Relevant bibliographies by topics / Education for women

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education for women'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Education for women"

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RAJU, Dr ERICHARLA, and Prof B. SAMBASIVA RAO. "Educational Growth and Women Education." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–6. http://dx.doi.org/10.15373/22778160/august2014/88.

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Kahraman, Aysel. "Women and Education: The Challenges in Education Process." Universal Academic Research Journal 3, no. 1 (January 1, 2021): 26–37. http://dx.doi.org/10.17220/tuara.2021.01.4.

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Saini, Pawan. "Education and Women Empowerment in India." Journal of Advances and Scholarly Researches in Allied Education 15, no. 6 (July 1, 2018): 54–57. http://dx.doi.org/10.29070/15/57678.

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Dr R K Patel, Dr R. K. Patel, and Dr P. V. Nayak Dr P V Nayak. "Development of Women Education in India." Indian Journal of Applied Research 3, no. 12 (October 1, 2011): 124–27. http://dx.doi.org/10.15373/2249555x/dec2013/33.

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SURYAPRAKASH, POKKULURI. "Women`S Education and Social Development." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/134.

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Bezawada, Dr Ramaiah. "Women Entreprenuership: Importance of Ict Education." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/146.

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K. Jyothi, K. Jyothi. "Education - A Means to Women Empowerment." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/162.

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SINGH, KUMAR BIGYANANAND. "Empowering Rural Women – the Higher Education Way." International Journal of Scientific Research 3, no. 7 (June 1, 2012): 1–3. http://dx.doi.org/10.15373/22778179/july2014/184.

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Mamatha, B. Y. "Importance of Education Among Scheduled Castes Women." Journal of Advances and Scholarly Researches in Allied Education 15, no. 9 (October 1, 2018): 92–96. http://dx.doi.org/10.29070/15/57923.

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RENJU, ARCHANA. "Higher Education and Women Participation in India." Global Journal For Research Analysis 3, no. 6 (June 15, 2012): 1–4. http://dx.doi.org/10.15373/22778160/june2014/87.

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Dissertations / Theses on the topic "Education for women"

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Beck, Amy C. G. "WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.

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Abstract WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA By Amy Gray Beck, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2019 Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Students are having to pay more out of pocket for classes and tuition, and institutions rely on private funding support to provide educational opportunities to students in need. Historically, fundraising operations in higher education have focused on a traditional solicitation model, focusing on fundraising from men in households, but savvy institutions have begun to focus on philanthropy from specific populations, including women, to increase dollars raised. Research shows women are more philanthropically generous than their male counterparts, especially when giving to education. The main purpose of this qualitative case study was to highlight the successes of a women and philanthropy program at William and Mary, a public college in Virginia, as it is the first and only women and philanthropy program in the country where the funds donated are given back to benefit women, as well as add to the growing body of literature on women and philanthropy, and the lack of literature that exists on women giving to women in higher education. The alumnae initiatives endowment funded by the Society of 1918 offers alumnae leadership development, networking opportunities, continuing education, empowerment, and more. Private funding in this case is enabling a social justice program to exist that otherwise would not be funded through tuition and state and federal funding. Interviews, observations, and document analysis were utilized to examine contextual factors contributing to the development of the Society of 1918 and motivations for members joining the Society at a $10,000 level. A feminist standpoint theoretical framework helped to develop meaning-making of alumnae’s motivations for joining the Society of 1918. Utilizing portraiture as a qualitative method, findings showed how gender and timely social justice movements played a role in influencing alumnae motivations to join the Society of 1918. Finally, best practices are shared for institutions considering a comprehensive women and philanthropy program whose private gifts benefit women.
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Khan, Asima. "Education and Women: Non-Formal Education Among Lower Socioeconomic Status Women in Pakistan In Their Voice." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1355698154.

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Elakman, Abigail K. "Brief Sexuality Education Intervention for Women Who Have Sex with Women (WSW)." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy161851957338882.

