Relevant bibliographies by topics / Women – Education

Contents

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

Academic literature on the topic 'Women – Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Women – Education"

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

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

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Young Sook Shin. "Modern Korea Women History of Education widen the Horizens." Women and History ll, no. 22 (June 2015): 275–80. http://dx.doi.org/10.22511/women..22.201506.275.

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lee hae joung. "The emergence of coeducational higher education and gender equality in education opportunities in South Korea - Focusing on the case of 'integrated' coeducation." Women and History ll, no. 22 (June 2015): 201–34. http://dx.doi.org/10.22511/women..22.201506.201.

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

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

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

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

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

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Sutherland, Margaret B. "Women and education." Prospects 21, no. 2 (June 1991): 143–55. http://dx.doi.org/10.1007/bf02336057.

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Dissertations / Theses on the topic "Women – Education"

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

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

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Naz, Farah. "Women, Education and Radicalisation in Pakistan." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19921.

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Violence has long been endemic to Pakistan. In the presence of continued political instability, extremism and terrorism, the Government of Pakistan has paid little attention to the role of women in violent extremism and in the radicalisation of society. Policymakers and academics have failed to identify linkages between either the types of education available to women, the lack of justice available to a woman or the grievances woman have against the state and their role in the rise of extremism. The aim of this study is to identify women’s attitudes as either supporters or opponents of violent extremism in Pakistan. These broad themes will lead this study towards a more focused approach to identifying which types of women and which types of education contribute to the radicalisation of society. This study will investigate: How do rigid interpretations of the verses of the Quran affect the role of women in society? Does the difference between formal and informal education aid our understanding of extremism and radicalisation? What is the role of education in understanding women’s support for or opposition to extremism in Pakistan? How far does the dysfunctional judicial system in The Federally Administered Tribal Areas and in The Provincially Administered Tribal Areas help explain extremism? What influences the attitude of women towards extremism? The above questions will be examined through the lens of Feminist Securitisation theory. It will use 120 semi-structured qualitative research interviews with the GOP, key institutions, academics, formal and informal education system and the local population.
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Elakman, Abigail K. "Brief Sexuality Education Intervention for Women Who Have Sex with Women (WSW)." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy161851957338882.

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

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

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

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

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

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

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Books on the topic "Women – Education"

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S, Gaskell Jane, and McLaren Arlene Tigar, eds. Women and education. 2nd ed. Calgary: Detselig Enterprises Ltd., 1991.

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Zimbabwe Women's Resource Centre and Network., ed. Women and education. Harare: Zimbabwe Women's Resource Centre and Network, 1993.

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

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

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

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

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Varghese, Mariamma A. Women administrators in education. London: Sangam Books, 1991.

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Usha, Sharma, and Sharma B. M, eds. Women education in India. New Delhi, India: Commonwealth Publishers, 1995.

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Janet, Ouston, and British Educational Management and Administration Society., eds. Women in education management. Harlow, Essex: Longman, in association with the British Educational Management and Administration Society, 1993.

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

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Book chapters on the topic "Women – Education"

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

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

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

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

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

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

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

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

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Conference papers on the topic "Women – Education"

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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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Butcher, Gillian, Manjula Sharma, Jacinta den Besten, Dina Izadi, and Kwek Leong Chuan. "Workshop report: Physics education." In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175743.

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

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

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Zavala, Araceli, Ana Esquivel, Maria Jose Gutierrez, Guadalupe Lomeli Plascencia, Olga Garcia, and Georgia Garcia-Arellano. "Women Empowering Women: A mentoring program." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766626.

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

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Qamar, Anisa, and Muhammad Ayub Jan. "Contemporary challenges to women’s education in Pakistan." In WOMEN IN PHYSICS: 7th IUPAP International Conference on Women in Physics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0175932.

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Chormaic, Síle Nic, Sandra Fee, Laura Tobin, and Tara Hennessy. "Female role models in physics education in Ireland." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4794244.

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

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

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Reports on the topic "Women – Education"

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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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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. What Are the Gaps in Health and Education That Women Face Throughout Their Lives? Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005344.

