Relevant bibliographies by topics / Women college students in fiction

Contents

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

Academic literature on the topic 'Women college students in fiction'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Women college students in fiction"

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Al Khafaji, Huda. "Reading for pleasure among Iraqi college EFL students." Kufa Journal of Arts 1, no. 44 (October 12, 2021): 789–804. http://dx.doi.org/10.36317/kaj/2020/v1.i44.1559.

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This study was carried out to explore the pleasure reading practices and preferences of sample Iraqi college EFL students. This study seeks to fill the gap in researchs concerning pleasure reading in Iraq since the Iraqi college EFL students' practices and preferences of reading for pleasure have not been explored yet. To do this, the study employed a questionnaire for collecting data. A sample of 177 Iraqi college EFL female students of department of English language of College of Education for Women of Al Iraqyia University in Baghdad volunteered to fill in the questionnaire. Descriptive statistics using frequencies and percentages were used to analyze the quantitative data from the questionnaire. The findings indicate that the majority of the participants read for pleasure weekly. It was also found that the participants preferred to read song lyrics, books of fiction, and articles posted on social media or websites over other types of reading texts. The research findings also showed that some of the participants read 1-2 hours per week and very few of the participants read 4-5 hours weekly. All the participants faced problems when practicing reading for pleasure and these difficulties can be attributed to several factors, such as watching TV/DVD/online
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A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.

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In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.
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Yunita, Millah Ananda. "Penonton Boys’ Love: Ketertarikan, Respon, dan Orientasi Seksual." Emik 5, no. 1 (June 8, 2022): 47–62. http://dx.doi.org/10.46918/emik.v5i1.1219.

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With the issuance of Minister of Health Regulation Number 9 of 2020 concerning Guidelines for Large-Scale Social Restrictions in the Context of Accelerating the Handling of Corona Virus Disease 2019 (Covid-19), the government recommended that all community activities be carried out from home (work from home). The amount of time spent at home causes people to become bored and need entertainment, one of which is by spending time to watch film. One of the shows that is currently booming is Boys' Love which is a fictional media (manga, anime, series) that focuses on homoerotic and homoromantic relationships between men. This article discusses how audiences are attracted to, respond to, and question their sexual orientation. Using qualitative approach, this study combined in-depth interview and observation as data collection methods. his research was conducted online through the brightforwin fanpage community which took place from August 2021 to February 2022. There are eleven informants involved in this study who are the audiences of Boys’ Love. They vary according to age (between 19 and 42 years), sex (eight women and three men), and status (three housewives and eight college students). The study shows that Boys' Love series became popular because it is not only focused on sexual activity, but also on how to build relationships between characters, to express sexuality, and to deepen relationships between viewers. The public's response to this series was varied, some were suddenly interested and became big fans of the Boys' Love series, some didn’t care, and others clearly reject this series. In regard to the sexual orientation of Boys' Love audience, there are differences between male and female audience. Male audience of Boys' Love series is considered as transgender or gay. For female audiences, there is a difference between married and single women. For married women, their sexual orientation is not questioned because of their marital status, while for single women, their orientation is questioned by others. But, as the fan and viewer of Boys’ Love some single men and women also question their sexual orientation.
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Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors." Volume-2: Issue-2 (February, 2020) 2, no. 2 (March 3, 2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.

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I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instructors presuming that students should have known these questions during the time they were students taking these courses above mentioned. These challenges rise when I first meet with my students taking fiction as university requirement. I ask them individually to answer these questions, to which they are unable to answer in good English. They just use words or phrases to answer, which adds a new challenge. There I have to stop and tell them. First, how to answer these questions using good English. Then I proceed with the answering the questions myself, so they are on the right track from the first day of meeting with them. Thus, this paper discusses the challenges of teaching fiction and provides ways, methods or remedies to handle them. It provides benefits of reading fiction for students and teachers. Finally, it demonstrates the delivery plan offered by the college in which I teach and the changes I have made on the original plan so that both can suit and achieve the desired learning outcomes.
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Nicolay, John A. "Galvanizing Moments: St.Elgin's College Responds (Fiction)." Public Voices 6, no. 2-3 (January 11, 2017): 11. http://dx.doi.org/10.22140/pv.245.

