Relevant bibliographies by topics / Lancaster Industrial School for Girls

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

Academic literature on the topic 'Lancaster Industrial School for Girls'

Author: Grafiati
Published: 26 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Lancaster Industrial School for Girls"

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Hobbs, Laura, Carly Stevens, Jackie Hartley, Mark Ashby, Benjamin Jackson, Lauren Bowden, Jordan Bibby, and Sophie Bentley. "Science Hunters: teaching science concepts in schools using Minecraft." Action Research and Innovation in Science Education 2, no. 2 (November 21, 2019): 13–21. http://dx.doi.org/10.51724/arise.23.

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Science Hunters is an outreach project based at Lancaster University, UK. It uses the computer game Minecraft, alongside interactive discussion and hands-on demonstrations, to engage children with scientific research topics and science learning. As part of ongoing evaluation, the efficacy of this approach as an educational intervention was tested via pre- and post-activity questionnaires for two session topics,with 492 children participating through schools in 2017 and 2018. Statistically significant mprovement in subject knowledge was seen in post-intervention scores for both topics. There was some variation in both absolute and improvement score results between boys and girls, and primary and secondary school students. Participation leads to improved subject knowledge and understanding, regardless of prior existing knowledge.
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Kamau, Mary Wambui, and Simon Nyakwara. "The Influence of Family Leadership on Girl- Child School Dropout." East African Journal of Interdisciplinary Studies 4, no. 1 (November 2, 2021): 15–20. http://dx.doi.org/10.37284/eajis.4.1.454.

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Family leadership is one of the vital aspects that influences and determines both the wellbeing and successful education of a girl-child. Unfortunately, the role of family leadership in ensuring girls' education is oversimplified into getting girls enrolled in school rather than warranting their perseverance in learning and successful completion. As a result, many communities in Tanzania, especially those in rural and marginalized areas are experiencing persistent girl–child school dropouts. It is against this standpoint that we sought to find out how family leadership may influence secondary school girls’ dropouts. We also explored possible measures which should be employed to eliminate girl-child school dropouts. In conducting this study, we employed a mixed research approach and convergent parallel design. We collected data through interviews and questionnaires involving 143 respondents including girl students, teachers, heads of schools, and district educational officers. Our findings from this study indicate that while the government of Tanzania has made remarkable efforts to ensure girls’ continuity and successful completion of secondary education, there are a number of factors hindering girls’ continuity and completion of secondary education. Weak family leadership, the improper raising of the children, less emphasis and interest on the importance of girls’ education, limited cooperation between family leadership were among the reason for continuous girl-child school dropout. Hence, based on our findings and the significance of girl’s education as well as the role which parents should play in ensuring girls achievement of education, we appeal to various educational leaders, to make strategic efforts in raising more awareness among rural and marginalized communities about the importance of educating girls and the role of family leadership in bringing to an end the phenomena of girl-child school dropout which is catastrophic to the long-awaited sustainable development. Moreover, we call upon all parents, to make intentional efforts in mentoring and influencing girls to strive towards achieving formal education
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Kamini. "Study of Home Environment of School Going Adolescents." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 3 (March 14, 2023): 252–58. http://dx.doi.org/10.31305/rrijm.2023.v08.n03.031.

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Adolescence is a very active period of person’s different changes in body and mind. There are diverse facets that mark child's life. This paper highlights empirical results of a study of home environment of school going adolescents of age group 16-19 years. The purposes of the study are to study the nature of the variable under study viz. home environment and to find the gender difference on home environment of adolescents. The results revealed that there exists no major difference with regard to home environment except in the area of permissiveness where adolescent boys face more problem than adolescent girls. The mean score of adolescent girls is more as compared to boys that indicates that adolescent girls are provided with more opportunities to direct their outlooks freely and act according to their desires in comparison to adolescent boys.
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Dornan, Inge. "Conversion and Curriculum: Nonconformist Missionaries and the British and Foreign School Society in the British West Indies, Africa and India, 1800–50." Studies in Church History 55 (June 2019): 410–25. http://dx.doi.org/10.1017/stc.2018.7.

