Stockard, Jean

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Open Access
Outlook, Fall 1984
(College of Education, University of Oregon, 1984) Division of Educational Policy and Management, University of Oregon
Articles include "Toward Equality of the Sexes: Should Schools Take a New Approach?" by Jean Stockard, "Principal-Staff Relationships Affect Student Discipline" by Wynn De Bevoise, "Zeigler Examines Relationship Between Education and Equity" by Wynn De Bevoise, "Failures in Computer-Assisted Instruction: Reasons and Solutions" by Jo Ann Mazzarella, "Book Review" by John Packard, "UCEA Sponsors New Center on Organization Development" by Charlene Phipps, "When Schools Close Their Doors" by Charlene Phipps, "New Directions for Graduate Students" by Jo Ann Mazzarella, and "The Followup of Follow Through" by Russel Gersten.
Open Access
School Environments and Student Achievement: Toward a Framework for Understanding Environmental Influences
(JAI Press Inc., 1990) Stockard, Jean; Mayberry, Maralee
Most of the literature on the effect of environmental variables on student achievement can be understood by utilizing two broad-ranging, key variables presented in theoretical examinations of environmental or contextual effects: (1) the nature of a group's norms and values, and (2) the relationships among the group members. The norms and values of the group may be linked to distinctions between instrumental activities, those oriented toward task completion and expressive activities, and those oriented toward promoting socioemotional integration of the group. The relative balance between these activities and their content are influenced by the nature of group relations. The analysis presented here provides an analytical description capable of identifying the structural boundaries of these influences. This paper first provides a review of the literature, acknowledging the importance of four key environmental influences on student achievement - student groupings, learning climates, school facilities and size, and the community environment. Second, this paper shows how this literature can be integrated into a conceptual model capable of specifying the structural elements of environmental influences on student achievement.
Open Access
OSSC Bulletin: Sex Equity in Educational Leadership in Oregon Public Schools
(1979-11) Schmuck, Patricia A.
In 1976 an OSSC Bulletin described how the work of women and men was segregated in Oregon public schools (Schmuck, 1976a). It was pointed out that sex segregation was most apparent in educational leadership. Although women comprised 56 percent of certified educators, 94 percent of principals and 99.8 percent of the superintendents were male. The 1976 OSSC publication coincided with the beginning of the Sex Equity in Educational Leadership Project (SEEL) funded by the Office of Education to change those processes which deter women's entrance and advancement in educational administration in Oregon. The SEEL project ended in August, 1979. This Bulletin describes the changes which have occurred in the past three years. Some progress has been made toward achieving an equitable representation of women in the predominately male role of administration. Sex equity, however, remains a challenge of the future.
Open Access
On Women's Aspirations and Equal Opportunity
(1988) Stockard, Jean
Today I want to comment briefly on the changes in women's position in our society over the last 20 years and the linkages between women's aspirations and the development of equal opportunity. I will first make a few general comments about changes in women's income, occupational aspirations and achievement; then describe preliminary results from my own study of women who "pioneered" in integrating male dominated fields in the last ten years; and, finally, discuss implications of these comments for understanding more about the movement toward greater equality.
Open Access
The Influence of Family Background and Other Experiences on the Sex Role Related Attitudes of Male and Female Late Adolescents and Young Adults
(University of Oregon, 1977-09) Stockard, Jean
In recent years a number of authors (e.g. Osmond and Martin, 1975; Steinmann and Fox, 1970) have compared the attitudes of men and women toward the nature of appropriate sex roles. A few studies have also examined the association of traditional and non-traditional attitudes toward the role of women with various family related and demographic variables. However, there have been few systematic attempts to compare the influence of various background and experiential variables on the development of sex role related attitudes of both males and females. Such an analysis is necessary if we are to begin to understand how people develop less stereotyped or more equalitarian attitudes toward the roles of women. Significant social change cannot occur if we only examine the development of women's attitudes, and so, in this paper, we explore influences on the sex role related attitudes of both men and women.
Open Access
Parental Influences on Women Who Choose More Masculine Occupations
(University of Oregon, 1976) Johnson, Miriam M.; Stockard, Jean
Data from a large sample of high school women are compared with data from college women from diverse institutions with respect to findings concerning parental influences on the sex typing of their daughter's occupational choice. Among high school women, parental status factors are strongly associated with the daughter's choice of a more "masculine" job, while this is not true for the college sample. In both samples, however, the influence of the mother is greater than that of the father and some support is found for the hypothesis that a mother's having more education than the father is related to the daughter's being more likely to want a more "masculine" job. Only in the college sample is a mother's working outside the home associated with the daughter's choice of a more "masculine" occupation.