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Parr, Janet. "Education : what's in it for mature women? : an analysis of the experiences of mature women returners to education." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/3028/.

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This thesis examines the experiences of mature women students who return to learning after a number of years out of the education system. It is a qualitative study based on loosely structured in-depth interviews with forty nine women attending college or university on a variety of courses in and around a northern city. The research, set within a theoretical framework of patriarchy, began as an exploration of the barriers which mature women meet when they return to education. These issues were very real in the women's lives, though they did not necessarily conceptualise them as barriers. In addition though, the appreciative, ethnographic style of research which I adopted enabled the women to tell their own stories, and totally unexpected data emerged. Around half of the students told me of painful experiences in their lives, either past or present. These stories became the central theme of the research and are presented in the main empirical chapter, largely in the women's own words. The central analytical question became 'what are the links, if any, between the women's experiences and their return to education?' I found from the research that this group of women were gaining far more from education than just paper qualifications. They talked of factors such as increasing confidence, an improved self-image, independence and fulfillment and I have made connections, which are drawn out throughout the main part of the thesis, between these factors, education and the trauma in the women's lives. The results were then used to examine the value of patriarchy as an illuminating framework for the women's experiences. In general, the women's stories are supportive of this perspective but they also highlight areas where there appears to be little research or discussion in the existing literature on patriarchy. These areas include psychological violence, the guilt feelings of the students, the control of women by other women and finally and perhaps most importantly, the agency which the women have shown in their determination to take some control over at least a part of their lives. Overall, it seems that whatever theft story, this group of students are using education as a vehicle to transform theft lives both socially and psychologically.
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Selme, Susan Linda. "The literacy education of federally incarcerated women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ31305.pdf.

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Abdulla, Fatma. "Emirati Women: Conceptions of Education and Employment." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1048%5F1%5Fm.pdf&type=application/pdf.

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Ní, Bhaoill Méadhbha Máirín. "Women in education in north-west Donegal." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602712.

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This thesis analyses the contribution of women to educational development in the Irish-speaking parishes of Tullaghobegley West and Tullaghobegley East and Rathmunterdoney (later named Cloughaneely and Gweedore), which are located in north-west Donegal during the period 1831 -1960. In the introductory section, an attempt is made to establish the economic, labour and social context in which women's participation in education became possible. In 1831, the geographically isolated area of north-west Donegal was inhabited by a mainly small tenant population. The majority of the children did not have access to a universal system of education. By the year 1960, the region had undergone a gradual transformation whereby its mainly Irish-speaking population attained average national levels of literacy in primary education. Furthermore, there was a limited level of entry by local people to second and third-level institutions in the period before the introduction of free second-level education by Minister for Education, Donogh Q'Malley in September 1967. The agents of change during this period included teachers, parents and students; clergymen and nuns, as well as the various commercial, administrative and governmental agents who facilitated the entry of local female students into the three levels of education. A certain number of individual philanthropic women such as Mrs Alice Hart from London were instrumental in developing the industrial and crafts' skills of local women through co-operation with local clerical and governmental agencies. Both the Ulsterwomen who were members of the Gaelic League, and members of various religious orders facilitated the education of local girls. The pervasive influence of the emerging Catholic Church in education and training after the Catholic Emancipation of 1829 is a feature which pertains to all of the five chapters. What is presented, therefore, is a synthesis of the various relationships between women and the main individuals and groupings who aided the transformation of the education system during the period under study
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Srivastava, Angela. "Widening access : women in construction higher education." Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.

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Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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Devos, Anita. "Mentoring, women and the construction of academic identities /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20050819.184551/index.html.

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Books on the topic "Education for women"

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Talesra, Hemlata. Higher education among women. New Delhi, India: National, 1989.

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Misra, K. N. Women education and Upanishadic system of education. Allahabad, India: Chugh Publications e..1993, 1993.

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Women and education: Major themes on education. Milton Park, Abingdon: Routledge, 2011.

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Women in engineering education. Paris: Unesco, 1988.