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This article examines the ways in which Nonconformist missionary societies worked hand in hand with the British and Foreign School Society (BFSS) to provide them with pedagogic training in the British System and BFSS teaching manuals and resources, as part of their evangelical mission of conversion in the British West Indies, Africa and India in the nineteenth century. The BFSS appealed to Nonconformist missionaries because it was based on unsectarian pedagogy, pioneered by the educationalist Joseph Lancaster. The article explores the various obstacles these missionaries faced, including the religious persecution they experienced in teaching an unsectarian system and the educational difficulties they experienced in persuading parents and local governments of the value of elementary education. It also draws attention to the ways in which they fought race and sex prejudice in the teaching of Africans, slaves and young girls. The current literature on missionary activities in the early nineteenth century pays scant attention to their role as educators: the article reveals the degree of their educational ambition and zeal and the lengths they went to in order to implement a progressive system of unsectarian elementary instruction in key parts of the British empire during the nineteenth century.
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Weavers, Linda K., Dianne T. Bautista, Margaret E. Williams, Megan D. Moses, Corin A. Marron, and Glenda P. La Rue. "Assessing an Engineering Day Camp for Middle-School Girls." Journal of Professional Issues in Engineering Education and Practice 137, no. 3 (July 2011): 127–34. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000046.

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Haliv, Mykola, and Vasyl Ilnytskyi. "The Industrial School for Jewish Girls, Sambir (1925–1939): A Local Institutional Description." ANNALES UNIVERSITATIS APULENSIS. SERIES HISTORICA 23, no. 1 (June 15, 2019): 119–32. http://dx.doi.org/10.29302/auash.2019.23.1.9.

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Bhave, Swati Y. "Understanding the Pattern of Adolescents’ Nutritional Behaviour and Lifestyle." Indian Journal of Youth & Adolescent Health 10, no. 01 (January 25, 2023): 1–7. http://dx.doi.org/10.24321/2349.2880.202301.

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Introduction: Junk food is increasingly becoming a part of the regular diet for most adolescents in India. Rich in fat and salt content, such food is known to cause nutritional, affective, behavioural, cognitive alterations. The present cross-sectional study thus aimed to understand the patterns of junk food consumption in school-going adolescents in India. Method: A semi-structured, self-administered, pre-tested questionnaire, created by AACCI, was administered in a public co-ed school in central Delhi. The survey consisted of questions on knowledge and choice of junk food and healthy habits. The sample consisted of 140 participants, who were 10th and 11th graders. Results: The foremost reason for choosing junk food was its taste in 78.8% of boys and in 72.3% of girls. There was no significant difference in the frequency of junk food consumption between girls and boys, however, their choices of food differed. Girls reported consuming more sweets (p = 0.034), while boys consumed more high-salt foods (p = 0.031) per week. Of the total boys (54%) and girls (46%), only 35% had a normal BMI. Conclusion: The consumption of junk food by school-going adolescents was high. The study highlights the need for nutritional education and regulatory mechanisms to help students monitor their junk food consumption and the importance of promoting healthy food alternatives, health care habits in this population.
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Anzid, Karim, Abdellatif Baali, Patrice Vimard, Susan Levy-Desroches, Mohamed Cherkaoui, and Pilar Montero López. "Inadequacy of vitamins and minerals among high-school pupils in Ouarzazate, Morocco." Public Health Nutrition 17, no. 8 (August 19, 2013): 1786–95. http://dx.doi.org/10.1017/s1368980013002140.