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Professor of History Ian Gestrode's campus life is suddenly, unexpectedly disrupted by the events of September 11, 2001. On the same day a colleague dies of a heart attack. Gestrode struggles with the conflicting emotions of national calamity and personal loss. The campus responds prematurely with little prescience through carelessly planned day of reflection and discourse. The author offers a personal tribute to one if his students, who died at the Pentagon that day.
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Zunshine, Lisa. "The Secret Life of Fiction." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 724–31. http://dx.doi.org/10.1632/pmla.2015.130.3.724.

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A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.
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Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (August 31, 2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.

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This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.
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Bingham, Jennie L., Quintina Bearchief Adolpho, Aaron P. Jackson, and Louise R. Alexitch. "Indigenous Women College Students’ Perspectives on College, Work, and Family." Journal of College Student Development 55, no. 6 (2014): 615–32. http://dx.doi.org/10.1353/csd.2014.0055.

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Virtue, Emily E. "Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students." Journal of Effective Teaching in Higher Education 2, no. 2 (November 25, 2019): 70–84. http://dx.doi.org/10.36021/jethe.v2i2.40.

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The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.
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KIMURA, Naoko, Tsutomu FUKUWATARI, Ryuzo SASAKI, Fumiko HAYAKAWA, and Katsumi SHIBATA. "Vitamin Intake in Japanese Women College Students." Journal of Nutritional Science and Vitaminology 49, no. 3 (2003): 149–55. http://dx.doi.org/10.3177/jnsv.49.149.

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Dissertations / Theses on the topic "Women college students in fiction"

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Davis, Matthew. "Derivation: Excerpts From a Novel." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804864/.

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The dissertation consists of a critical preface and excerpts from the novel Derivation. The preface details how the novel Derivation explores the tension between the artist and the academy in the university, as well as the role memory plays in the construction of fictional narratives. The preface also details how narrative voice is used to expand the scope of Derivation, and ends with a discussion of masculine tropes in the novel. Derivation traces the path of a woman trying to rebuild her life in the wake of the 2008 financial crisis, returning first to her blue collar roots before pursuing a career as an academic.
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Ross-Stroud, Catherine Trites Roberta Seelinger. "Non-existent existences race, class, gender, and age in adolescent fiction; or Those whispering Black girls /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106763.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, Janice Neuleib. Includes bibliographical references (leaves 217-236) and abstract. Also available in print.
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Bedsole, Davina A. "Perceptions of college students towards college students who are mothers." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/334.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology
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Bingham, Jennie L. "Indigenous Women College Students' Perspectives on College, Work, and Family." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3038.

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Native American and First Nations (hereafter referred to as indigenous) women college students are faced with a challenge to balance both their culture and the demands of the dominant Western culture in family, school, and work/employment roles. The presence of indigenous women in higher education and in the work force has increased since World War II. While there is an abundance of literature on work-family balance and work-family conflict, with some focus on the perspectives and expectations of college-aged students, there is a dearth in both of these areas with regards to indigenous populations. In order to begin to explore the experiences and perspectives of work and family, this study analyzed unstructured qualitative interviews of 11 Native American and 9 First Nations female college students. Themes resulting from the hermeneutic analysis of texts that describe the tensions around career, family and education were (a) honoring indigenous culture and community, (b) living in two worlds, (c) pursuing individual fulfillment and goals, and (d) acknowledging the importance and influence of family. This paper was later published in the Journal of College Student Development. You can access the paper here.
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Martinez-Metcalf, Rosario. "Concerns of Hispanic Women Who Attend Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331036/.

