rendered unimportant. Men have, for millennia, subjected women to a 'reality' that tells them they are inferior of mind and body, are unable to engage in the kinds of activities that men can , and that their contributions to the world can only be in motherhood and as a wife. This, of course, is a subjective truth turned reality for the males of the culture. Only relatively recently have women had enough of a voice to be able to start changing that subjective reality to demonstrate that such is not the case. For the purpose of this discussion, we will examine the works of two dramatists: Susan Glaspell's Trifles, and David Hwang's M. Butterfly. Trifles uses the voices of men in a Greek-chorus-like manner, acting as the conscience or the voice reflected by the plausibility structures of the community, to reinforce Minnie's guilt, the triviality of hers and women's occupations, interests, and preoccupations. M. Butterfly, also depicts the kind of influence that the archetypal structures of community perception (i.e. gender perception of women through men) has over a woman's life. Both of these plays will be discussed further in this vein."
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Bias in Children's Literature, 2002.
Children's literature is discussed in the contexts of race and gender bias.
1,650 words (approx. 6.6 pages), 7 sources, $ 62.95
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Abstract
A general history of North American children's literature is provided and a critical analysis of race, class and gender representation is discussed in the contexts of the need and availability of multicultural children's literature.
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Sexism in Advertising, 2006.
A look at gender-biased advertisements and whether they reflect societal views or influence them.
2,338 words (approx. 9.4 pages), 7 sources, APA, $ 71.95
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Abstract
This essay considers whether gender-biased advertisements are a reflection of the social status quo or whether they are actually creating the basis for sexist stereotyping in our society. To consider this topic further, the paper explains that it must be examined from a cause and effect point of view and then attempts to shed some light as to the reasons, both implicit and explicitly, why advertisements rely so heavily on sexist, gender-biased images to sell products. The paper concludes with the finding that mass media can definitely propagate sexual stereotypes as well as perpetuate existing ones.
From the Paper
"Advertisements typically emphasize the use of cosmetics and household wares by women while girls are portrayed playing with dolls and domestic appliances. Boys on the other hand are pictured playing with vehicles and games of war and competition, while men are associated with cars and sports. This in turn creates the impression of women as emotional and dependent and men as aggressive, dominant and independent. (footnote 1) In an advertisement for Nautica, we see two men playing football, a sport associated with masculinity, while wearing the Nautica line of clothing and accessories (Vanity Fair 38-39). If one is careful in observing the ad, the models can be seen wearing watches while playing."
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