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AbstractObjectiveTo assess micronutrient intakes and the prevalence of inadequacy in a sample of high-school pupils in Ouarzazate, Morocco.DesignFood records were compiled over three non-consecutive days by pre-trained pupils. Micronutrient intakes were estimated using the DIAL software, adapted to include foods commonly eaten in Morocco. The prevalence of inadequacy was estimated by the proportion of individuals with intakes below the Estimated Average Requirement (EAR) for vitamins B12, A and K, thiamin, riboflavin, niacin, pyridoxine, folate, ascorbic acid, iodine, Ca, Mg and P; below the Adequate Intake (AI) level for pantothenic acid, biotin, Na and K; and using the probability approach for Fe. Data were adjusted for intra-individual variation with exclusion of under-reporters.SettingOuarzazate, a semi-urban region situated on the southern slopes of the High Atlas with little industrial development but an important tourism sector.SubjectsA self-selected sample of 312 pupils aged 15–19 years from the five public high schools. After exclusion of under-reporters, 293 remained for analysis.ResultsThe highest proportions of below-EAR/AI intakes were seen for pantothenic acid (girls 85·1 %, boys 78·0 %), biotin (boys 83·1 %, girls 79·4 %), thiamin (boys 66·9 %), folate (girls 93·1 %, boys 74·6 %), iodine (boys 94·9 %, girls 88·0 %) and Ca (girls 83·4 %, boys 74·6 %). Na intake was generally in excess whereas K intake was below the AI level. In general, girls had better-quality diets than boys, who appeared to consume more ‘empty calories’.ConclusionsOur findings suggest that in this population of Moroccan adolescents, nutritional intervention and educational strategies are needed to promote healthy eating habits and correct micronutrient inadequacies. To provide reliable and precise estimates of nutrient intakes, an update of Moroccan food composition databases is urgently needed. We recommend that national authorities address these issues.
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Salim, Rose Mini Agoes, and Melly Preston. "Parenting Styles Effect on Career Exploration Behavior in Adolescence: Considering Parents and Adolescent Gender." Humaniora 10, no. 3 (December 20, 2019): 249. http://dx.doi.org/10.21512/humaniora.v10i3.5803.

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In facing the industrial 4.0 era, adolescents, especially high school students, need to complement their knowledge and skills learnt from school with behaviors that can help their career journey, namely the career exploration behavior (CEB). Referring to the triadic reciprocal determinism theory and gender role in Indonesian culture, this study aimed to examine the effect of parenting styles and gender on CEB. Specifically, this study examined the effect of paternal and maternal parenting styles on CEB in adolescent and compared its effect on boys and girls. Participants in this study were 427 boys and 397 girls with an average age of 17 from nine high schools. Career Exploration Survey and Parental Authority Questionnaire were used to assess participants’ CEB, and paternal and maternal parenting styles. Regression analysis showed different patterns effect of paternal and maternal parenting styles on CEB between boys and girls. For boys, parenting that was found to improve CEB were paternal authoritative parenting and maternal authoritarian parenting, while for girls, parenting that was found to improve CEB were paternal authoritarian parenting and maternal authoritative parenting. These results indicated that boys and girls need different parenting factors from father and mother. Limitation and suggestion are discussed.
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Sangha, J. K., and Harmeet Kaur. "Assessment of Heavy Metals Intake Among School Girls of an Industrial Town of Punjab." Journal of Human Ecology 11, no. 5 (September 2000): 387–89. http://dx.doi.org/10.1080/09709274.2000.11907568.

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Dissertations / Theses on the topic "Lancaster Industrial School for Girls"

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Johnson, Sarah N. ""The True Spirit of Service"| Ceramics and Toys as Tools of Ideology at the Dorchester Industrial School for Girls." Thesis, University of Massachusetts Boston, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843990.

