Suchergebnisse

Women in the United States (US) are a vital part of the workforce and the economy. They represent 50.7 percent of the population and 49.8 percent of payroll employment in the US workforce. Women also outpace men in the number of college degrees conferred annually. However, women hold fewer board seats and executive level positions than men in American corporations and higher education institutions. Additionally, census data indicates that women earn approximately 77 cents on every dollar earned by men. Although the "glass ceiling" is getting lower, it is essential that women develop successful negotiation strategies for career advancement. This paper provides an overview of women in the US workforce and higher education, ten negotiation strategies for career advancement, and recommendations to increase the number of women leaders in higher education.

"Drawing on primary qualitative research, this book explores the experiences and identities of a group of British-born women of Bangladeshi background attending university in London through a Bourdieusian theoretical framework. It demonstrates the inequities that these women experience in UK higher education and employment as well as how they challenge them. This book presents stories that illuminate the diversity of views and experiences marked by dynamics of class, race, ethnicity, religion and gender. These stories reveal family projects of social mobility and discourses of aspiration, the multiple resources and constraints that influence decisions, experiences and pathways, and the mutual construction of different dimensions of identification and tensions between them. Through participants' narratives, the book tackles wider questions around fair access to education and employment, social mobility and the (re)production and transformation of social inequities. The book will be of interest to scholars and students in the fields of Youth, Education, Race/Ethnicity and Migration Sociology, as well as community and education practitioners and anyone with an interest in multi-ethnic societies and young people's histories"--

Profiles the experiences of a group of mature women entering higher education for the first time in the UK. Considers the reason for motivation and the practical issues with which they are confronted as they combine their studies with their other roles. Investigates the experiences of higher education institutions, the attitudes and approaches of the staff teaching them and their relationships with their fellow students. Assesses the outcomes against their expectations.

This study is an empirical research aimed at identifying the causes of violence against women in graduate schools in Mizoram, and its effect on higher education. The researcher adopted a mixed approach and used quantitative and qualitative methodologies to analyze the context, dynamics and practices implemented in Mizoram Graduate Schools to minimize violence against women. Four forms of abuse, namely physical, verbal, sexual and psychological violence against women, have been seen in various Mizoram degree colleges. Youth fashion, hostile family environment, pressure of examination, peer group, disabilities of women, influence of drugs and alcohol and computer gadgets are main causes of violence against women in Mizoram severely affecting women in higher education and academic achievement. The Government of India should take initiatives to reduce violence against women to improve higher education of women in Mizoram.

Women in the United States (US) are a vital part of the workforce and the economy. They represent50.7 percent of the population and 49.8 percent of payroll employment in the US workforce. Womenalso outpace men in the number of college degrees conferred annually. However, women hold fewerboard seats and executive level positions than men in American corporations and higher educationinstitutions. Additionally, census data indicates that women earn approximately 77 cents on every dollarearned by men. Although the "glass ceiling" is getting lower, it is essential that women developsuccessful negotiation strategies for career advancement. This paper provides an overview of womenin the US workforce and higher education, ten negotiation strategies for career advancement, andrecommendations to increase the number of women leaders in higher education.

This study describes the postsecondary educational experiences and perceptions of deaf women college students. Deaf women were interviewed using semistructured questions adapted from Gilligan, Lyons, and Hanmer (1990). Findings indicated that these deaf women perceived their college environment as generally positive, though they also perceived instances of unequal treatment.

Introduction: The rise of women in post-secondary education -- Participation of women in higher education -- Global perspectives on women, education, and literacy -- Women's and coeducational colleges -- Women's athletics in college and the impact of Title IX -- Learning outside the academy -- Late 20th century scholarly and pedagogical approaches -- Conclusion: What does the future hold?

A social and intellectual conflict was waged between Catholics and secularists in Spain at the turn of the 20th century. In 1910, following forty long years of struggle, women were finally granted access to the university system. This fact positioned women at the heart of the dispute between the two competing schools of thought, both of which supported the intellectual development of women as an essential part of their respective educational projects for political and social renewal. Nonetheless, the vision of women held on both sides fell far short of recognizing the suitability of women for participation in public life. On the basis of a close reading of the research literature in this field (84 works), this article shows that the educational projects advanced by both groups were remarkably similar, given that each drew on similar prejudices regarding women.