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This study is concerned with the problem of determining and analyzing the characteristics and concerns of Hispanic women who are enrolled in a large metropolitan community college district. The purposes include (1) the description of demographic data on these Hispanic women in terms of (a) specific group ethnicity, (b) marital status, (c) estimated total income, (d) age, (e) number of hours currently enrolled, (f) number of dependent children, (g) number of hours employed per week, and (h) language usage (English or Spanish); (2) identification of the concerns of these students; (3) determination of the degree of concern as reported by these Hispanic women students regarding specific problems; (4) assessment of the relationships between the demographic characteristics and the degrees of concern about specific problems. The study population sample is composed of 748 Hispanic female students from the Tarrant County Community College District enrolled for at least one credit hour during the Fall Semester of the 1984-1985 academic year. The sample for the study is 400 randomly selected students from this population. A survey instrument originally developed by Kathie Beckman Smallwood was revised for this study and produced a 52.25 per cent response return. Response frequencies and percentages were gathered to show degree of concern for each problem and the characteristics of the Hispanic female students. Mean scores to show the average degree of concern are also reported for each potential problem. Chi square contingency coefficient was used to show every possible association between concerns and demographic variables. The findings indicate that Hispanic female students concerns are academically and career oriented. Respondents indicate that getting a good job after graduation is their primary concern. Ability to succeed in college is the second highest reported concern followed by knowing how to study efficiently. Seventy four per cent of the respondents are Mexican-American, three-fourths are part-time students, over half are working from 21-40 hours per week, and over half report an estimated total family annual income of under $15,000. The lower the income, the greater the degree of concern for several problems.
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Bardy, Theresa L. "College women and their parents : a validation study of the parental intrusiveness versus appropriate concern scale /." Connect to online version, 2005. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2005/97.pdf.

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Marker, Rochelle L. "Peer harassment : a study of college students." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834142.

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Since the early 1970's, there has been an increasing awareness of the problem of sexual harassment both, in the workplace and, more recently, in academia. Although this attention has primarily focused on employer-employee and professor-student interactions, there has been one area which has been neglected in the research literature. This area is the student-student interaction or peer harassment.Therefore, the purpose of this exploratory study was to examine the prevalence of peer harassment by measuring the following areas: students' definitions of sexual harassment, attitudes toward the causes and seriousness of sexual harassment, personal experiences with regards to initiating as well as experiencing sexual harassment, response to sexual harassment, and the impact of sexual harassment on students' academic experiences as well as on their personal lives.The sample consisted of 187 undergraduate students enrolled in sociology classes at Ball State University during the spring semester of 1992. The statistical procedures that were used for this study consisted of balance indexes and crosstabulations.
Department of Sociology
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Troughton, Marlo das Dores. "Moms in school continuing education programs for women, 1960-1978 /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1164813495.

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Sikkema, Kathleen Jane. "Skills training with heterosexual females for the prevention of HIV infection, other sexually transmitted diseases, and sexual assault /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134414/.

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Cleveland, Ann Pollard. "Breastfeeding personal efficacy beliefs of women university students." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1673.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 99 p. Vita. Includes abstract. Includes bibliographical references (p. 81-89).
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Books on the topic "Women college students in fiction"

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Francine, Pascal, and Copyright Paperback Collection (Library of Congress), eds. Secret love diaries: Elizabeth. New York: Bantam Books, 2000.

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Pascal, Francine. Secret love diaries: Sam. New York: Bantam, 2000.

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Pascal, Francine. Secret love diaries: Jessica. New York: Bantam, 2000.

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Elson, Nicki. Three Daves: A novel. Dallas: Omnific Pub., 2010.

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Adams, Alice. Cinque volte donna. Milano: Rizzoli, 1986.

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Staub, Wendy Corsi. Bridget: The fling. New York: Berkley Books, 1997.

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Staub, Wendy Corsi. Allison: The townie. New York: Berkley Books, 1998.

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Gilligan, Ruth. Can you see me? Dublin: Hachette Books Ireland, 2010.

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Staub, Wendy Corsi. Allison: The townie. New York: Berkley Books, 1998.

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Russell, Bruce L. Channelling Henry. Fremantle, W.A: Fremantle Arts Centre Press, 2003.

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Book chapters on the topic "Women college students in fiction"

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Dunn, Merrily S., and Philip D. Badaszewski. "Men and Women College Students." In Multiculturalism on Campus, 256–77. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-15.

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Sosa, Teri. "Women in Technology Careers." In Most College Students Are Women, 75–96. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-5.

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Allen, Jeanie K., Diane R. Dean, and Susan J. Bracken. "Introduction Women Learners on Campus." In Most College Students Are Women, 1–10. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-1.