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This thesis examines the ceramics, both full-scale and toy, and dolls recovered from the Industrial School for Girls (1859-1941) in Dorchester, MA, in order to assess the ways in which the Managers who ran the School used material culture to enculturate the girls, as well as how the girls used material culture to shape their own identities. This site provides a unique opportunity to study the archaeology of a single-gender, and predominately single-class and single-age. The Industrial School for Girls, as an institution whose aim was to better the lives of poor girls and give them economic opportunities, as well as to create a better class of domestic servants, embodies the complicated moralities of Victorian domesticity, gentility, and womanhood. Analysis of the function and style of adult and doll scale ceramic vessels indicates the control that the Managers had over the School’s material culture and how it was used to expose the girls to the proper goods that would help shape them into successful and well-behaved domestic servants. The ceramic vessels represented some of the forms required by the etiquette of the time to set a proper dining table, and many of them exhibit Gothic and floral motifs, representing purity and morality in the home. These items suggest that the Managers were making an effort to include the material culture of a proper Victorian home in order to raise their girls to be comfortable in and enculturated to that environment. The porcelain dolls recovered from the site, in both their number and condition, hint at some amount of material self-fashioning among the girls, suggesting that perhaps not all of their experiences were pleasant ones. The fact that so many dolls were discarded in the privy suggests that there was some manner of discontent among the girls that was taken out on their own dolls or the dolls of others.

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Walsh, Thomas Broderick. "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9229.

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Attempts to improve retention, interest, and enrollment of females in Technology & Engineering Education courses have included a variety of approaches including female-only classes. However, the implications of such courses have not been thoroughly investigated. Therefore, an investigation of female-only classes was undertaken; the findings revealed that the overall enrollment of females went up in the course and in subsequent classes, these students maintained their interests and attitudes towards Technology and Engineering, their perceptions of an engineer's gender changed from that of mostly male to mostly female, and their concepts of what an engineer does changed from mostly building or fixing things to that of mostly someone who designs. This study used two instruments: the Technology Engineering Attitude Survey (TEAS) and the Draw an Engineer Test (DAET). The population of the study was 7th grade middle school students. They were placed into two groups: the control being the mixed male female engineering and technology classes, and the treatment being the all-female students enrolled in the same engineering technology course.
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Hryhorczuk, Anastacia L. "Reforming normalcy same-sex crushes at the Wisconsin Industrial School for Girls, 1930-1950 /." 2001. http://catalog.hathitrust.org/api/volumes/oclc/47649120.html.

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Thesis (M.A.)--University of Wisconsin--Madison, 2001.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 95-98).
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Robbins, Karen. "Discipline and polish: designing the "family system" at the Connecticut Industrial School for Girls, 1868-1921." Thesis, 2015. https://hdl.handle.net/2144/15695.

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This dissertation examines the ways in which nineteenth-century American reformers used genteel, domestic buildings to reform defiant young girls. The Connecticut Industrial School for Girls opened in 1870 as a site dedicated to both academic education and industrial training, and founders chose the family system of structures to physically represent ideas of home and love while simultaneously demonstrating authority and power. They used the campus and its built forms as teaching tools, but they also used the seemingly beneficent environment to encourage and, at times, force new identities upon girls who were in danger of becoming delinquents. Believing girls who lived in dirty, urban conditions would become immoral and even criminal, authorities removed and relocated them into newly constructed spaces in a rural area, structures that together created a community. The site was a place for girls to grow stronger through healthy food and fresh air, education and attention. But the school also forced assimilation. Inmates were offered only one path forward and were educated under duress. The girls were casualties of a larger cultural conflict occurring in America, a battle around issues of class and environment. Their futures were placed into the hands of people who wanted to create an American population more educated, more skilled, and seemingly, more civilized. To understand this complex story, this study uses chapters that overlap in time but address different methodological approaches. Chapter One looks at nineteenth-century European precedents for the school, focusing on the ways in which reformers in England, France, and Germany originated the use of the family system to save children. Chapter Two locates the child-saving movement and family system in America, documenting early efforts at helping children through purpose-built structures and evolving educational ideology. Chapter Three examines the physical reality of the Connecticut Industrial School for Girls, documenting the ways in which authorities adapted the building plans to maintain control over inmates. Chapter Four explores the daily life of the inmates, adding people and their agendas to the structures. The study concludes with an examination of the family system in relation to institutional typologies in post-Civil War America.
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Hardy, Ann Varelle. "“. . . here is an Asylum open . . .” constructing a culture of government care in Australia 1801 – 2014." Thesis, 2014. http://hdl.handle.net/1959.13/1045262.

