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Journal articles on the topic 'Women – Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Davis, Hazel, and Agnes Samuelson. "WOMEN IN EDUCATION." Journal of Social Issues 6, no. 3 (April 14, 2010): 25–37. http://dx.doi.org/10.1111/j.1540-4560.1950.tb02153.x.

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12

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

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13

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

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14

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

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15

윤정란. "Christian Women’s Education Projects in the Gangwon-do Area and the 3.1 Independence Movement." Women and History ll, no. 10 (June 2009): 71–92. http://dx.doi.org/10.22511/women..10.200906.71.

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16

J. Yellaiah, J. Yellaiah, and Sushila A. Sushila. A. "ICT Education for Rural Women and Girls: A case of Computer Education." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 69–71. http://dx.doi.org/10.15373/2249555x/mar2013/25.

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17

ABIODUN, Oguntimehin Y., and Abolaji O. BUKKI. "Empowering Nigerian Women through Entrepreneurship Education." Journal of Business 7, no. 1 (January 15, 2019): 11–20. http://dx.doi.org/10.31578/.v7i1.130.

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There is no controversy about the rampant vices that are daily increasing in Nigeria as a result of unemployment. On daily basis this embarrassing phenomenon is calling for concerted actions to embrace entrepreneurship education for women because when you educate a woman, you educate a nation. It is becoming increasingly clear that investments in women pay-off many folds, when women are given opportunities for training and development generally and entrepreneurship education in particular. Empowering women underscores the ability to make genuine choices; genuine choices are functions of incomes; and incomes are functions of knowledge gained through education. This paper, therefore, attempted to discuss the concept of entrepreneur and entrepreneurship education for women. The challenges facing women entrepreneurs and means of overcoming the identified challenges are the main issues of this paper. Keywords: empowerment, entrepreneurship and education, womenJEL: I25, L26

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18

Roy, Smritikana. "Gender Analysis Through Education and Literature." Galore International Journal of Applied Sciences and Humanities 7, no. 1 (March 30, 2023): 52–56. http://dx.doi.org/10.52403/gijash.20230108.

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What keeps the journey going is the coexistence of men and women in a community. A woman can find the best way to define and make her presence feel is by having the equality of access to a leading education, participating in politics, and being empowered. In addition to running her household, pursuing a career, raising her children, etc., she participates in politics to broaden the scope of her social participation. Feminists have outlined the status of women, their place in society, and the challenges they face in a variety of contexts. By looking at the roles which women play and the problems they encounter, the current essay seeks to explore how women are portrayed in culture. Keywords: Social Study, Women in Literature, Women in Art, Portrayal of Indian Women, Women in Politics

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19

Loeb, Judy, Georgia C. Collins, and Renee Sandell. "Women, Art, and Education." Woman's Art Journal 7, no. 1 (1986): 49. http://dx.doi.org/10.2307/1358239.

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20

Davies, Scott, and Jane Thompson. "Women, Class and Education." Canadian Journal of Sociology / Cahiers canadiens de sociologie 27, no. 2 (2002): 287. http://dx.doi.org/10.2307/3341721.

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21

Pryor, Lynn. "Women in theological education." ANZTLA EJournal, no. 9 (March 21, 2019): 23–35. http://dx.doi.org/10.31046/anztla.v0i9.815.

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22

Wade-Gayles, Gloria, Philip Foner, and Josephine Pacheco. "Women Pioneers in Education." Phylon (1960-) 46, no. 4 (1985): 376. http://dx.doi.org/10.2307/274878.

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23

Ngozi Adirika, Dr Bakky. "Women in Peace Education." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 3 (2014): 01–08. http://dx.doi.org/10.9790/7388-04350108.

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24

Petrovich-Mwaniki, Lois, G. Collins, and R. Sandell. "Women, Art, and Education." Studies in Art Education 31, no. 1 (1989): 62. http://dx.doi.org/10.2307/1320891.

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25

Jacobi, Roger E. "Women in music education." Music Educators Journal 78, no. 9 (May 1992): 10. http://dx.doi.org/10.2307/3398421.

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26

Skelton, Pam. "Women in Art Education." Circa, no. 26 (1986): 38. http://dx.doi.org/10.2307/25557054.