Open Access
The Interaction of Peer and Adult Expectations on Adolescent Delinquency
(University of Oregon, 1976-03) Bugas-Schramm, Patricia; Stockard, Jean
In this paper we examine, the relative influence of parents, peers and teachers on males' and females' delinquent proclivity. Much has been written on peer and parental influences on adolescent behavior (Jensen, 1972; Cohen, 1955; Liska, 1969; Williams, 1972; Herriott, 1963; Brookover and Thomas, 1962); and recent evidence assigns more and more importance to school structure and teacher attitudes as important determinants of adolescent behavior (Kelly and Balch, 1971; Kelly, 1971; Kelly and Pink, 1972; Kelly, 1974; Rhodes and Reiss, 1969; Polk and Schafer, 1972). Herriot (1963) and Brookover and Thomas (1962) found that adolescents' perceptions of the expectations of parents, peers and teachers significantly influenced their educational aspirations .
Open Access
The Stockard-Johnson Measure of Sex Differences
(University of Oregon, 1973) Stockard, Jean; Johnson, Miriam M.
Copy of measure designed to assess self-views thought to differ between men and women. Title page includes short explanation and citations for related articles.
Open Access
Statistics for Sociologists: Notes for Students in Sociology 412 and 413
(University of Oregon, 1992) Stockard, Jean
Extensive notes for the quantitative methods course for graduate students and advanced undergraduates (numbered Sociology 412 and 413).
Open Access
Quantitative Methods in Sociology: Notes from Sociology 326
(University of Oregon, 1992) Stockard, Jean
Notes prepared for students in Sociology 326, Quantitative Methods in Sociology.
Open Access
Gender and Conflict Resolution: Toward a Theoretical Framework
(University of Oregon, 1990) Stockard, Jean
This paper presents a theoretical framework to organize disparate findings regarding women and conflict resolution. The framework accepts basic premises of theorists who emphasize gender differences and those who emphasize similarities by seeing these arguments as reflecting different levels of analysis. The framework stresses the importance of viewing conflict as an on-going process and male power as a reality that infuses this process and each level of analysis. Examples of how this framework can explain the literature are given, and epistemological issues underlying work in the area are discussed. The paper ends by calling for a transformation in research on gender and conflict resolution to counteract a masculine bias in the field.
Open Access
Feminism and Projected Adult Sex-Role Patterns
(University of Oregon, 1976) Stockard, Jean; Acker, Joan; Johnson, Miriam M.
New feminist ideologies have recently emerged to challenge again traditional notions about the proper place of women. "Women's liberation" is now receiving serious attention from many quarters, and both men's and women's views of themselves have been affected by this latest manifestation of feminism. In this paper we use data from a group of young adults to compare males and females in the extent to which they hold a feminist ideology and explore the relationship between adherence to a feminist ideology and the concrete life plans of both men and women.
Open Access
The Selection of a School Administrator - The Screening Process Involved. A Report.
(1977-08) Boyington, Elizabeth; Schmuck, Patricia A.; Stockard, Jean
The Center for Educational Policy and Management is a national center located on the campus of the University of Oregon and is vitally concerned with major issues confronting the educational world today. The placement of individuals in jobs in the field is of prime importance and deserves significant attention. Thus the center has a keen interest in decision making and the placement of people in different kinds of employment in education. Recent literature and research has already provided a wealth of information on leadership styles of educators, career paths of school officials, and various patterns of vacancies with the subsequent filling of these positions. However, there is virtually no research that has looked at how school districts make decisions relating to personnel or how they determine who is the best person for the job. The purposes of this study were three-fold. The first purpose was to document the process used in decision-making in the recruitment, screening and the selection of a high level administrative position in a large school district. The second was to structure a framework for decision making to provide a model for the selection of the right candidate to meet the job criteria. The third consideration was to interpret and to relate how the selection and recommendation committee deals with the mandate concerning Affirmative Action.
Open Access
A Report on a Conference: Oregon Women in Educational Administration, First Annual Conference, June 21, 1978
(1978-06-21) Anonymous
"We gave a conference and over 200 people came!" That was the animated response of one person who helped plan the first annual conference of Oregon Women in Educational Administration (OWEA). The conference, held June 21 at Seaside, Oregon, preceded the annual meeting of the Confederation of Oregon School Administrators (COSA) and was the result of a year's planning by several women educators across the state. A woman's caucus, held at the 1977 COSA Conference, had identified a need for the support and encouragement of a state organization specifically devoted to the issues of women in public school administration. A steering committee, formed earlier in the year, laid the groundwork for OWEA -- brain-storming ideas, drawing up bylaws and planning the conference. The committee included Carol Clanfield, Ardis Christensen, Holly Endersby, Elaine Hopson, Myra Rose and Patricia Schmuck.
Open Access
Gender Differences in Attitudes Toward the Language Arts: Why Do They Persist?
(1987-08) Stockard, Jean
Of all the academic subjects students study, the ones that are most often sex-typed as feminine are reading, grammar, and spelling, the "language arts." Not only do girls generally do better than boys in these subjects, they also seem to prefer them more than boys do. These differences persist from the early years of school through college, where women major in languages and literature more often than men. While a fair amount of attention has focused on sex differences in attitudes toward mathematics, relatively little has concerned differences in attitudes toward the language arts. This paper attempts to remedy this situation by looking at sex differences in attitudes toward the language arts in a group of students from the fourth grade to ninth grade and variables that might help account for these differences. I end the paper by discussing the implications of the findings, both for scholars interested in understanding more about gender differences in attitudes toward the language arts and for teachers and other practitioners who work with students.