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Research Doctorate - Doctor of Philosophy (PhD)
This thesis explores the history and heritage of the Newcastle Government Domain from its origins in the first European settlement at Newcastle in 1801 to its uncertain present as a largely vacated site of mental health care. The Domain is a significant holding of land at the centre of a growing urban area which has remained unalienated from the imperial, colonial and now state government because it has been seen as an asset to be applied to solving a series of contemporary challenges. Drawing upon public records, works of art and newspaper reports, the shifting uses of the Domain from centre of local administration, to military base, girls’ reformatory and asylum are traced demonstrating how the site contributed to meeting the responsibility for caring for the residents of New South Wales which fell to its governments. It is argued that rather than careful planning, decisions about the use of the Domain were largely the result of outside pressures. This is followed through in detail with regard to the establishment on the site in 1871 of an Asylum for Idiots and Imbeciles. A close reading of the extant records of this institution reveal that for several years, it served mainly as a repository for long term residents of older asylums. Only in the 1890s did it become populated by the intellectually disabled. Although it was an “accidental asylum”, the site was well suited to its purpose and has successfully hosted mental health services through to the present day. Its fraught transition from active health care campus to heritage site is traced to explore contemporary issues in heritage, in particular the rising interest in cultural landscapes, the role of interdisciplinary non-governmental organisations in heritage advocacy and the possibility of overtly recognising the positive benefits of heritage conservation for mental wellbeing at this and other sites. The Newcastle Asylum represented a new form of care in the colony of NSW and as such needs to form part of the cultural heritage of Newcastle because it contributed significantly to the social welfare of people in New South Wales.
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Books on the topic "Lancaster Industrial School for Girls"

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Djuric, Bonney. Abandon all hope: A history of Parramatta Industrial School. Georges Terrace, W.A: Chargan My Book Publisher, 2011.

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Kelso, Richard. Building a dream: Mary Bethune's school. Edited by Heller Debbie ill. Austin, Tex: Raintree Steck-Vaughn, 1993.

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Bethune, Mary McLeod. Mary McLeod Bethune papers: The Bethune-Cookman College collection, 1922-1955. Bethesda, MD: University Publications of America, 1995.

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Daughters of the State: A Social Portrait of the First Reform School for Girls in North America, 1856-1905. The MIT Press, 1985.

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Rogers, Henry B., and George S. 1818-1905 Boutwell. Account of the Proceedings at the Inauguration of the State Industrial School for Girls, at Lancaster, Aug. 27, 1856; With Addresses by H.B. Rogers, Esq. Hon. G.S. Boutwell and Others. Palala Press, 2018.

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Industrial Experience of Trade-school Girls in Massachusetts. Franklin Classics, 2018.

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Women's Educational and Industrial Union. Industrial Experience of Trade-School Girls in Massachusetts. Franklin Classics Trade Press, 2018.

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Industrial Experience of Trade-School Girls in Massachusetts. Creative Media Partners, LLC, 2018.

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School, Alabama Girls' Industrial. Alabama Girls' Industrial School Bulletin: Anniversary Number; 2, October 1907. Creative Media Partners, LLC, 2021.

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School, Alabama Girls' Industrial. Alabama Girls' Industrial School Bulletin: Catalog 1908-1909; 8, April 1909. Creative Media Partners, LLC, 2021.

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Book chapters on the topic "Lancaster Industrial School for Girls"

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Battle, Nishaun T. "Janie Porter Barrett’s Virginia Industrial School for Colored Girls." In Black Girlhood, Punishment, and Resistance, 76–96. New York, NY : Routledge, 2019. | Series: Intersectional criminology: Routledge, 2019. http://dx.doi.org/10.4324/9781315267562-5.

