Relevant bibliographies by topics / Medieval Education of women

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

Academic literature on the topic 'Medieval Education of women'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Medieval Education of women"

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Bertocchi, Graziella, and Monica Bozzano. "Women, medieval commerce, and the education gender gap." Journal of Comparative Economics 44, no. 3 (August 2016): 496–521. http://dx.doi.org/10.1016/j.jce.2015.09.002.

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Shin, Mi-Na. "Women Education in Medieval Japan - Centered on Jyokun of Court Noble -." Korean History Education Review 129 (March 31, 2014): 77. http://dx.doi.org/10.18622/kher.2014.03.129.77.

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Baskin, Judith R. "Some parallels in the education of medieval Jewish and Christian women." Jewish History 5, no. 1 (March 1991): 41–51. http://dx.doi.org/10.1007/bf01679792.

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Stuard, Susan Mosher. "Independent Women Scholars Write (Women’s) Medieval History." Florilegium 28, no. 1 (January 2011): 9–32. http://dx.doi.org/10.3138/flor.28.002.

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Independent scholarly writing on the Middle Ages began as a dignified amateur endeavour in, and in a few instances before, the eighteenth century, although a bemused reading public has often marvelled at why anyone with a superior education and leisure would bother. For this reason, amateur scholars have often felt it necessary to justify their choice of a scholarly pursuit, and this continues down to our own day. Women scholars like Margaret Wade Labarge (1916-2009), whom we celebrate here, often had little choice but to pursue their scholarly interests independently because in her day academic positions were largely awarded to men. Labarge justified her career choice straightforwardly as based on a lifelong interest in the Middle Ages. Despite sporadic appointments as visiting scholar at Carleton University and the University of Ottawa, Margaret Wade Labarge spent her career primarily in research and writing, and she chose to view her status on the periphery of academic institutions positively since it left her free to study and write what she wished. She chose her scholarly projects herself, pursued them independently, and found publishers willing to place her work before the public: as a result, she enjoyed some commercial success and, with it, stature within her chosen field of study. There are many reasons to celebrate Margaret Wade Labarge and place her among the women scholars who pursued similar independent careers in medieval studies and, in doing so, designed medieval women’s history in ways that resonate to the present day.
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Callan, Maeve B. "St Darerca and Her Sister Scholars: Women and Education in Medieval Ireland." Gender History 15, no. 1 (April 2003): 32–49. http://dx.doi.org/10.1111/1468-0424.00288.

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Sidorova, Tamara A. "The Women-Historians in F.W. Maitland’s Scientific School: Mary Bateson." IZVESTIYA VUZOV SEVERO-KAVKAZSKII REGION SOCIAL SCIENCE, no. 1 (209) (March 30, 2021): 78–88. http://dx.doi.org/10.18522/2687-0770-2021-1-78-88.

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Women-historians make up a small part of the scientific school of the outstanding British historian and lawyer F.W. Maitland (1850-1906). The gender profile of F.W. Maitland’s school was not the subject of special study. The women’s coming in the historical science of Great Britain in 1880-1890s was the result of a broad suffragist movement, granting women equal rights with men in higher education in national universities. The formation of “female” medieval studies was influenced by F.W. Maitland as a scholar and a professor of Cambridge University - his methodological approach, relevance with archival records as the main base of the historical studies, his fruitful publishing activities. Three prominent women-medievalists - Mary Bateson (1850-1906), Helen Maud Cam (1885-1968) and Bertha Haven Putnam (1872-1960), specialized in different spheres of the English medieval history, but in line with the teacher’s methodology, represented F.W. Maitland’s scientific school the most clearly. The scientific activity of Mary Bateson, a recognized and direct student of F.W. Maitland, one of the most famous British scientists in the field of medieval studies, is being investigated.
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Ivanytska, Lilia. "PROBLEMS OF THE ARTISTIC EDUCATION AVAILABILITY FOR THE LATE MEDIEVAL AND EARLY MODERN WOMEN." Text and Image: Essential Problems in Art History, no. 1 (2016): 52–59. http://dx.doi.org/10.17721/2519-4801.2016.1.05.

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Demchuk, S. "LOOK BUT DO NOT TOUCH: PERFECT WOMEN'S EATING BEHAVIOUR IN THE NARRATIVES AND IMAGERY OF THE LATE MIDDLE AGES." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 146 (2020): 13–18. http://dx.doi.org/10.17721/1728-2640.2020.146.2.

