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Journal articles on the topic 'Women Women Women Women Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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 (2012): 1–6. http://dx.doi.org/10.15373/22778160/august2014/88.

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2

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

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3

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 (2015): 201–34. http://dx.doi.org/10.22511/women..22.201506.201.

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4

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

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5

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 (2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/109.

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6

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 (2012): 91–128. http://dx.doi.org/10.22511/women..17.201212.91.

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7

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 (2009): 167–201. http://dx.doi.org/10.22511/women..11.200912.167.

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8

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 (2014): 121–48. http://dx.doi.org/10.22511/women..21.201412.121.

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9

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 (2015): 723–37. http://dx.doi.org/10.1080/10437797.2015.1076283.

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10

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 (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 o

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11

Warner, Rebecca L., T. Darty, and S. Potter. "Women-Identified Women." Teaching Sociology 15, no. 3 (1987): 348. http://dx.doi.org/10.2307/1318360.

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12

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

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13

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 (2011): 124–27. http://dx.doi.org/10.15373/2249555x/dec2013/33.

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14

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

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15

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

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16

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

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17

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

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18

Miller, Beth, and Evangelina Vigil. "Woman of Her Word: Hispanic Women Write." Hispania 68, no. 2 (1985): 326. http://dx.doi.org/10.2307/342198.

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19

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

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20

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

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21

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

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22

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

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23

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

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24

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

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25

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

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26

Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.

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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teachi

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27

Reinharz, Shulamit, and Sara Delamont. "Knowledgeable Women." Journal of Higher Education 61, no. 5 (1990): 592. http://dx.doi.org/10.2307/1981979.

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28

Pagano, Jo Anne. "Teaching Women." Educational Theory 38, no. 3 (1988): 321–39. http://dx.doi.org/10.1111/j.1741-5446.1988.00321.x.

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29

Imamuddin, M., Andryadi Andryadi, Zaharuddin M, Isnaniah Isnaniah, Zulmuqim Zulmuqim, and Syafruddin Nurdin. "The Role of Women as Educators." NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 7, no. 2 (2021): 111–20. http://dx.doi.org/10.51311/nuris.v7i2.190.

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In the Al-Qur’an and Hadith there are not prohibition for women in seeking knowledge. On the contrary, Islam requires or obliges women to seek knowledge as well as men. Science is like light that will illuminate women's footsteps into the future. A woman of knowledge must be elevated. Conversely, women who are ignorant and lack knowledge will only be considered as weak creatures who can be empowered, not empowered. Such is the importance of parent's knowledge, especially the knowledge of a woman (mother) who is able to make a child's soul character and character, good or bad, so that the oblig

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30

Roca-i-Sales, Meritxell. "Women´s images in «Telva», a women´s magazine." Comunicar 13, no. 26 (2006): 149–54. http://dx.doi.org/10.3916/c26-2006-23.

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Taking the field of specialized press as a starting point, this study aims at determining and understanding the mechanisms of representation employed by the press for women, also known as women´s magazines and women´s pages. Stereotypes, understood as a representation tool, determine the actual models and icones for women in women´s magazines, and besides, permit comparison with the real situation of the contemporary Spanish woman. This paper also argues about the correspondence between media stereotypes and social stereotypes used in the interviews published by «Telva» in almost 40 years. Tom

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31

Ustun, Suzan, and Ali Ilker Gümüseli. "Many Lives of Women Rectors at Turkish Universities." Journal of Education and Training Studies 5, no. 8 (2017): 123. http://dx.doi.org/10.11114/jets.v5i8.2424.

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Women at Turkish Universities do not have the same level of representation as rectors as they have academics at the higher education. It is vital to have women, as one of the genders which comprises the community, at the higher education management as rectors to ensure the gender equality in Turkey. As well as the traditional roles assigned to women in Turkey, the lack of legal arrangements and challenges based on gender discrimination faced by women might be the cause of the women’s low representation in the higher education management. This study aims to explicate the experience of being a w

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32

Coleman, Marianne. "Women‐only (homophilous) networks supporting women leaders in education." Journal of Educational Administration 48, no. 6 (2010): 769–81. http://dx.doi.org/10.1108/09578231011079610.