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Bracken, Susan J. "Submerged Feminism(s)?" In Most College Students Are Women, 159–72. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-9.

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Allen, Jeanie K. "Is Mona Lisa Still Smiling?" In Most College Students Are Women, 133–57. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-8.

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Allen, Jeanie K., Diane R. Dean, and Susan J. Bracken. "Conclusion Back(Lash) to the Future." In Most College Students Are Women, 173–77. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-10.

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Taylor, Kathleen, and Catherine Marienau. "Effective Practices in Fostering Developmental Growth in Women Learners." In Most College Students Are Women, 55–73. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-4.

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Ropers-Huilman, Becky, and Betsy Palmer. "Feminist and Civic Education." In Most College Students Are Women, 11–28. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-2.

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Simon, Marilyn K. "Helping Women Improve Statistics Learning Online Through Authentic Learning and Emotional Intelligence." In Most College Students Are Women, 97–111. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-6.

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Baxter Magolda, Marcia B. "Learning Partnerships." In Most College Students Are Women, 29–53. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446064-3.

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Conference papers on the topic "Women college students in fiction"

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Gelin, Shana. "Self-Identity Experiences of Afro-Caribbean Women Undergraduate College Students." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2015361.

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Dal Pizzol, Natália, and Soraia Raupp Musse. "Project Ada: Championing Women in Computer Science." In Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/wit.2023.230604.

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Women have historically been underrepresented in STEM fields, including Computer Science. This article presents an overview of Project Ada, an initiative to empower women to pursue a career in Computer Science. The project, a partnership between a private university and a private sector company, funds scholarships to female students and provides support throughout their college careers. We hope this report will inspire more organizations and individuals to support similar initiatives and help bridge the gender gap in Computer Science and other STEM fields.
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SAI, SHUANG. "RESEARCH ON THE MORALITY OF FEMALE COLLEGE STUDENTS BORN IN 00 FROM THE PERSPECTIVE OF MICRO-CULTURE." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35697.

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Post-00s female college students are not only high-quality new talents in our country, but also shoulder the important task of educating the motherland for the future generations. Their moral research has urgent and important practical significance. With the influence of micro-culture, the mainstream of female college students' morality after 00 is positive, but there are also some potential crises that cannot be ignored. To prevent crises, we must make every effort to carry out targeted moral education with female characteristics. Strengthen the moral education of women in the new era, shape the good moral personality of female college students after 00; strengthen the education of modern women's awareness, mold the healthy moral personality of female college students after 00; strengthen the mental health education of women, and shape the healthy moral personality of female college students after 00; strengthen women's love Moral education, shaping the responsible moral personality of female college students born after 00.
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Patton Davis, Lori. "When They (Fail to) See Us: An Analysis of Gendered, Anti-Black Incidents Targeting Black Women College Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890253.

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Gonzalez-Cuevas, Gustavo, Marcos Alonso Rodriguez, and Valeria Nogales Cuellar. "Critical thinking in college students: evaluation of their beliefs in popular psychological myths." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2850.

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The purpose of this study was to evaluate the degree of acceptance of psychological myths in undergraduate students in Health Sciences. Our results showed that first-year Psychology students believed more myths than did the other first-year Health Sciences students (Medicine, Dentistry, and Optics and Optometry). Third-year Psychology students drastically reduced their beliefs in myths in comparison with first-year Psychology students (Cohen’s d=1.7). Overall, we found a gender effect, being women less gullible than men in believing in myths. Age did not account for differences in myth acceptance. All in all, these results suggest that beginning Psychology students seem to accept more myths than other first-year Health Sciences students regarding psychological misconceptions. However, college exposure in Psychology students may favor critical thinking by diminishing myth beliefs.
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Seára Tirloni, Adriana, Diogo Cunha dos Reis, Marcelo Soares, and Antônio Renato Pereira Moro. "Influence of the school furniture design on the body posture of college students." In Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001250.