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27

Bozian, Marguerite W. "Health Education for Women." Journal of Gerontological Nursing 14, no. 12 (December 1, 1988): 39. http://dx.doi.org/10.3928/0098-9134-19881201-11.

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28

Gomes, Márcia Cristina, and Daniel Bergue Pinheiro Conceição. "Women, Education and Science." International Journal for Innovation Education and Research 8, no. 12 (December 1, 2020): 314–23. http://dx.doi.org/10.31686/ijier.vol8.iss12.2848.

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The study presented discusses the insertion of women in the sciences and starts from the assumption that Western epistemology is based on the dualism that is hierarchical, since it privileges mind or reason, said to be proper to masculinity, to the detriment of prejudice against the body and matter, which represents femininity. The objective is to analyze gender relations, whose differences have deepened social and, in particular, educational inequality, especially in relation to the insertion of women in the sciences. To fulfill the proposed objective, the methodology used will be the combination of analysis-synthesis and historical-logic methods, conceived in its dialectic unit. Research techniques such as bibliographic and documentary were used, through data provided by international organizations, censuses and national research institutes. The study of this theme is justified for considering it relevant in the current context where much is discussed from the perspective of building a plural society, with gender justice and less inequality. It is worth mentioning that the study proposed here was presented at the meeting of ANPEd - North, in 2016, at the Federal University of Pará. Thus, it is understandable that education for gender relations has been a relevant theme regarding practices oriented to the discussion of prejudice and discrimination against women.

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29

Winch, Christopher. "Women, Reason and Education." Journal of Philosophy of Education 19, no. 1 (July 1985): 91–98. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00080.x.

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30

Berlin, Miriam H. "The Education of Women." Change: The Magazine of Higher Learning 18, no. 2 (April 1986): 50–53. http://dx.doi.org/10.1080/00091383.1986.9937057.

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31

Bickel, Janet. "Women in Medical Education." New England Journal of Medicine 319, no. 24 (December 15, 1988): 1579–84. http://dx.doi.org/10.1056/nejm198812153192405.

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32

CONWAY, JILL K. "Higher Education for Women." American Behavioral Scientist 32, no. 6 (July 1989): 633–39. http://dx.doi.org/10.1177/0002764289032006003.

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33

Clinchy, Blythe Mcvicker, Mary Field Belenky, Nancy Goldberger, and Jill Mattuck Tarule. "Connected Education for Women." Journal of Education 167, no. 3 (October 1985): 28–45. http://dx.doi.org/10.1177/002205748516700302.

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34

Al-Saleem, Bashar, Nidal Al-Ahmad, Yousra Al-Ali, and Mohammed Al-Dibs. "Jordanian Women and Education." Journal of Social Sciences 5, no. 1 (January 1, 2009): 67–75. http://dx.doi.org/10.3844/jssp.2009.67.75.

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35

Devine, Nesta, and Georgina Stewart. "Women, philosophy, and education." Educational Philosophy and Theory 51, no. 7 (July 5, 2018): 681–83. http://dx.doi.org/10.1080/00131857.2018.1493420.

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36

Groth, Alexander, and Charles R. Dannehl. "Women in Higher Education:." Women & Politics 12, no. 1 (October 15, 1992): 53–71. http://dx.doi.org/10.1300/j014v12n01_03.

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37

Deepwell, Katy. "Postdigital Education, Feminism, Women." Postdigital Science and Education 2, no. 2 (January 7, 2020): 248–53. http://dx.doi.org/10.1007/s42438-019-00096-1.

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38

Walker, Jean F. "Women in higher education." Nurse Education Today 12, no. 1 (February 1992): 1–2. http://dx.doi.org/10.1016/0260-6917(92)90002-6.

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39

Da Silva, André. "BLACK WOMEN AND EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 04 (July 17, 2023): 178–92. http://dx.doi.org/10.51249/gei.v4i04.1460.

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Prejudice about the female sex has existed for a long time, combined with prejudice against black people, it makes the lives of black women even more difficult, many white and black women fought to conquer their space in society, some with an even greater challenge, to teach. In this work I make a parallel between these great fighters from different locations, many challenges and many achievements were obtained. Many were pioneers in studying, working and getting their space.

