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The Effect of Women Academic Leaders on Canadian Natural Sciences and Engineering Professors
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Dengate, Jennifer; Hoffart, Renée; Peter, Tracey; Farenhorst, Annemieke; Franz-Odendaal, Tamara – Canadian Journal of Higher Education, 2021
Using a sample of women natural sciences and engineering (NSE) faculty members from 13 Canadian universities, we investigated the impact of women academic leaders on women professors' perceptions of gender bias. Logistic regression analyses indicated that professors who perceived more workplace gender bias were more likely to feel that they needed…
Descriptors: Women Faculty, Women Administrators, College Faculty, Gender Bias
Department Culture in Canadian Sciences & Engineering: An Empirical Test of the Culture Conducive to Women's Academic Success Model
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Peter, Tracey; Dengate, Jennifer; Farenhorst, Annemieke; Franz-Odendaal, Tamara – Journal of Women and Gender in Higher Education, 2020
We tested four proposed dimensions of a Culture Conducive to Women's Academic Success (CCWAS; i.e., supportive leadership, freedom from gender bias, equal access to opportunities, and support for work-life balance) on a sample of women faculty from Canadian Natural Sciences and Engineering (NSE) departments/units. The results of our serial and…
Descriptors: Departments, Organizational Culture, Women Faculty, Job Satisfaction
Gender and the Faculty Care Gap: "The Obvious Go-To Person" for Canadian University Students' Personal Problems
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Dengate, Jennifer; Peter, Tracey; Farenhorst, Annemieke – Canadian Journal of Higher Education, 2019
A mixed methods analysis of Canadian natural sciences and engineering faculty's workplace experiences revealed a gendered care gap with women reporting greater responsibility for students' personal and mental health problems, including suicidal thoughts and behaviour, and sexual assault. Statistical results demonstrated that women were approached…
Descriptors: College Faculty, Natural Sciences, Engineering Education, Mental Health
Gaps between Beliefs, Perceptions, and Practices: The Every Teacher Project on LGBTQ-Inclusive Education in Canadian Schools
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Taylor, Catherine G.; Meyer, Elizabeth J.; Peter, Tracey; Ristock, Janice; Short, Donn; Campbell, Christopher – Journal of LGBT Youth, 2016
The Every Teacher Project involved large-scale survey research conducted to identify the beliefs, perspectives, and practices of Kindergarten to Grade 12 educators in Canadian public schools regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive education. Comparisons are made between LGBTQ and cisgender heterosexual…
Descriptors: Foreign Countries, Inclusion, Teacher Surveys, Public School Teachers
Perspectives on Gender and Sexual Diversity (GSD)-Inclusive Education: Comparisons between Gay/Lesbian/Bisexual and Straight Educators
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Meyer, Elizabeth J.; Taylor, Catherine; Peter, Tracey – Sex Education: Sexuality, Society and Learning, 2015
This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their…
Descriptors: Sexual Identity, Homosexuality, Sexual Orientation, Foreign Countries
The Importance of Place: Facility Conditions and Learning Outcomes
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Roberts, Lance W.; Edgerton, Jason D.; Peter, Tracey – Education Canada, 2008
Schools are central, public institutions. On any given day, about 20 percent of the Canadian population spends at least part of its day in a school building. By age 18, students will typically have spent about 15 percent of their lives in schools. Administrators and teachers in contemporary schools face significant challenges. Globalization…
Descriptors: Ethnicity, Social Class, Teacher Effectiveness, Socioeconomic Status
Gender, Psychosocial Dispositions, and the Academic Achievement of College Students
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Clifton, Rodney A.; Perry, Raymond P.; Roberts, Lance W.; Peter, Tracey – Research in Higher Education, 2008
Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a major Canadian Research-1 university. Multiple regression analyses assessed the effects of…
Descriptors: Undergraduate Students, Grade Point Average, Academic Achievement, Coping