Study of gender-integration in classroom training at the Navy Recruit Training Command

Abstract

This thesis examines progress toward gender integration at the Navy Recruit Training Command (RTC) in Great Lakes, Illinois. The study is largely descriptive, and attempts to determine if gender discrimination or gender bias occurs in the Navy's recruit training classes. The study adopted a definition of gender discrimination and gender bias by the American Association of University Women in a 1992 evaluation of gender equity in the educational setting. Focus group interviews were conducted with 34 personnel at RTC. Ten classroom sessions were observed to assess interactions between classroom instructors and recruits and to determine whether gender discrimination or gender bias occurs in the training classes. Six main themes emerged from the interviews and the classroom observations, including: a strong consensus that gender integrated training is valued by classroom instructors and recruits alike; and no apparent evidence of gender discrimination or gender bias in the recruit training classroom. These results offer an analytical lens for viewing and assessing gender equitable training at the bootcamp phase in the Navy.