Suchergebnisse

Monographs of the Institute for Women 's Studies in the ArabWorld , No.2, Arab Women and Education, Part I: «Access ofArab Women to Higher Education» by Edith A.S. Hanania, Beirut 1980.

PurposeResearch on education for women in the Arab world is just beginning to unfold. In some countries, such as the United Arab Emirates, higher education for women has only been encouraged for the last few decades. Research that explores the perceptions of women in college learning environments is important to discover better ways of educating Emirati women for lifelong learning. This paper aims to address these issues.Design/methodology/approachAn online quantitative survey (English and Arabic) was used to explore these perceptions, and 294 students participated.FindingsThe paper uses transformative learning theory to investigate potential influences or factors on the transformation of female Emirati students during their college years.Originality/valueThis and other research does support the assumption that transformative experiences for individual students within higher education can result in interest, intention, and action toward varying degrees of social transformation. Higher education, while having no explicit political or activist agenda, has resulted in some degree (among these respondents at least) of a redefinition of the role of work for women and their broader role in Emirati society, and in some ways have challenged prevailing social constructs based on male‐female stratification.

"This book aims to give women the frank, supportive advice they need to advance in their careers and to lead with excellence. Based on the author's fifteen years of senior leadership experience at three different colleges and her mentorship work with dozens of women, this book guides women through launching, building, and advancing an academic career"--

Focuses on questions such as "what does the situation of women at universities look like in Europe?" and "What does inequality mean today?" Continues by asking how has the situation changed recently and which national measures have been initiated in recent years and questioning their success. Answers some of these questions in a comparative way and provides a number of examples from Germany.

"Bessie Scott, nearing the end of her first year at university in the spring of 1890, recorded in her diary: "Wore my gown for first time! It didn't seem at all strange to do so." Often deemed a cumbersome tradition by men, the cap and gown were dearly prized by women as an outward sign of their hard-won admission to the rank of undergraduates. For the first generations of university women, higher education was an exhilarating and transformative experience, but these opportunities would narrow in the decades that followed. In University Women Sara MacDonald explores the processes of integration and separation that marked women's contested entrance into higher education. Examining the period between 1870 and 1930, this book is the first to provide a comparative study of women at universities across Canada. MacDonald concludes that women's higher education cannot be seen as a progressive narrative, a triumphant story of trailblazers and firsts, of doors being thrown open and staying open. The early promise of equal education was not fulfilled in the longer term, as a backlash against the growing presence of women on campuses resulted in separate academic programs, closer moral regulation, and barriers that restricted their admission into the burgeoning fields of science, technology, engineering, and mathematics. The modernization of higher education ultimately marginalized women students, researchers, and faculty within the diversified universities of the twentieth century. University Women uncovers the systemic inequalities based on gender, race, and class that have shaped Canadian higher education. It is indispensable reading for those concerned with the underrepresentation of girls and women in STEM and current initiatives to address issues of access and equity within our academic institutions."--

An investigation of whether the proportion of university students who are female, cross-nationally, is influenced by levels of economic & cultural development & by types of political systems. Economic & cultural development are measured by energy consumption & library volumes per capita, respectively; individual states are categorized as Marxist-Leninist, non-Marxist authoritarian, or polyarchic systems. Multiple regression analysis of data drawn from UN statistical yearbooks covering two decennial cross-sections -- 1975 & 1985 -- reveal substantial impacts of both economics & politics. Findings also suggest greater variability of outcomes among authoritarian regimes. 2 Tables, 1 Appendix, 17 References. Adapted from the source document.

Discusses the changing organization of higher education in the USA as the universities cope with mass education for all and provides statistics for the female population and their areas of preference. Covers Title X and affirmative action programmes before looking at recent anti‐affirmative campaigns. Concludes that substantial progress has been made but there is still disparity in salary, rank and promotion which can not be explained by any other argument.

Given my background in higher education and women and politics, I have long assumed that it was a fact that higher education empowered women. "Knowledge is power" was the saying that came to mind most readily. Yet this issue of Al- Raida has forced me to reconsider this assumption, to both positive and negative ends.

Using qualitative and quantitative data, this article explains how South Asian women's attendance at university in Britain went from being exceptional in the 1970s to routine in the present century. Focusing upon the reflexivity of young South Asian women around issues of education, subject choice, marriage and careers in relation to their parents and their communities offers a better understanding than currently dominant social capital explanations of South Asian educational success. We show that conceptualizing reflexivity in a variety of forms following Archer better accounts for the different educational trajectories at the intersection of relations of ethnicity, class, gender and religion. The educational and career outcomes and transformations entail complex forms of resistance, negotiation and compromise across intersecting identities. These developments are transforming class and gender relations within South Asian ethnicities.