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40

Vadnjal, Mateja, and Jaka Vadnjal. "Education of women entrepreneurs." Mednarodno inovativno poslovanje = Journal of Innovative Business and Management 14, no. 2 (April 3, 2023): 1–12. http://dx.doi.org/10.32015/jibm.2022.14.2.9.

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In this paper, we discuss the education of women entrepreneurs in different life stages. Education is one of the most widely used indicators of human capital. We assume that there are significant differences among women entrepreneurs at different stages of their lives, in the Early Career and Idealistic Achievement phase, Mid-Career or phase of Pragmatic Endurance, and thirdly, Advanced Career or Reinvention and Recontribution phase. Entrepreneurial women are well aware of and value the knowledge of their businesses. A sizable portion of female entrepreneurs is pursuing higher levels of education and training throughout their careers. A rather low index of business training before starting entrepreneurship and also a low index of ongoing training in business areas, especially in the area of business strategies and management, may mean that this is one of the weak points of female entrepreneurship in our country. Based on the findings of this research we also suggest that educating and promoting entrepreneurship among highly educated female professionals is a challenge to policymakers.

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41

Nurul Azhani Yunus, Ibham Veza, and Ihwan Ghazali. "Women in Engineering Education: Five Strategies to Promote Women in Engineering Education." Engineering Science Letter 2, no. 02 (July 4, 2023): 53–58. http://dx.doi.org/10.56741/esl.v2i02.374.

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The article explores diverse approaches to advancing women in engineering education, a crucial topic given the pervasive gender imbalance in this domain. The review emphasizes the implementation of educational modifications in the field of engineering with the objective of increasing its attractiveness to female students. These modifications include the incorporation of practical applications and interdisciplinary topics, as well as the utilization of active learning methodologies. The present article suggests the potential of the Maker Movement to promote gender equality in engineering education by highlighting its experiential and innovative pedagogical approach. This study emphasizes the importance of cultivating educational environments that are inclusive and supportive, as they are crucial in advancing gender diversity in engineering education. These learning environments promote participation and facilitate success, especially for female students, by fostering a sense of belonging, addressing unconscious bias, and establishing a hospitable physical setting. Additionally, the significance of introducing engineering concepts at an early stage of K-12 education is presented, arguing that this exposure has the potential to spark the interest of female students, challenge existing stereotypes, and influence their career goals. Finally, this mini review highlights the impact that mentorship can have on encouraging women to pursue careers in engineering. The provision of personalized guidance, assistance in navigating challenges, and demonstration of successful behaviors and attitudes by mentors and role models can greatly enhance the pursuit and persistence of women in engineering careers. In summary, this review article provides strategies for advancing women in engineering education, highlighting the need for a multifaceted approach in order to attain a more diverse and inclusive engineering labor force.

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42

Rasheeja, T. K., and C. Krishnan. "Empowering Women Through Higher Education: the Kerala Episode." Issues and Ideas in Education 1, no. 2 (July 2, 2013): 221–29. http://dx.doi.org/10.15415/iie.2013.12017.

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43

Johnson, T. David. "Need of Ict Education in Empowering Women Entrepreneurs." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–3. http://dx.doi.org/10.15373/22778160/august2014/183.

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44

BASHA, SK CHAND, and D. UMA D.UMA. "An Appraisal on Role of Women Education in Women Empowerement and An Overview on Women Literacy in India." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/109.

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45

Remiswal, Remiswal. "PENDIDIKAN GENDER DALAM KERANGKA PENINGKATAN PARTISIPASI PEREMPUAN DI LINGKUNGAN NAGARI (Studi Kualitatif di Nagari Salimpaung Kecamatan Salimpaung Kabupaten Tanah Datar)." Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan 12, no. 1 (May 2, 2017): 62–87. http://dx.doi.org/10.21009/plpb.121.04.

