An analysis for potential sex bias and sex stereotyping in selected cognitive style mapping program inventories as implemented at the Fox Valley Technical Institute, Appleton, WI 54913 Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/9k41zk02x

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  • Purpose of the Study The purpose of this study was to analyze a set of instructional materials for sex bias/sex stereotyping and to test statistically for the significance, direction, frequency, and amount of change between the original (PRE) and the revised (POST) selected cognitive style mapping inventory element items. Procedure The study is based on the requirements of Federal Law, Title II, PL 94-482, 1976, that contains a strong commitment for the elimination of sex bias and sex stereotyping in vocational education. The related literature was studied to locate any criteria that could be used for content analysis. Since there were no usable criteria located, a usable set of criteria based on the review was established with four main categories and fourteen subcategories. This set of criteria was then used to analyze and rewrite the forty-eight identified items of the total of one hundred forty-seven within the four selected mapping inventories. The data gathered in the traditional pre/post design were analyzed by the IBM SPSS--Statistical Package for the Social Sciences--computer program according to the method and design preestablished by the selection of nine vocational program student groups, three each in (a) MIXED: both male and female, (b) PREDOMINATE FEMALE, and (c) PREDOMINATE MALE. The assumptions of twelve hypotheses were tested for each of the seventeen mapping elements out of the total of twenty-seven elements and the element item subparts, using one-way analysis of variance and two-way analysis of covariance. Conclusions The first level of data analysis showed that within the twelve hypotheses there were twenty-eight significant elements that had to be further tested for element item significance. The second level of data analysis showed that within nine of the hypotheses there were seven significant element items. The major findings and conclusions of the research study show that: 1. Sex bias/sex stereotyping existed within the cognitive style mapping element items. 2. Sex bias/sex stereotyping reference language can be identified and eliminated. 3. Sex bias/sex stereotyping elimination did not significantly affect the outcome of the inventory element item response selection. 4. Sex bias/sex stereotyping reference elimination should produce a similar cognitive style mapping inventory profile. Future Directions 1. The cognitive style mapping items which were not analyzed for sex bias/sex stereotyping and statistically tested should be analyzed using the same procedures as the present study. 2. The present study should be replicated using the same design to ascertain if another selected population group and subgroups would produce the same or similar results. 3. The present study should be expanded by including other factors to determine the causes why the male and female vocational program are both positively and negatively significant. 4. The present study should be replicated with a different mix of student groups to ascertain if the same or similar results would be produced. 5. The present study shows that sex bias/sex stereotyping research needs to be continued.
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