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Food in the medieval culture functioned not only as everyday essential, but also as a tool for symbolic communication and marker of social or gender identity. From the 13th century onwards, one can grasp an exponential growth in number of various manuals, which informed their reader how one should eat healthy and courteously. These books of manners were written in prose and rhymes, in Latin and vernacular languages and were widely spread amongst medieval elite. Texts were supplemented with symbolic and allegorical illuminations with the scenes with biblical or royal banquets, which should be treated as important sources on their own. Thus, this paper aims at revealing the place that late medieval culture reserved for women in the domain of food and its consumption. Based on the rich narrative and visual evidence, I shall highlight the main elements of the medieval food culture; reveal what was considered as women's socially acceptable behaviour during the banquets and how the social norms impacted the visual culture of banqueting. Late medieval education for women envisaged a quite particular eating behaviour. A woman had to control the needs of her body much more strictly than a man had to, to keep the fast, to pray and to go to the masses at expense of taking food. Once married she had to deprive herself of delicacies, which could be only consumed with her husband. She could not renounce taking food with her husband, what should be considered as a privilege and not as a duty. Visual culture only supported the ideal shaped in the narratives. A woman involved in drinking wine at the table became an allegory of intemperance. This image was contrasted with the image of a noble woman that was excluded from the communicative space of a banquet, who kept her eyes down and her arms on her knees. A woman so temperate that she ignores the food and drinks set for her on the table. Therefore, eating behaviour became another manifestation for women's chastity and humbleness, which were considered essential virtues in late medieval courtly literature.
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Den Hartog, Elizabeth. "'Defending the castle like a man.' On belligerent medieval ladies." Virtus | Journal of Nobility Studies 27 (December 31, 2020): 79–98. http://dx.doi.org/10.21827/virtus.27.79-98.

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Contemporary evidence shows that between approximately the eleventh and fourteenth centuries noble women not only defended and built castles and commanded troops, but sometimes even partook in fighting. In fact, the examples of women involved in warfare are so numerous that they must have received some sort of military education. This article is concerned with the question why medieval sources, if female participation in war acts was indeed fairly widespread, played down this female involvement to the point of hushing up women’s role in military events almost completely. It will be suggested that the main reasons for this were, firstly, that it is was considered unladylike to fight, even though it was a necessary evil when things got out of hand, and, secondly, that the necessity for women to fight reflected badly on men. The least said about female participation in warfare was therefore considered the better.
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Choi, Kunjung. "Literacy of Medieval Women and Educational Implications of Informal Education: Socio-Materialism Approach of Cultural Historical Activity Theory." Korea Association of Yeolin Education 28, no. 4 (September 30, 2020): 45–71. http://dx.doi.org/10.18230/tjye.2020.28.4.45.

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Dissertations / Theses on the topic "Medieval Education of women"

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Kiser, Dauna Marie. "Teaching caritas: reintegrating women's voices into thirteenth-century theological education." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2232.