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This study examined the perceptions of college students regarding body posture (trunk inclination) adopted while using chair with tablet arm and their preference for two chair models (with and without armrest), and also the associations between these variables and sex, age, course shift and school furniture design. Overall, 420 students aged 22.4 ± 5.0 years of different courses and shifts participated in the study. A questionnaire containing identification data and questions about students' perceptions regarding the trunk position leaned over the tablet arm and their preference for the existence of chair armrest was used. Descriptive statistics and Chi-square test (p < 0.05) were used. It was found that 63.6% of students mentioned staying more than half the time of a class with trunk leaned over the tablet arm and 67.9% would like to have chair armrest at the opposite side of the tablet arm. There was association between body posture and sex (p = 0.003), in which women mentioned leaning more the trunk laterally and/or anteriorly than men and with the current school furniture design (p = 0.003), i.e., chair without armrest, the proportion of students who leaned the trunk over the tablet arm was greater.
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Pilatti, Angelina, Adrian Bravo, Yanina Michelini, Gabriela Rivarola Montejano, and Ricardo Pautassi. "Contexts of Marijuana Use: A Latent Class Analysis among Argentinean College Students." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.23.

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Background: Substance use and the association between substance-related variables and outcomes seem to be context dependent. We employed Latent Class Analysis (LCA), a person-centered approach, to identify distinct subpopulations based on contexts of marijuana use. We also examined whether the resulting classes differ in a set of marijuana-related variables that hold promise as potential targets of interventions. Method: A sample of 1083 Argentinean college students (64% women; M age = 19.73±3.95) completed an online survey that assessed substance use and related variables (motives for substance use, protective behavioral strategies [PBS] and internalization of the college marijuana use culture). For the present study, only data from students that reported last month (i.e., past 30-day) marijuana use (n = 158) were included in the analysis. Participants reported whether or not they used marijuana in different places (i.e., own house, party at home, friends’ house, parties at friends' house, university party, non-university party, bar, dance-club, outside [street, park], or pregaming) or social contexts (i.e., alone, with family members, strangers, boyfriend/girlfriend, close friend, small group of same-sex friends, ≥10 same-sex friends, small co-ed group of friends, ≥10 co-ed friends). Results: LCA identified a 2-classes model for marijuana use context. Class 1 comprised 40% of last-month marijuana users. Students within this class endorsed a high probability of consuming marijuana across different places (e.g., at home, at parties, outdoors) and social contexts (e.g., close friend and in small same sex and coed groups). Participants in Class 2 exhibited a low endorsement of marijuana use across contexts, yet they reported a moderate to high probability of using marijuana with a small group of same-sex friends or with the close friend, at a friend’s home. The two classes significantly differed, as shown by Student’s t, on all marijuana outcomes (i.e., use and negative consequences) and marijuana-related variables (motives, PBS and internalization of the college marijuana use culture). Students in class 2 exhibited significantly less marijuana use, both in terms of frequency and quantity, and less marijuana-related negative consequences than those in class 1. The latter class exhibited more normative perceptions about marijuana use in college, more marijuana use motives -particularly social, coping and expansion motives- and less use of PBS than students in class 2 did. Conclusions: Our findings revealed subpopulations of college students that are heterogeneous regarding contexts of marijuana use, patterns of use and in a number of relevant variables. These distinctive subpopulations require different targeted interventions.
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Fertig, Jan, and Subha Kumpaty. "Enhancing University Persistence of Diverse Mechanical Engineering Students." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-70862.

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Abstract This paper is the third in a series of efforts to address the troublesome departure of promising college students, most notably women and minorities, from the field of mechanical engineering and similar disciplines. Despite widespread and largely successful efforts to increase the numbers of women and minorities in engineering education, their numbers continue to shrink at a time when they should be expanding. Our first inquiry (IMECE 2017-72597) proposed a mismatch between the empathizing tendency of many students and a climate that discourages professional outlets for such tendencies; as well as incongruencies between professional and engineering identities. We argued that female students were deterred from their engineering aspirations by a climate that included engineering stereotypes, a traditional male-style hierarchy, and differential treatment. Our second endeavor (IMECE 2020-23679) showcased findings from a subsequent STEMpathy study we conducted at our own institution that inspired a persistence model that placed social responsibility goals, or the desire to pursue a career for the betterment of humanity, as well as treatment of students, front and center in the effort to better understand female and minority persistence. Surrounding that goal orientation are categories of factors that deter women and minorities that can be categorized as: 1) Cultural ideological forces; 2) Social structural factors; and 3) the Organizational culture of mechanical engineering. The current undertaking advances empirically based recommendations on ways to: 1) foster a more inclusive engineering culture; 2) enhance the curriculum; and 3) improve public perception of mechanical engineering with the aim of boosting students’ desire to embrace and persist in mechanical engineering. Persistence data from our study informs a five-year NSF grant: S-STEM: The Mechanical Engineering Retention, Academic Success and Career Pathway Program (NSF: DUE-2027632).
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Okugiri, Megumi. "A Case Study of Leadership at a Women’s College: Teamwork, Diversity, and Confidence Building." In 12th Women's Leadership and Empowerment Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/wlec.2021.001.