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Varghese, Mariamma A. Women administrators in education. New Delhi: Har-Anand in association with Vikas, 1990.

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Karim, Wazir-Jahan Begum. Women in higher education. [Kuala Lumpur]: Women's Consultative Committee, Penang State Govt. in cooperation with Universiti Sains Malaysia [and] Kanita-Era 21, 1999.

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A, Korb Roslyn, ed. Women, education, and outcomes. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Thompson, Jane L. Women, class, and education. London: UCL Press, 2000.

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Azikiwe, Uche. Women, education, and empowerment. Nsukka: Fulladu Pub. Co., 1992.

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Silverthorne, Jessica. Women, literacy, and education. [Harare]: Zimbabwe Women's Resource Centre and Network, 1993.

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Book chapters on the topic "Education for women"

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Eckersley, Anna. "Education and Training." In Women, 38–46. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-12402-2_7.

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Carter, Ruth, and Gill Kirkup. "Education." In Women in Engineering, 50–75. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20409-0_5.

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Williams, Shirley. "Women in Education." In Competition and Markets, 33–40. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-10510-6_4.

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Tamboukou, Maria. "Women Workers’ Education." In Springer International Handbooks of Education, 813–29. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_48.

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Skelton, Christine. "Women and Education." In Introducing Women’s Studies, 303–22. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25726-3_14.

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Callaway, Helen. "Women Education Officers." In Gender, Culture and Empire, 110–38. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18307-4_5.

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Tamboukou, Maria. "Women Workers’ Education." In Springer International Handbooks of Education, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_48-1.

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Charlton, Kenneth. "Women and Education." In A Companion to Early Modern Women's Writing, 1–21. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470693490.ch1.

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Skelton, Christine. "Women and Education." In Introducing Women’s Studies, 324–49. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22595-8_14.

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Sherr, Lorraine. "Women and Power." In AIDS Education, 103–12. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9122-8_16.

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Conference papers on the topic "Education for women"

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Cunningham, Beth A. "Physics Education." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4795248.

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RuizCantisani, M. Ileana, Vianney Lara-Prieto, Rebeca M. Garcia-Garcia, Maria Gabriela Ortiz, Elvira G. Rincon Flores, and Laura E. Romero-Robles. "Mentoring program: women supporting women." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9453944.

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Solihati, Nessy. "Women in Engineering (Women Choose Education in Engineering)." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.77.

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Sharma, Manjula Devi. "Physics Education Research with the SUPER Group." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128362.

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Maseda Rego, F. Javier, Itziar Martija López, Patxi Alkorta Egiguren, Izaskun Garrido Hernández, and Aitor J. Garrido Hernández. "WOMEN IN ENGINEERING, FACULTY OF ENGINEERING IN BILBAO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end124.

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The situation of women in the engineering world has different aspects. On the one hand, it can be stated that women are well received in certain areas of the technological world, and they are very integrated into academia. In other areas, such as the world of industrial business, recognition is more complex being those less open environments. Last century, the woman who broke the taboo in Spain was the mayor of Bilbao and the first industrial engineer graduated in Spain in 1912, Pilar Careaga. By means of her public presence, her message could reach the general society, but as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, graduated in 1965. Fifty-three years had passed. Women in Engineering, more than a century later, remain a clear minority. While it is true that the presence of women in engineering schools is socially fully accepted, it is no less true that many young women dismiss the possibility of approaching that world from an early age. The lack of benchmarks seems to be a clear factor. Many of the engineers who are being interviewed in the search for ideas to motivate girls and young women, end up seeing lacks of references when asked about it. While the experience of being a woman in such a traditionally male field has lights and shadows, reflect of what can be seen in different referenced studies, a positive message must be transmitted, as this has been the experience of both engineering students and workers in academia or in the business world. Proposing solutions to smooth out the differences in numbers between men and women in the world of Engineering and Science requires knowing the causes, in order to be able to carry out actions that lead to collecting women's talent and with the appropriate training give it all the value that can achieve, both in the improvement of society as a whole and in the personal development of each of them. The aim is to achieve real equal choice between women and men and put everyone at the service of a better society. Equality is theoretically achieved, but it can still be improved.
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Chormaic, Síle Nic, Sandra Fee, Laura Tobin, and Tara Hennessy. "Female role models in physics education in Ireland." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794244.

