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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 (June 15, 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 (June 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 (June 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 (June 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 (June 15, 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 (December 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 (December 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 (December 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 (October 2, 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 (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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11

Warner, Rebecca L., T. Darty, and S. Potter. "Women-Identified Women." Teaching Sociology 15, no. 3 (July 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 (July 1, 2018): 54–57. http://dx.doi.org/10.29070/15/57678.

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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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14

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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15

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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16

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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17

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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18

Miller, Beth, and Evangelina Vigil. "Woman of Her Word: Hispanic Women Write." Hispania 68, no. 2 (May 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 (June 1, 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 (October 1, 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 (June 15, 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 (April 14, 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 (June 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 (June 15, 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 (July 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 (January 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 teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.

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27

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

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28

Pagano, Jo Anne. "Teaching Women." Educational Theory 38, no. 3 (June 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 (March 31, 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 obligation for children's education is directed at both parents when the child is still in the womb until he reaches adulthood. For this reason it is important for a woman (mother) have to be smart, so that the character of the mother descends on her children. As a woman (mother) who is assigned to be the first teacher for her children does not necessarily teach only what she knows, mothers who are able to give birth an intelligent generation for the homeland and nation must also have intelligence in themselves, for a woman is not wrong if have a high education in order to educate their children.

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30

Roca-i-Sales, Meritxell. "Women´s images in «Telva», a women´s magazine." Comunicar 13, no. 26 (March 1, 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. Tomando como punto de partida el campo de la prensa especializada, este estudio trata de determinar y de estudiar los mecanismos de representación usados por la prensa para mujeres o prensa femenina. Los estereotipos, entendidos como una herramienta de representación, determinan los actuales modelos e iconos de género en la prensa femenina y, a su vez, permiten la comparación con la situación real de la mujer española contemporánea. Este artículo también versa sobre la correspondencia entre los estereotipos mediáticos y los estereotipos sociales usados en las entrevistas publicadas en «Telva» durante casi 40 años.

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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 (July 21, 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 woman rector through qualitative data gathered from four rectors working at state and foundation universities in Turkey. The low representation of women in higher education management has been identified as a universal problem. It is obvious that woman academics in Turkish universities have low representation at the universities’ top management. Following two themes were identified: Perspectives of Women Rectors Regarding Their Roles and Challenges Faced. These themes were revealed through the voices of women rectors in Turkey. Therefore, this study is expected to bring unique insights both for university administrators and policy makers in terms of raising an awareness for the role of women leaders.

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32

Coleman, Marianne. "Women‐only (homophilous) networks supporting women leaders in education." Journal of Educational Administration 48, no. 6 (September 28, 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 (January 2, 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 (May 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 (January 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 using Nana Asma’u as an example, Boyd and Mack argue that she wasnot unique and offer painstaking details to show that her society supportedand encouraged female Islamic scholarship. In addition, they relate how contemporarywomen continue to follow her example. The book is organizedroughly chronologically, although the chapter titles suggest a thematic organizationthat is not always adhered to.The introduction offers some background on Sufism, which in later chaptersthe authors narrow down to the Qadiriyyah order. They define Sufism as“the prayerful pursuit of knowledge aiming to move an individual closer toGod” (p. 15). Their focus on knowledge allows them to emphasize Islamicscholarship and education: “Education, like Islam itself, was integral to allparts of daily life” (p. 21). Nineteenth-century schools are depicted as placeswhere pupils learned Qur’anic recitation and received religious blessings, aswell as practiced farming, obtained medical treatment, and sought personaladvice. By depicting education as central to Islam and Islam as central toNorthern Nigerian society, their subsequent account of how involved women ...

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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 (March 29, 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 (January 14, 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 suitable to study is often discussed. Rahmah is one of the few women who rejects this stereotype. For him, women have the same learning and teaching rights as men. In fact, compared to men, women are also able to have intelligence that is no less great. The problem lies in access to education. At that time, long before Indonesia's independence, the education system in the archipelago was still far from what was expected and women did not have access to the same education as men. For her, even though a woman only plays the role of a housewife, she still has social responsibility for the welfare of the community, religion, and motherland. That responsibility can be given through education, both in the family (domestic) and in schools (public). Perhaps, if Rahmah were still alive, he would agree with the current idea that building a society without involving women is like a bird flying with one wing. Educating a woman means educating all men. Because, as many people believe, education can make a major contribution to efforts to modernize a society. And it seems Rahmah has worked for it.

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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 these mechanisms, which stop a woman on a particular step in the promotion of her career have a stronghold on many levels because they act with great power. In the sphere of education and science, women are still a minority. Women in teaching and scientific profession are further handicapped by an integrated structural and cultural barriers and also a system that clearly works against them.

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40

Percy, Carol. "Disciplining women?" New Approaches to the Study of Later Modern English 33, no. 1-2 (July 17, 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-rearing and the challenges to women’s domestic authority, Fenn and others spell out the consequences of failing to train young males in particular. The author argues that educational toys and age-graded books like Fenn’s encouraged loving mothers to socialize their children while simultaneously displaying their wealth. Grammar, because of its associations with order, was central to this domestic curriculum. While not overtly challenging conventional gender roles, Fenn represented ‘sprightly’ young females not as intellectually superficial but as naturally quick to learn and playfully able to teach young males and females. Their pedagogical duties justified young women’s education and granted women educators domestic authority and public importance.

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41

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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42

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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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 (May 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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