Open Access
Sex Equity in Educational Leadership Conference Report
(University of Oregon, 1977-04) Schmuck, Patricia A.; Stockard, Jean; Arends, Jane; Smith, Mary Ann; Kalvelage, Joan; Oller, Sakre; Williams, Peg; Hart, Janet; Starling, Carole; Kempner, Ken; Pougiales, Rita; Gubka, Nancy
On the weekend of April 15, 16, and 17, 1977, 150 educators from around the state of Oregon met on the University of Oregon campus in Eugene to attend the Sex Equity in Educational Leadership Conference. The conference was one activity of the Sex Equity in Educational Leadership Project (SEEL), funded by the Women's Educational Equity Act of the Office of Education, to develop a model program for increasing sex equity among school administrators. The Project has been in existence since Fall, 1976, and has sponsored a number of activities aimed at increasing awareness of the inequities in school management positions held by men and women and at developing support for changing this situation. This report is designed to be used by people who attended the conference, by others who might be interested in the conference activities, and by people who may be planning a similar conference. Reports of the conference content and an evaluation of the conference activities are included. The first four chapters are reports of the conference activities, the fifth chapter is an evaluation of the conference; various documents and supporting materials are in Chapter 6.
Open Access
Women in Science and Career Decision Study
(University of Oregon, 1978-09) Stockard, Jean
This paper describes the work of the Women in Science Project from its beginning in the fall of 1976 to the present. The original purpose of the study and each wave of data collection is described. This is followed by a brief discussion of methodological issues involved in the study, a description of the study's data files, and a brief listing of proposed research articles based on the data. Copies of the questionnaire and interview schedules used in the project are attached as an appendix.
Open Access
Influences on Women's Educational Aspirations
(1983-04) Stockard, Jean
This paper examines the relative influence of the parental family, school, work, and adult family experiences on women's educational aspirations. Subsequent papers in the series will examine influences on occupational aspirations and on eventual educational and occupational attainment.
Open Access
Report on Study of Sweet Home High School Students
(1982) Stockard, Jean; Johnson, Miriam M.
The sample includes all juniors and seniors in Sweet Home High School who were present in the required social studies classes on the day the questionnaires were distributed in the spring of 1982. The questionnaires were administered by the teachers, and student participation was voluntary. Two hundred sixty two students completed the schedules. The results described below are given for students in each sex group and for two social class groups. The social class measure is developed from the students' reports of the highest level of education their mothers and fathers have attained. For the present analysis students from families where neither parent has any schooling beyond high school are termed working class (128 of the 260 students with data or 49% of the sample). Those from families where either the mother or father has some post high school training are termed middle class. It should be noted that this middle class group includes relatively few students whose mothers or fathers have graduated from college (17% of all fathers and 12% of all mothers). While the middle class students do not have an overly high status, they are those with the greatest exposure to models in the home with educational experiences beyond the secondary level. Their families might also be more likely than the others to have an orientation that extends beyond the immediate community. The results discussed below involve academic grades, residence patterns, educational and occupational aspirations, future family plans, and attitudes toward women's roles. All of the discussed results are summarized in numerical form on the attached printouts. The pages in parentheses below refer to the relevant pages on the printout. (Note that to conserve paper the page numbers on the printout do not correspond exactly to the actual pages.)
Open Access
Promoting Mentoring Among and For Women in Chemistry: The Experiences of COACh
(American Chemical Society, 2010-06-20) Stockard, Jean; Greene, Jessica; Lewis, Priscilla; Richmond, Geraldine
A growing body of research documents numerous factors that contribute to women's under-representation in the top tiers of technical and scientific fields. This literature describes the ways in which biases against women, particularly those that are more subtle and implicit, can translate into lower salaries, slower rates of promotion, and less recognition through honors and awards for women relative to their male colleagues (Committee on Science, 2007; Greene, et al, 2010b; Valian, 1999). In 1999 a small group of senior women chemistry faculty from around the United States began meeting to discuss their concerns that women in their field were not experiencing the same career opportunities and advancement patterns as men. With seed funding from the Camille and Henry Dreyfus Foundation, they formed an organization called COACh, the Committee for the Advancement of Women Chemists. Over the last decade COACh has sponsored numerous career-oriented workshops for women chemists as well as workshops for department heads. One aspect of this work is encouraging mentorship relationships for and by women, an area recognized by the COACh founders as important for career advancement. This paper uses data gathered by COACh to examine women chemists' mentorship experiences and then discusses ways that COACh has promoted mentoring and the apparent results of these efforts. We end with a brief discussion of future research that needs to be done in this area and lessons for policy and action.