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Thirteenth-Century women engaged in educational activities within their chosen communities, as did men. Yet, traditional scholarship has claimed women were not active in teaching theology because they did not leave behind theoretical works nor hold public teaching offices. I argue that if we expand our view of education beyond familiar structures, titles, and specific textual content, we find there were many more individuals engaged in teaching and learning than appear at first glance. We also discover their teaching within existing texts. Recent scholars have successfully demonstrated the participation of women in manuscript copying and editing, traditionally seen as male activities; others have investigated alternate ways that help us better understand medieval ways of knowing as well as how women expressed what they knew. My dissertation, Teaching Caritas: Reintegrating Women's Voices into Thirteenth-Century Theological Education, takes these reassessments one step further and locates women and their texts within educational venues more generally associated with men. It seeks to reintegrate some of the many unheard voices into the dialog through a direct comparison of texts written by men and women in the thirteenth century. In my analysis, I show how both entered into the conversations regarding one theological subject, that of caritas (charity or love, in English). Caritas, from the Greek agape and eros, was a subject important to Christian thought and works; therefore, theories regarding it appear in numerous texts written by both men and women. New approaches to the study of medieval women have drastically changed the historical landscape over the last fifteen years. Feminist scholars have shown that women's practices cannot simply be added into the narrative of men's history; rather, women's very presence in history changes the narrative. Scholars have revised patterns depicting male-to-female influence in monastic reform movements, explaining how women actively engaged in those movements. Scholars of literature and rhetoric have demonstrated that medieval women used their own voices to speak, and how their voices were silenced only during subsequent centuries as dominant educational institutions narrowed their canonical and professional focus. Not surprisingly, when we pick up medieval women's texts and listen to their voices we hear original insights on theological and philosophical issues - whether in Latin or in the vernacular. My project takes up two of these women's texts and finds common ideas that they and men's texts contain. I have chosen to focus on four authors writing within the Episcopal jurisdiction of Cologne: Albertus Magnus, Beatrice of Nazareth, Hadewijch of Brabant, and Meister Eckhart. They wrote in Latin or the vernacular for the benefit of their readers. By the thirteenth century there were a number of terms for caritas in both Latin and in the vernacular languages. This synonymous nature of caritas makes possible an analysis such as mine, which crosses genre, gender and language. These religious women and men learned various theories regarding the essence of caritas, and all knew (or knew of) certain techniques used to initiate visionary events. They were able to learn and then teach their thoughts and techniques because of the connection caritas provided between the knowing soul and the divine mind. Finally, although much of our educational history has been intellectual history, there was no one dominant or correct method of teaching in the thirteenth century. By bringing these aspects to light, my work will help women's voices re-enter the historical documentary of education.
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Codet, Cécile. "Femmes et éducation en Espagne à l'aube des temps modernes (1454 - fin des années 1520)." Thesis, Lyon, École normale supérieure, 2014. http://www.theses.fr/2014ENSL0955/document.

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La littérature didactique spécifiquement destinée aux femmes a connu un traitement paradoxal dans les travaux universitaires : délaissée du fait de son manque supposé d’intérêt littéraire, on a pourtant tendance à lui prêter un important pouvoir normatif. Nous nous proposons donc, dans notre travail de thèse, d’aller au-delà de cet apparent paradoxe, en analysant un corpus composé d’une vingtaine de textes de genres distincts, mais qui ont en commun, au-delà des données historiques et géographiques, d’avoir cherché à éduquer, instruire ou édifier la gent féminine. Pour atteindre ces objectifs pédagogiques, leurs auteurs mettent en place des stratégies discursives qu’il est nécessaire d’étudier. Ainsi s’expriment les nuances et les contradictions d’un enseignement qui n’est nullement uniforme, chacun transmettant, en fonction de ses opinions, des circonstances de la publication de son ouvrage, etc., un message qui lui est propre. Dès lors, il ne faudrait pas considérer ces textes comme autant d’expressions d’une seule et unique idéologie qui s’imposerait aux femmes, dans la mesure où l’unité même de cette idéologie est fortement remise en question. En outre, les femmes auxquelles ils sont destinés peuvent adopter, vis-à-vis d’eux, des attitudes qui sont parfois fort différentes de celles qu’avaient imaginées leurs auteurs. Ainsi, la littérature didactique peut devenir l’instrument de jeux de pouvoir et de luttes d’influence où auteurs et destinataires poursuivent des fins parfois bien éloignées de l’enseignement. Notre travail de thèse vise donc à mieux connaître, dans toutes ses richesses et ses ambigüités, un corpus qui s’offre à de multiples lectures
The didactic literature specifically dedicated to women has been analyzed in a very paradoxical way by scholars: neglected because it is allegedly deprived of literary interest, its normative force tends, on the contrary, to be overvalued. In this work, we mean to go further than this apparent paradox, analyzing a corpus of twenty texts of various literary genres, whose common point is, apart from historical and geographical data, to look for educating, instructing or edifying women. In order to achieve those pedagogical aims, the authors implement discursive strategies that we have to study. By doing so they reveal the nuances and contradictions of a teaching that is far from being uniform, in so far as each author transmit, depending on his opinions, the circumstances of the publication of his work, etc., a message of his own. Therefore, we don’t have to consider these texts as so many expressions of a single and unique ideology which would be imposed to women, inasmuch as the very coherence of this ideology can be questioned. Moreover, the women to which the works we are going to study are destined can adopt, towards them, some attitudes that are very different from those imagined by their authors. Thus, didactic literature can become an instrument in power games and struggles in which education is very far from being the only preoccupation of the authors or their dedicatees. Our work aims at a better knowledge of all the richness and ambiguities of this corpus, in order to show that it could be read in very different perspectives
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Castro, Lingl Vera. "Assertive women in medieval Spanish literature." Thesis, Queen Mary, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.704745.