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Hess, Sophie. "Ecologies of Docility and Control: Environmental Fantasy and Extractive Economy at a Maryland Girls Boarding School, 1834-1868." In To the Last Drop - Affective Economies of Extraction and Sentimentality, 47–64. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839464106-004.

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Sophie Hess examines the role of a 19th-century elite women's boarding school in Maryland, U.S.A., The Patapsco Institute, in producing and legitimizing the beginning of an extractive culture. Through analyses of the writings of both teachers and students (in poetry, journals, and correspondences), Hess argues that the school's community manifested a gendered, classed, and racialized space of ecological control, which rationalized early extraction (industrial metal production and agro-industrial grain processing) and romanticized the country's territorial expansion.
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Allen-Handy, Ayana, Valerie Ifill, Raja Y. Schaar, Michelle Rogers, and Monique Woodard. "Black Girls STEAMing Through Dance." In Challenges and Opportunities for Transforming From STEM to STEAM Education, 198–219. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2517-3.ch008.

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Black Girls STEAMing through Dance (BGSD) leverages a transdisciplinary partnership among four Black women professors in urban education, dance, industrial/product design, and computing to engage Black girls in a STEAM-infused program to inspire STEAM literacies, STEAM identities, and positive self-concept. BGSD is in its third year of existence and operates across several contexts, including an after-school program for 7- to 12-year-old Black girls, a co-curricular mini course program for 5th and 6th grade girls, and a professional development course for teachers. This chapter highlights how the program was developed and how the use of dance to integrate STEAM is a promising platform to encourage engaged STEAM participation amongst underrepresented Black girls.
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"Rebecca Harding Davis." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 72–86. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0012.

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Rebecca Harding Davis, born Rebecca Blaine Harding in Washington, Pennsylvania, was the oldest of five children. When Rebecca was five years old, the Harding family moved to Wheeling, Virginia (now West Virginia), then a burgeoning industrial center straddling the North and South. At fourteen, she returned to Washington, Pennsylvania, enrolling in a girls’ school....
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Shvartsberg, Yana. "Career Opportunities for Girls and Mathematics Education 1890-1920 in the US." In “Dig Where You Stand” 7. Proceedings of the Seventh International Conference on the History of Mathematics Education. September 19-23, 2022, Mainz, Germany, 269–84. WTM Verlag, 2023. http://dx.doi.org/10.37626/ga9783959872560.0.19.

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This study is dedicated to evaluating the effect of career opportunities prevalent among the female population in the United States on women’s mathematics education during the time high school education came to be accepted as a necessity for most children in the United States. The time period of 1890 through 1920 in the United States, called the Progressive Era, is known for its social, political, and education reforms. Shifting ideology and newly enacted laws for compulsory education sent students streaming to public schools, which in turn forced schools to accommodate a student population that was increasingly diverse, both in upbringing and in prior knowledge. Thus, in order to create a place for each child in the public school system, educators saw the solution in the diversification of education. The position of diversified education was to adapt school curriculum to meet utilitarian demands and to incorporate vocational, manual, commercial, and industrial studies into the public school system. Differentiated curriculum demanded the elimination of some subjects, and this movement specifically targeted mathematics, along with other subjects. The subjects that were eliminated differed, based on the professions foreseen by (or for) students, and since many of the vocations were gender specific, so was the education. This study will review data from multiple sources and perspectives—government, contemporary publications, and private manuscripts and letters written by prominent educators and historians—to analyze how high school mathematics curricula for girls were affected by the shifting job market demands.
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Case, Sarah H. "Training “Leaders of Their Own Race”." In Leaders of Their Race. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041235.003.0004.