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ABSTRACT This study reports on women college students’ leadership, teamwork, diversity, and communication skills while planning and executing a leadership event in Japan over a period of seven months. Data were gathered from 11 students who completed two online questionnaires: Questionnaire A was administered while planning the event and Questionnaire B was administered after they executed the event. The questionnaires asked about the difficulties/joys of teamwork as both a leader and a follower as well as the lessons they learned through the process. An analysis of the questionnaire results indicated drastic changes in participants’ views of leadership, teamwork, diversity, and communication skills. Students’ learnings mostly occurred during teamwork planning efforts, but after the execution, the learnings become established as a sense of appreciation and self-confidence, thereby enhancing their potential as a leader and a follower. KEYWORDS: Leadership Education, College Student, Teamwork, Diversity, Confidence Building
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Ibn Garba, Safiya. "Tending To The Devastating Wounds Of Nigerian Girls And Women." In 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.012.

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Abstract In 2018, one thousand, one hundred people were murdered across six states of north- west Nigeria, in 2019, two thousand two hundred people and between January and June 2020, one thousand, six hundred people were killed. In addition, more than 200,000 have been internally displaced [Strife 2021]. These are what we read daily; and further alarming are that the attacks and abductions seem to be more targeted at educational institutions of all levels in recent times, particularly across north-western Nigeria. For example, the abduction of at least 20 college students and two staff from Greenfield University Kaduna in April 2021. In February 2021, gunmen seized 279 girls from a school in Zamfara state and the abduction of 200 students by some reports; from a school in Tegina, Niger state. In early July 2021, more than 100 students were also abducted from Bethel Baptist High School, Damishi, Kaduna. While these attacks are not restricted to girls and women alone, this report aims to explore what the effects and related trauma of this seemingly intractable violent conflict on girls and women in Nigeria are and answer how we can curb the continuous occurrences. We reflect with women activists across the country, on ways to address the violence, and support the healing and rehabilitation. The paper also outlines fifteen major recommendations in response to the key question of how to support recovery and the past everyone can play to halt the menace. KEYWORDS: Girls, Women, Violence, Nigeria, Abduction, Kidnapping, Rehabilitation, North-West Nigeria, Effects, Healing.
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Reports on the topic "Women college students in fiction"

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Bustelo, Monserrat, Suzanne Duryea, Claudia Piras, Breno Sampaio, Giuseppe Trevisan, and Mariana Viollaz. The Gender Pay Gap in Brazil: It Starts with College Students' Choice of Major. Inter-American Development Bank, January 2021. http://dx.doi.org/10.18235/0003011.

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We herein discuss how college major choice affects gender wage gaps by highlighting the role that STEM majors play in explaining the gender wage gap in a developing country. We focus on a Latin American country where a systematic analysis of the interaction between students choice of college major and the gender wage gap is currently lacking. We take advantage of a very unique dataset of college students from the Universidade Federal de Pernambuco (UFPE), Brazil, to decompose the raw gender gap in hourly wages into one component that can be explained by differences in endowments between men and women as well as a second or residual component that reflects gender differences in the prices of market skills. We implement the commonly applied decomposition approach at the wage distributions mean and a decomposition procedure that considers variations across the wage distribution. Our results reveal that the majors that women and men select explain 50% of the gender wage gap at the mean, and STEM majors contribute to 30% of this difference. When examining different percentiles of the wage distribution, we find that the selection of a major is more important at the middle of the distribution than at the bottom or top.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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