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Normington, Catherine Jane. "Holy women/vulgar women : women and the Corpus Christi cycles." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297616.

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Hoogesteger, Naomi May Jensen. "Deviant women in courtly and popular medieval Castilian poetry." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3368/.

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This thesis is a study of the figure of the deviant woman in the poetry of medieval Spain; it outlines and establishes paradigms of acceptable and unacceptable attitudes and behaviours. The ideal comportment of woman in the Middle Ages is decreed by the Church and the aristocracy. However, woman is wont to rebel against the strict norms of patriarchy laid down for her. Through close poetic analysis, this thesis aims to expose and analyse women who deviate from the ideal, an axis which is based upon the ideal woman of Fray Martín Alonso de Córdoba’s Jardín de nobles donzellas (1469) and supported by historical contextualisation. Due to the expanse of the medieval poetic corpus, I focus specifically on women in the forms of medieval poetry that were sung: villancicos, canciones, and also serranillas, a strand of the erudite canción. The poems originate in Iberian songbooks (cancioneros), and loose leafs (pliegos sueltos). The modern editions that I use are Brian Dutton & Jineen Krogstad’s El cancionero del siglo XV: c. 1360-1520 (1990-91) and Margit Frenk’s Nuevo corpus de la antigua lírica popular hispánica (siglos XV a XVII) (2003). Initially, I establish the paradigm of the ideal late-medieval woman, whose subservience, chastity, and beauty are at the fore of her representation. Throughout the thesis, deviant women are seen to subvert these expectations in a variety of ways; principally through their promiscuity and dominant manner. Although for the most part, deviant women are portrayed in lyrics, the canciones also provide portrayals of deviant women that are less perceptible, yet still fascinating. An overall typology of deviant women has been established through the thesis, but equally significantly, close readings of many of the poems will augment the comprehension of the wider corpus.
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O'Shea, Regina L. "Queening: Chess and Women in Medieval and Renaissance France." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2416.

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This work explores the correlation between the game of chess and social conditions for women in both medieval and Renaissance France. Beginning with an introduction to the importance and symbolism of the game in European society and the teaching of the game to European nobility, this study theorizes how chess relates to gender politics in early modern France and how the game's evolution reflects the changing role of women. I propose that modifications to increase the directional and quantitative abilities of the Queen piece made at the close of the fifteenth century reflect changing attitudes towards women of the period, especially women in power. In correlation with this, I also assert that the action of queening, or promotion of a Pawn to a Queen, demonstrates evolving conceptions of women as well. This work seeks to add to the growing body of work devoted to the exploration of connections between chess and political and social circumstances during the periods under consideration. As the question of the interconnectedness between the game and gender relations is in its beginning stages of exploration, this thesis is offered as a further analysis of the gender anxieties and conceptions present in the game's theory and history.
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Macdonald, A. C. "Women and the monastic life in late medieval Yorkshire." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390367.

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Curran, Kimberly Ann. "Religious women and their communities in late medieval Scotland." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/2043/.

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The traditional view of historians is that Scottish female religious establishments were not worthy of study due to the ?scanty? sources available for these women, by these women or their convents. This study will challenge this preconceived notion that Scottish female religious were unimportant to the overall study of monasticism in Scotland. It demonstrates that by using a wide range of sources, Scottish female religious in Scotland were successful both economically and locally and had varying connections to the outside world.The aim of this study is to examine the relationships between Scottish convents, their inhabitants and Scottish families, kin-groups and locality. Firstly, will be a discussion of how the outside world and their connections to convents began by looking at the grants and further patronage of these religious communities. Further contacts between the two were varied ranging from the foundation and granting of gifts to these religious communities, the challenging of conventual rights and privileges, external conflict like warfare or the suppression of a convent. Secondly, an assessment has been carried out of the origins of Scottish nuns and the identifying of female religious: the outcome of this has been the construction of a database of all known Scottish female religious. Prosopographical analysis has been applied to show their links to local families, former patrons or founders and their relations to one another. The next part of this study discusses the organization and governance of Scottish convents by examining the role of Scottish prioresses in their religious and secular communities. The office of the prioress has yet to be fully evaluated as an important role in the monastery or in her local community and this section will highlight her many-faceted roles. In addition, how prioresses succeeded to office prioress and monastic elections will be discussed further.
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Toole, Kellye. "Spirit, sex and society : modern attitudes toward medieval visionary women /." Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09art671.pdf.