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In recent years, significant progress has been made toward implementing policies and programs to support gender equity in Latin America and the Caribbean. However, large disparities continue to exist between men and women in educational and health outcomes. In the region, girls perform better than boys in soft skills and language at an early age and the school attendance gaps favor women at all levels. However, once in school, male students tend to perform better in mathematics in standardized tests compared to their female peers at age 15, with important implications for womens decisions on their future educational and career paths. At the same time, a large proportion of women in the region still lack access to reproductive technology. The maternal mortality rate remains high and tends to correlate with both low income levels and lack of prenatal care. Also, the rate of teen motherhood (1519 years old) is very high.
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Castillo-Ruiz, Paz. Women in Business. Inter-American Development Bank, August 2011. http://dx.doi.org/10.18235/0009024.

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Women account for 66% of the global workforce and earn 10% of the income. They produce 50% of the food globally and own 1% of the property. Besides, women represent the majority of the global poor, 70%, and it has been proven that ownership is one of the most effective means of improving their economic well-being. Therefore, promoting women economic opportunities and equal participation in the labor market is the right thing to do. But it is also good business. This reference note discusses the role that gender plays in labor market participation, access to finance, training and education, and other legal and social barriers. This document then goes on to describe policies and promising practices for promoting real economic opportunity for women.
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Howden, Sarah, and Caroline S. Fawcett. Gender Issues in Technical Training and Vocational Education. Inter-American Development Bank, October 1998. http://dx.doi.org/10.18235/0008895.

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The overall goal of the Bank's Women in Development (WID) Policy is to improve the socioeconomic situation of women in Latin America and the Caribbean and to improve the performance of Bank projects by enhancing women's contributions. To assist project officers in this task, gender guidelines, or resource books, are being prepared in specific sectors and economic structures and markets of Bank Activity. The information in this resource book is focused primarily on training issues regarding skills acquisition in the urban manufacturing and service sectors.
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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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Näslund-Hadley, Emma. Education among Adolescent Mothers, Non-mothers and All. Inter-American Development Bank, December 2011. http://dx.doi.org/10.18235/0005980.

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Teen mothers in Latin America complete 1.8 to 2.8 fewer years of education than Latin American women who delay bearing children. Pregnancy is often believed to be the reason why girls drop out of school.
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Kanwar, Asha. OER for Quality Education: How Can we Benefit? Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4076.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 2 August 2022.
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Chioda, Laura, Paul Gertler, and Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/crpp10.

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Empowering adolescent girls through education has become a priority among numerous stakeholder. However, recent evidence suggests that education alone may not be suffcient if women remain in a low-empowerment equilibrium and face internal constraints as they relate to aspirations, self-efficacy, leadership, and other life (soft) skills. We study the long-term impacts of a school-based upper-secondary intervention, the Educate! Experience, designed to enhance adolescents’ leadership and social entrepreneurship skills in Uganda. The program was implemented as a cluster randomized controlled trial (RCT) in 48 schools. Four years post-intervention, we document lasting impacts on a wide array of leadership and soft skills. Overall, Educate! graduates developed skills that are traditionally associated with greater focus on long-term goals; they reported being more in control of aspects of their lives (self-efficacy and grit) and more empowered to implement actions towards their plans. Young women in the treatment group are also more likely to complete secondary education, delay family formation, enroll in tertiary education, and pursue STEM and Business majors relative to their counterparts in the control group. The program yielded socially desirable and gender relevant spillovers, including expansions in women’s agency. Both male and female Educate! graduates embraced more progressive views concerning women’s standing in the society and women’s ability to exercise their agency to engage in the labor market and refuse sex. The incidence of intimate partner violence (IPV) also improved among Educate! graduates, as did their attitudes toward IPV social acceptability.
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Stampini, Marco, and Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, July 2013. http://dx.doi.org/10.18235/0009119.

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We analyze the relationship between education and employment in Suriname, using data from a 2007 IDB household survey (representative nationally and at the level of three macro areas: Urban Coast, Rural Coast and Interior). We find that education brings returns in terms of both likelihood of employment (particularly for women) and higher earnings. Completed primary, junior secondary, senior secondary and tertiary education increase the probability of employment by 12%, 19%, 86% and 84% respectively, relative to the base category of no-schooling or incomplete primary. In addition, senior secondary and tertiary education lead to 46% and 81% higher earnings, relative to peer individuals with junior secondary education or less. These returns to education are relatively high in the context of the Caribbean. Nonetheless, higher educational achievements are associated with a transition towards public sector jobs, suggesting that the private sector is scarcely dynamic, and unable to attract skilled workers.
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