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Through a focus on Spelman Seminary of Atlanta, Georgia, between its founding in 1881 and the 1920s, this chapter analyzes the ideological assumptions behind, and the content of, education for black female respectability. An analysis of the content of the education offered at Spelman and the goals of administrators, board members, faculty, and supporters provides an understanding of how secondary schools for girls taught the attributes of respectability. To a surprising degree, industrial education was viewed as essential to the curriculum of a school for “striving” black young women. In contrast to traditional interpretations of black education that oppose industrial and academic education, Spelman faculty and associates viewed industrial and academic education as mutually reinforcing.
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Peebles-Wilkins, Wilma. "Janie Porter Barrett and the Virginia Industrial School for Colored Girls: Community Response to the Needs of African American Children." In A History of child welfare, 135–53. Routledge, 2017. http://dx.doi.org/10.4324/9781351315920-8.

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Brown, Jeannette E. "Chemists Who Work in Industry." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0006.

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Dr. Dorothy J. Phillips (Fig. 2.1) is a retired industrial chemist and a member of the Board of Directors of the ACS. Dorothy Jean Wingfield was born in Nashville, Tennessee on July 27, 1945, the third of eight children, five girls and three boys. She was the second girl and is very close to her older sister. Dorothy grew up in a multi- generational home as both her grandmothers often lived with them. Her father, Reverend Robert Cam Wingfield Sr., born in 1905, was a porter at the Greyhound Bus station and went to school in the evenings after he was called to the ministry. He was very active in his church as the superintendent of the Sunday school; he became a pastor after receiving an associate’s degree in theology and pastoral studies from the American Baptist Theological Seminary. Her mother, Rebecca Cooper Wingfield, occasionally did domestic work. On these occasions, Dorothy’s maternal grandmother would take care of the children. Dorothy’s mother was also very active in civic and school activities, attending the local meetings and conferences of the segregated Parent Teachers Association (PTA) called the Negro Parent Teachers Association or Colored PTA. For that reason, she was frequently at the schools to talk with her children’s teachers. She also worked on a social issue with the city to move people out of the dilapidated slum housing near the Capitol. The town built government subsidized housing to relocate people from homes which did not have indoor toilets and electricity. She was also active in her Baptist church as a Mother, or Deaconess, counseling young women, especially about her role as the minister’s wife. When Dorothy went to school in 1951, Nashville schools were segregated and African American children went to the schools in their neighborhoods. But Dorothy’s elementary, junior high, and high schools were segregated even though the family lived in a predominately white neighborhood. This was because around 1956, and after Rosa Park’s bus boycott in Montgomery, AL, her father, like other ministers, became more active in civil rights and one of his actions was to move to a predominately white neighborhood.
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Reports on the topic "Lancaster Industrial School for Girls"

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Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs, and Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004935.

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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speaking Caribbean population from primary school to the labor market; (b) assessing the existence of gender gaps in education and in the labor market separately; and (c) analyzing the relationship between them and how one affects the other. The analysis confirms previously documented trends. Males tend to underachieve in terms of secondary and post-secondary studies when compared to females, as measured by enrollment, completion rates and learning outcomes. Our study analyses different factors that could be driving these gaps, such as gender roles, socialization processes for both girls and boys, classroom pedagogy in Caribbean schools, school curricula, and corporal punishment in households and schools. Despite females better results in education, their outcomes in the labor market are less favorable than those of males. Women show lower participation, and among labor market participants, they have higher unemployment rates and lower wages than men. For The Bahamas and Guyana, we document that wage gaps are primarily driven by non-observable characteristics unrelated to labor productivity. By contrast, in Barbados, Jamaica and Trinidad and Tobago, wage gaps seem to be mainly driven by labor market experience, occupational rank, and industrial sector. Reductions in gender-based sectoral and occupational segregation could significantly close the wage gaps observed in the latter countries. We recommend the continued collection of timely and accurate disaggregated data to inform policymaking and positively impact inclusive and sustainable development.
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