Literaturnachweis - Detailanzeige
| Autor/in | Dillon, Linda S. |
|---|---|
| Titel | A Framegame Approach to Equity Planning. |
| Quelle | (1981), (16 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Decision Making; Educational Planning; Females; Game Theory; Management Games; Models; Nontraditional Occupations; Nontraditional Students; Problem Solving; Program Development; Sex Fairness; Sex Stereotypes; Simulation; Two Year Colleges; Vocational Education; North Carolina |
| Abstract | A study was conducted to develop a model that would promote sex equity by increasing the enrollment of nontraditional sex membership in occupational education programs at North Carolina community colleges. In order to gather input from the colleges involved as well as educational and community leaders, a series of three conferences was planned to be held over a period of 18 months. The first conference focused on the current status of sex stereotyping and programs to overcome it in North Carolina; the second conference provided a format for dissemination of the first draft of a model developed based on the findings of the first conference; and the third conference is to be conducted to receive validation and feedback on the pilot-tested model. One person from each of the 58 institutions involved was selected to attend the conferences. The model developed as a result of the conferences consists of a framegame (an informal gamelike activity that may be used to gain consensus and problem resolution within management groups). Framegame activities include a kind of card game similar to poker with cards representing various strategies for implementing sex-fair policies and programs. The framegame's benefits are its ability to promote consensus, to insure input from all participants, and to make all individuals involved in the creation of the final model feel a sense of ownership for it. It was recommended that the framegame be used for implementing sex equity programs only if those involved are truly committed to sex equity. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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