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33

Galbraith, Gretchen R., and Joan Perkin. "Victorian Women." History of Education Quarterly 36, no. 3 (1996): 337. http://dx.doi.org/10.2307/369406.

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34

Grundetjern, Heidi. "Women on ice: methamphetamine use among suburban women." Journal of Criminal Justice Education 25, no. 1 (2014): 133–36. http://dx.doi.org/10.1080/10511253.2014.884738.

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35

Bowman, M. A. "Women physicians." Academic Medicine 66, no. 5 (1991): 269. http://dx.doi.org/10.1097/00001888-199105000-00006.

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36

Thompson, Katrina Daly. "Educating Muslim Women." American Journal of Islam and Society 31, no. 1 (2014): 104–7. http://dx.doi.org/10.35632/ajis.v31i1.1023.

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Educating Muslim Women is a unique study of Muslim women told throughthe story of Nana Asma’u, a nineteenth-century Fulani woman from NorthernNigeria who became a renowned scholar and greatly impacted Muslim womenin Nigeria and beyond. Drawing on history, literary analysis, and ethnography,the volume’s slimness belies a wealth of material that will interest historians,applied linguists, and even sociologists of contemporary Muslim communities.The book’s main argument is that Muslim women have played a greaterrole in their communities than has previously been understood by historians.While usin

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37

P, Dr Pradeepa. "History of Women and their Role in Higher Education." International Journal of Research in Arts and Science 5, Special Issue (2019): 203–10. http://dx.doi.org/10.9756/bp2019.1001/21.

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38

Cikka, Hairuddin. "KESETARAAN HAK DALAM PENDIDIKAN (STUDI PADA SEJARAH PERJUANGAN RAHMAH ELYUNUSIYAH DALAM MEMPERJUANGKAN HAK-HAK WANITA DALAM PENDIDIKAN)." Musawa: Journal for Gender Studies 11, no. 2 (2020): 222–52. http://dx.doi.org/10.24239/msw.v11i2.474.

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For most Indonesians, a priori attitudes towards women in school are still the main domain of daily life. Just look at how the term kitchen-well-mattress is so popular among the people. This expression wants to emphasize that as powerful and as smart as any woman, in the end the "nature" and "destiny" of women will return to domestic life that only deal with matters of cooking, washing and sex. This assumption has been going on for hundreds of years and is not new. Even in matrilineal societies, such as West Sumatra, the birthplace and struggle of Rahmah, the assumption that women are not suit

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39

Tomic, Marta. "Women, professorship and unequal opportunities." Temida 13, no. 2 (2010): 17–34. http://dx.doi.org/10.2298/tem1002017t.

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This text deals with the problem of unequal opportunities for women who are employed at higher education institutions, which have affinities in the scientific and teaching careers in institutions where they work. The aim of this paper is to show that women are part of masculine culture, and as such, they are gender- determined and subordinated in the dominant male academic teaching profession. The problem of the slow progress of women in the academic profession is deeply social rooted and it is difficult to see clear mechanisms by which it is persistently maintained and operated. Certainly the

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40

Percy, Carol. "Disciplining women?" New Approaches to the Study of Later Modern English 33, no. 1-2 (2006): 109–37. http://dx.doi.org/10.1075/hl.33.1.08per.

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Summary On the basis of an analysis of works for children published by Ellenor Fenn (1743–1813) in the 1780s, an argument is offered concerning the significance of English grammar to the domestic education of elite boys and girls. The topic is contextualized in overviews of the high social value of grammar and of the maternal educator, idealized for her ‘civilizing’ influence, especially on men. Some elite mothers were criticized by Fenn and her contemporaries for preferring public life to domestic responsibility or for indulging their children. While acknowledging the difficulties of child-re

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41

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

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42

Gomes, Márcia Cristina, and Daniel Bergue Pinheiro Conceição. "Women, Education and Science." International Journal for Innovation Education and Research 8, no. 12 (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 combina

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43

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

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44

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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45

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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46

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

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47

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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48

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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49

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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50

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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