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Watts, Shelly C., and Candice Daley. "Women and physics education in Trinidad and Tobago." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794266.

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Choudhury, Shamima K., Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "Problems and Prospects of Science Education in Bangladesh." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137919.

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von Hellens, L., S. H. Nielsen, and J. Beekhuyzen. "An Exploration of Dualisms in Female Perceptions of IT Work." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2692.

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This paper explores the way that professional women working in the IT industry discuss the nature of their wDrk. Previous work suggested that the way women talk about their work reinforces widely held impressions of the Information Technology industry (Nielsen, von Hellens, Beekhuyzen and Trauth 2003). In this paper Structuration Theory illuminates how this talk is characterised by dualisms which are not always consistent with the womens' lived experiences. The interview data reveals contradictions in these dualisms, indicating that these polarised views of women and IT work are being undermined by women in the IT industry. The perceptions of the interviewees are discussed as structures of signification that need to be altered in order to successfully challenge these dualisms. This paper suggests that mentoring, interactions with professional IT organisations, and professional IT women talking to females in their IT education years can give new ideas to the perceptions of IT and thus challenge these dualisms. It is suggested that exposing females in their IT education years to the professional IT women who are challenging these dualisms is an essential part of transforming these structures of signification. This research is part of an ongoing project (WinIT) commenced in 1995, which seeks to understand the declining female participation in IT education and work. In order to have a better understanding of the way women help configure the institutional realm of IT work, we propose that more qualitative studies of women at work in IT as well as women talking about IT are needed.
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Morvová, Marcela, Eva Majková, and Zuzana Dubničková. "Education and Employment for Women in Physics in Slovakia." In WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics. AIP, 2002. http://dx.doi.org/10.1063/1.1505339.

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Reports on the topic "Education for women"

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Mincer, Jacob. Education and Unemployment of Women. Cambridge, MA: National Bureau of Economic Research, September 1991. http://dx.doi.org/10.3386/w3837.

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Mocan, Naci, and Colin Cannonier. Empowering Women Through Education: Evidence from Sierra Leone. Cambridge, MA: National Bureau of Economic Research, April 2012. http://dx.doi.org/10.3386/w18016.

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Anderson, G. Oscar, and Vicki Gelfeld. Menopause Experiences: Opportunities for Improvement in Education and Healthcare: A Survey on Menopause Among Women Age 40-89. AARP Research, July 2018. http://dx.doi.org/10.26419/res.00240.001.

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Brown, Megan. "A College for Women, or Something Like It": Bedford College and the Women's Higher Education Movement, 1849-1900. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.209.

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.
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Bakitas, Marie, and Tim A. Ahles. Improving Symptoms Control QOL and Quality of Care for Women with Breast Cancer: Developing a Research Program on Neurological Effects via Doctoral Education. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada425848.

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Bakitas, Marie, and Tim A. Ahles. Improving Symptom Control, QOL, and Quality of Care for Women with Breast Cancer: Developing a Research Program on Neurological Effects via Doctoral Education. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada465488.

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M., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.014.

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Ahmadi Muslims are criminalised for practising their faith in Pakistan which has resulted in widespread discrimination and continuous, sporadic acts of violence leading many to flee their cities or their country altogether. This is not always an option for those who are poor and socioeconomically excluded. A recent study into the experiences and issues faced by socioeconomically excluded women from the Ahmadiyya Muslim community has found that Ahmadi Muslim women in particular are marginalised, targeted, and discriminated against in all aspects of their lives, including in their lack of access to education and jobs, their inability to fully carry out their religious customs, day-to-day harassment, and violence and lack of representation in decision-making spaces.
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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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