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Mills, Katherine Louise Carleton University Dissertation History. "Wills in later medieval England, with special reference to women." Ottawa, 1992.

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Books on the topic "Medieval Education of women"

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Anne-Marie Emma Alberta de Gendt. L' art d'éduquer les nobles damoiselles: Le Livre du chevalier de la Tour Landry. Paris: Champion, 2003.

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Anne-Marie Emma Alberta de Gendt. L' art d'éduquer les nobles damoiselles: Le Livre du chevalier de la Tour Landry. Paris: Champion, 2003.

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McNamer, Elizabeth Mary. The education of Heloise: Methods, content, and purpose of learning in the twelfth century. Lewiston, N.Y: E. Mellen Press, 1991.

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Giallongo, Angela. Il galateo e le donne nel medioevo. Rimini: Maggioli, 1987.

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F, Ganz Peter, ed. Marquard vom Stein, der Ritter vom Turn: Kommentar. Berlin: Erich Schmidt, 1996.

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Barth, Susanne. Jungfrauenzucht: Literaturwissenschaftliche und pädagogische Studien zur Mädchenerziehungsliteratur zwischen 1200 und 1600. Stuttgart: M & P Verlag für Wissenschaft und Forschung, 1994.

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Euripides. Hecuba: The Trojan women ; Andromache. Oxford: Oxford University Press, 2001.

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Euripides. Hecuba: The Trojan women ; Andromache. New York: Oxford University Press, 2000.

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Women Latin poets: Language, gender, and authority, from antiquity to the eighteenth century. Oxford: Oxford University Press, 2005.

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Woolf, Alex. Education. San Diego: Lucent Books, 2004.

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Book chapters on the topic "Medieval Education of women"

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Wiethaus, Ulrike. "Collaborative Literacy and the Spiritual Education of Nuns at Helfta." In Medieval Women: Texts and Contexts, 27–46. Turnhout: Brepols Publishers, 2015. http://dx.doi.org/10.1484/m.mwtc-eb.5.105523.

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Pearman, Tory Vandeventer. "Physical Education: Excessive Wives and Bodily Punishment in the Book of the Knight and the “Wife of Bath’s Prologue”." In Women and Disability in Medieval Literature, 45–71. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117563_3.

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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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Johnsen, Rosemary Erickson. "Medieval Women in Context." In Contemporary Feminist Historical Crime Fiction, 21–58. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403983503_2.

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Demoor, Marysa. "Epilogue. ‘Silent Women, Holy Women?’: Some Reflections on the Voice of Silence." In Medieval Church Studies, 223–24. Turnhout: Brepols Publishers, 2004. http://dx.doi.org/10.1484/m.mcs-eb.3.3602.

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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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Grisé, C. Annette. "Women and Writing." In A Companion to Medieval Poetry, 575–91. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319095.ch31.

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Karras, Ruth Mazo. "Women Outside of Marriage." In Sexuality in Medieval Europe, 118–67. 3rd edition. | London ; New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269719-4.

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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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Conference papers on the topic "Medieval Education of women"

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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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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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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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Einarsdóttir, Sigrun Lilja, and Einar Svansson. "WOMEN´S POWER AND ADVANCING MIGRANT WOMEN: BIFRÖST EMPOWERING PROGRAMMES FOR WOMEN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1990.

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Han, Xiaomei. "Exotic Oriental Magic Legend. Account to Tibetan by Medieval Europe." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.97.

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N., Ade Galih, Ananda Wahidah, Anwar Soleh Purba, Siti Nurbayani K., Ade Gafar Abdullah, and Ari Arifin Danuwijaya. "Women and Achievement." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007112811801183.

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Johnson, Naomi, Jonathon Garcia, and Kevin Seppi. "Women in CS: Changing the Women or Changing the World?" In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028562.

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Schipull, Erin M., Xandria R. Quichocho, and Eleanor W. Close. "“Success Together”: Physics departmental practices supporting LGBTQ+ women and women of color." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.schipull.

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Hatakeyama, K. "Women into engineering." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030234.

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Moreno-Garcia, Isabel M., and Azahara Lopez-Toledano. "ISOLDE University Women Leader." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9453943.

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Reports on the topic "Medieval Education of women"

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Caunedo del Potro, Betsabé. Primary Education in medieval Castile. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.11.

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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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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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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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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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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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