Relevant bibliographies by topics / Women Women Women 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 Women Women Women Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Women Women Women 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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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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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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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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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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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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Kim, Seong Eun. "A Comparison of the Discourse of Female Education of Korean Intellectuals in the Late Joseon Dynasty and Liang Qi Chao." Women and History ll, no. 21 (December 2014): 121–48. http://dx.doi.org/10.22511/women..21.201412.121.

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Anyikwa, Victoria A., Christina M. Chiarelli-Helminiak, Diane M. Hodge, and Rhonda Wells-Wilbon. "Women Empowering Women." Journal of Social Work Education 51, no. 4 (October 2, 2015): 723–37. http://dx.doi.org/10.1080/10437797.2015.1076283.

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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 domestic’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 men’s roles and women’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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Dissertations / Theses on the topic "Women Women Women 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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Guajardo, Lesli Ann. "Women and the Superintendency: a Study of Texas Women Superintendents." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804929/.

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Education remains one of the most gender imbalanced fields, with disproportionately fewer women in higher levels of leadership. Women who reach leadership positions in education experience many triumphs and tribulations during their tenures as principals, assistant superintendents, and superintendents. The experiences of these women in their various administrative levels of leadership can provide important insight into the reasons for their success as women superintendents in Texas. This research has probed the career trajectory of nine women who have successfully attained and retained superintendencies in Texas to determine what career decisions have helped them and the challenges these women have faced in their positions. A qualitative research method, open-ended interviews, yielded several findings of what women considered important in proceeding from teaching through the various levels and ending in becoming superintendents. According to nine successful women superintendents in Texas, there are specific characteristics one can bring to the table that would really make a difference: Communication, collaboration, compassion, preparedness, hard work, and passion. All nine participants overcame challenges when climbing to the higher levels of leadership in education. These women have achieved success in the superintendency, and several factors appear to have played into the success of these women who have achieved in education’s top position.
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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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Sethna, Kim C. "Longevity of Women Superintendents." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/531.

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Public schools are facing a leadership crisis regarding the lack of women superintendents in the United States. Although, historically, women have dominated the positions of classroom teachers and outnumbered men in receiving administrative leadership certificates, there is a disproportion in the number of men and women superintendents leading the nation's approximate 14,000 public schools. While current researchers describe the complex roles that the superintendency entails, there is little data on gender differences, specifically, how women superintendents achieve longevity in this role. The purpose of this study was to examine the relationship between the longevity of women superintendents in public school districts and perceived barriers that may influence longevity, using the human relations approach as a theoretical guide. Data were collected using a qualitative, multiple case study of 5 women superintendents, with longevity of at least 6 years, via survey and interview. Data were analyzed for general and emergent themes and related to 3 research questions regarding perceived barriers and longevity. Findings indicated a shift in the perception of barriers over the last 2 decades, with important issues surrounding relationships and possible self-imposed barriers. The women superintendents were no longer worried about breaking the glass ceiling or competing with their male counterparts. Rather, they were concerned with balancing professional and personal responsibilities while maintaining positive relationships at school and at home. Social change may result by addressing perceived barriers of women superintendents to achieve longevity and gender equity. As a result, female perspectives and insights, which have been historically neglected and omitted, may be included in more local and national policy decision-making in educational administration.
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Lyon, Susan C. "Women in engineering tell me what you need to succeed /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/69/.

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Banda, Roselyn Chigonda. "EVERY WOMAN HAS A STORY: NARRATIVES OF SOUTHERN AFRICAN WOMEN IN U.S. HIGHER EDUCATION." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429373672.

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Millen, Catherine Diane. "Women scientists, groups of women scientists, and the feminist critique of scientific knowledge." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388009.

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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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Yip, Pui-wah. "A study of True Light Middle School's pioneering work in women's education, 1872-1949 /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18716246.

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Smith, Shanna Renn. "Sexual Orientation and Intimate Partner Violence Among Women Who Have Sex With Women." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5783.

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Limited knowledge exists about sexual orientation and intimate partner violence among women who have sex with women. These women are at risk for adverse physical and mental health hygiene outcomes that may result from unhealthy lifestyles secondary to intimate partner violence. The purpose of this study was to examine the association between sexual orientation and intimate partner violence among women who have sex with women. The constructs of the biopsychosocial model guided the study and examination of the relationships among biological factors (sexual orientation), social contexts (support of family and friends and use of community services), and psychological influence (mental health status) on intimate partner violence among women who have sex with women. The study was a quantitative cross-sectional analysis of archived data from the 2010 National Intimate Partner and Sexual Violence Survey. Forward stepwise logistic regression indicated a statistically significant relationship between sexual orientation and intimate partner violence victimization (p < .05) Annual household income, race, family/proximal support, and support of community were significant predictors of intimate partner violence victimization. The social change implications of the study are that findings may inform design and implementation of policies, services, and interventions that target the diverse needs of female same-sex intimate partner violence victims.
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Books on the topic "Women Women Women Women Education"

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

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Women in engineering education. Paris: Unesco, 1988.