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rticipation in nagari environment.This research used qualitative approach, and techniques of observation, interview and document study in collecting data. Data is analyzed through some stages, such as domain analysis, taxonomy, component and theme.The finding of the research shows that nagari environment supports women, women being are still a domestic sphere in Salimpaung nagari, gender education process to woman is learned to encourage domestic roles, and trend to forward potential woman to domesticâ€™s area, and Bundokandung is understanded as self woman and women organization, than woman organization is concentrated its functions. Its impact is to be balance among menâ€™s roles and womenâ€™s roles in Salimpaung nagari.Based on those findings, it could be concluded that woman involvement which occurred might be effected by gender education process which received.Therefore, in increasing woman involvement in nagari environment into implementing gender education process by equity and eguality mentioned their quality of roles

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46

Khan, Hamayon, Mushtaq Ahmad Jadoon, Alamgeer Khan, Muhammad Jawad, Saima Sarir, and Anwar Shah. "Changing Attitude Towards Women Education, An Outcome of Benefits of Women Education in Rural Area." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 2, no. 1 (July 14, 2016): 47–57. http://dx.doi.org/10.32879/pjpbs.2016.2.1.47-57.

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Female constitute half of country population but still facing problem in almost all sectors of life in the male dominating Pakistani society. The major aim of the present study was to find out the benefits of female education as factor affecting their parent’s attitude towards education. Data for the study were collected from two hundred and fourteen (N=214) respondents belonging to two selected villages of district Bannu. A significant association was found among attitude about female education and by getting education females would become good housewives, good mothers, would be able to get better life partners, would bring up their children in a better way and could help their children in educational and social problems. Furthermore they would have job opportunities, would be socio- economically empowered, would make sensible decisions in important matters and they would be less likely to marry early. On the basis of encouraging findings of the study about expected benefits of female educations it is recommended that government and non-government organizations should keep people aware by highlighting these benefits which will ultimately motivate parents to provide education to their female children.

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47

배혜정. "Anna Maria van Schurman(1607-1678) and Her Legacy in Arguments for Women’s Education in Seventeenth-Century England." Women and History ll, no. 17 (December 2012): 91–128. http://dx.doi.org/10.22511/women..17.201212.91.

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48

Maghribi, Hamdan, and Mahadewi Puteri Intan. "Islamic Education in Gender Perspective." Paradigma 20, no. 2 (August 8, 2023): 216–31. http://dx.doi.org/10.33558/paradigma.v20i2.6992.

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Islam puts a man and a woman as humans who have equal positions. But there are still a lot of differences between men and women. This research will address Islamic education from a gender perspective. The study aims to find out how Islam education is and analyze Islamic education from a gender perspective. This type of research is a library research. (library research). In the process of analyzing all the data on this study, the researchers used descriptive analysis methods. After obtaining data on Islamic education, then the researchers looked at how gender views of Islamic Education. The results of this study show that the gender view of the position of women in Islamic education is the same as that of men. This can make a society full of peace, then the problem of discrimination between men and women can be solved. The study concluded that there were no differences in the level of intelligence and thinking ability between men and women, so the position of women in Islamic education was balanced in terms of gender with men.

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49

Ivanovic-Barisic, Milina. "The first women ethnologists in the education." Bulletin de l'Institut etnographique 70, no. 3 (2022): 79–97. http://dx.doi.org/10.2298/gei2203079i.

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The first ethnologists in Serbia appeared in the last decade of the 19th century. The Department of Ethnology at the Faculty of Philosophy in Belgrade was founded in 1906. The first woman with a degree in ethnology in the period before the Second World War was Milena Lapcevic. After the Second World War, enrolment of women in ethnology department at the Faculty of Philosophy in Belgrade increased. In the 1950s, women graduate ethnologists get the opportunity to work as lecturers. Until the 1970s professors at the Department of Ethnology were mostly men. However, since then, women have taken over the primacy at the department. Hence, the inclusion of women in teaching expands research topics. This paper gives an overview from the beginnings of the work of women ethnologists in education as well as their research areas.

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50

Yoon Jeong-ran. "Christian Women’s Life and Movements for the Education of Women in the Late Yi Dynasty: Focused on Yeo Me-rye." Women and History ll, no. 11 (December 2009): 167–201. http://dx.doi.org/10.22511/women..11.200912.167.

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