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dc.contributor Pella, Riana en
dc.contributor.advisor Carinci, Sherrie en
dc.contributor.author Vetter, Katie Elizabeth en
dc.date.accessioned 2014-01-14T15:29:10Z en
dc.date.available 2014-01-14T15:29:10Z en
dc.date.issued 2014-01-14 en
dc.date.submitted 2013-12-02 en
dc.identifier.uri http://hdl.handle.net/10211.9/2352 en
dc.description Thesis (M.A., Education (Behavioral Studies/Gender Equity Studies))--California State University, Sacramento, 2013. en
dc.description.abstract This study seeks to add to the underdeveloped body of literature detailing the movement of students’ attitudes and perceptions of gender and race through involvement in a First-Year Experience course. This study examined the attitudes and perceptions of first-year students before their participation in a First-Year Experience course and again at the conclusion of the course to determine if movement in student attitudes and perceptions occurred though involvement in the course. Data was collected from five First-Year Experience course sections. This data provided the researcher with necessary information to answer the research questions. A 30-question five-point Likert scale survey was given before students participated in the First-Year Experience course and again at the conclusion of the course. In addition, five open-ended questions were included with the post-survey. The open-ended questions allowed students to provide a narrative of their experience with gender related issues in their First-Year Experience course. The quantitative data was analyzed using SPSS to determine a mean in pre- and post-survey responses. A comparison of percentages of student responses from pre-and post-surveys also provided data to show movement between disagree, neutral, and agree. The quantitative data did reveal movement in students’ attitudes and perceptions of gender between the pre- and post-surveys; however, a more significant shift was observed regarding students’ attitudes and perceptions of race and diversity than gender. The qualitative data was analyzed using a thematic approach and coding sheets. The qualitative data analysis revealed themes that suggested students do have an interest in learning more about specific aspects of gender issues including gender stereotypes and sexism. en
dc.description.sponsorship Education (Behavioral Sciences Gender Equity Studies) en
dc.language.iso en_US en
dc.subject First year experience en
dc.subject Freshman students en
dc.subject Gender en
dc.subject First year seminar en
dc.title Gender and race perceptions in a first-year experience en
dc.type Thesis en

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