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

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Karim, Wazir-Jahan Begum. Women in higher education. [Kuala Lumpur]: Women's Consultative Committee, Penang State Govt. in cooperation with Universiti Sains Malaysia [and] Kanita-Era 21, 1999.

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A, Korb Roslyn, ed. Women, education, and outcomes. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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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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Silverthorne, Jessica. Women, literacy, and education. [Harare]: Zimbabwe Women's Resource Centre and Network, 1993.

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

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

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Book chapters on the topic "Women Women Women 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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Towns, Deborah. "Women Principals." In Women of Influence in Education, 29–44. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-815-0_3.

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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, 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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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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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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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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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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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 Women Women Women Education"

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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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Maseda Rego, F. Javier, Itziar Martija López, Patxi Alkorta Egiguren, Izaskun Garrido Hernández, and Aitor J. Garrido Hernández. "WOMEN IN ENGINEERING, FACULTY OF ENGINEERING IN BILBAO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end124.

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The situation of women in the engineering world has different aspects. On the one hand, it can be stated that women are well received in certain areas of the technological world, and they are very integrated into academia. In other areas, such as the world of industrial business, recognition is more complex being those less open environments. Last century, the woman who broke the taboo in Spain was the mayor of Bilbao and the first industrial engineer graduated in Spain in 1912, Pilar Careaga. By means of her public presence, her message could reach the general society, but as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, graduated in 1965. Fifty-three years had passed. Women in Engineering, more than a century later, remain a clear minority. While it is true that the presence of women in engineering schools is socially fully accepted, it is no less true that many young women dismiss the possibility of approaching that world from an early age. The lack of benchmarks seems to be a clear factor. Many of the engineers who are being interviewed in the search for ideas to motivate girls and young women, end up seeing lacks of references when asked about it. While the experience of being a woman in such a traditionally male field has lights and shadows, reflect of what can be seen in different referenced studies, a positive message must be transmitted, as this has been the experience of both engineering students and workers in academia or in the business world. Proposing solutions to smooth out the differences in numbers between men and women in the world of Engineering and Science requires knowing the causes, in order to be able to carry out actions that lead to collecting women's talent and with the appropriate training give it all the value that can achieve, both in the improvement of society as a whole and in the personal development of each of them. The aim is to achieve real equal choice between women and men and put everyone at the service of a better society. Equality is theoretically achieved, but it can still be improved.
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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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Einarsdóttir, Sigrun Lilja, and Einar Svansson. "WOMEN´S POWER AND ADVANCING MIGRANT WOMEN: BIFRÖST EMPOWERING PROGRAMMES FOR WOMEN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1990.

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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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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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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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Morvová, Marcela, Eva Majková, and Zuzana Dubničková. "Education and Employment for Women in Physics in Slovakia." In WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics. AIP, 2002. http://dx.doi.org/10.1063/1.1505339.

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Reports on the topic "Women Women Women Women Education"

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Schulte, Kristen, Jennifer A. Bentley, and Laffy F. Tranel. Women Managing Dairy Cattle: Educating Dairy Women. Ames (Iowa): Iowa State University, January 2015. http://dx.doi.org/10.31274/ans_air-180814-1301.

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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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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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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.
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M., K. Discrimination, Marginalisation and Targeting of Ahmadi Muslim Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.014.

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Ahmadi Muslims are criminalised for practising their faith in Pakistan which has resulted in widespread discrimination and continuous, sporadic acts of violence leading many to flee their cities or their country altogether. This is not always an option for those who are poor and socioeconomically excluded. A recent study into the experiences and issues faced by socioeconomically excluded women from the Ahmadiyya Muslim community has found that Ahmadi Muslim women in particular are marginalised, targeted, and discriminated against in all aspects of their lives, including in their lack of access to education and jobs, their inability to fully carry out their religious customs, day-to-day harassment, and violence and lack of representation in decision-making spaces.
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Hoem, Jan M., Gerda R. Neyer, and Gunnar Andersson. Childlessness and educational attainment among Swedish women born in 1955-59. Rostock: Max Planck Institute for Demographic Research, June 2005. http://dx.doi.org/10.4054/mpidr-wp-2005-014.

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Dave, Dhaval, Nancy Reichman, and Hope Corman. Effects of Welfare Reform on Educational Acquisition of Young Adult Women. Cambridge, MA: National Bureau of Economic Research, November 2008. http://dx.doi.org/10.3386/w14466.

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Kash, Kathryn M. Psycho Educational Group Intervention for Women at Increased Risk for Breast Cancer. Fort Belvoir, VA: Defense Technical Information Center, October 1996. http://dx.doi.org/10.21236/ada325932.

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