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.
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.
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.
The assumption that higher education institutions on the African continent, after gaining political independence from the erstwhile colonisers, would be accessible to all people, irrespective of gender, race, status, ethnicity or religion has not had meaningful practical consequences. In higher education, especially universities, there has not been convincingly adequate space created for women and hence their involvement remains at the periphery of its practices. In this theoretical paper, we argue that although women are involved in the current higher education, their participation is still placed at the margin of the educational practices just like in the pre-colonial and colonial periods. We posit that while the time and space have changed, the nature of involvement throughout the pre-colonial, colonial and post-colonial epochs, women have been and are still left at the periphery of higher education on the African continent. It is our case that if authentic liberation for all is to be realised, the involvement of all people, including women as equal agents in higher education, ought to be the epicentre of all higher education goals and practices. This philosophical paper therefore interrogates and presents a historical exposé of Higher Education (HE) in Africa, from pre-colonial, colonial through to the post-colonial epochs, in relation to how they place women within university institutional and educational practices. DOI:10.5901/mjss.2014.v5n23p2168
The government must provide a platform for equitable a participation and inclusive growth. First of all, creating sufficient awareness about various existing facilities, schemes and programmes is very important. Affirmative action to address the serious issue needs to be undertaken. Considering the gravity of the situation, a Constitution amendment may become necessary to provide justice to the religious minorities who are suffering because of the constitutional discrimination against them. Muslims being as backward as SCs/ STs are not getting the benefits of reservation simply because of their religious identity. The present paper The Status of Muslim Women in Higher Education in the Post-Sachar Scenario: Initiatives, Achievements and Challenges argues that this issue needs to be given due consideration so that reservation can be extended to Muslims like any other community.
Many research studies, globally, suggest that a rise in the rates of higher education of women enhances their living standards and decision-making powers. Education has served as a powerful tool for empowering women. Having higher women's representation in governance should enable the empowerment of women. The Gross Enrolment Ratio [GER] of Indian women has shown a steady rise in the past two decades. The GER of women has surpassed men in the age group of 18 to 23 in the year 2018-2019 (All India Survey of Higher Education [AISHE]Reports, 2019). In the year 2019, only 48.20 % of the Indian population are women. India shows a negative trend concerning women entering the workforce despite their increasing literacy rate and GER of women in higher education. In the Indian parliament, only 14.36 % of elected representatives in the lower house (The Lok Sabha) are women in the year 2020 (www.loksabha.nic.in). These statistics raise an important question on whether the efforts taken to empower women are yielding the intended results in terms of their equity in workforce and governance. This study is an analysis of the relationship between the enrolment of women in higher education and literacy level of women with their representation in governance and the workforce in India.
I look at the changes in higher education (HE) and women's lives over the last 50 years, drawing on my recent book Feminism, Gender & ; Universities: Politics, Passion & ; Pedagogies which is a life history of feminism entering academe. The Robbins Report (cmnd 2154 1963) on HE was published in the same year that I went to university. It inaugurated a process of change and educational expansion that was linked to other major social transformations, including feminism. Its effects have been widely felt such that women now participate in education and employment on unprecedented levels. Indeed, it has opened up opportunities for education and employment for women including individual and social mobility. From my study I show how it opened up opportunities for women from both middle class and working class backgrounds to be first-in-the-family to go to university. I will also argue that whilst there have been very welcome changes in education, and HE especially, such that there is a gender balance of undergraduate students in HE, this does not mean that gender equality has been achieved. Patriarchy or hegemonic masculinity in HE is still strongly felt and experienced despite women's and feminist involvements in academe over the last 50 years. The question remains about how to transform universities to achieve genuine gender equality across all students and academics in HE.
This paper examines the subordinate position of women in formal education hierarchies in three of the world's foremost democracies: Canada, the United Kingdom of Great Britain and the United States of America. The paper has two major themes: that the causes of women's underachievement are to be found in (i) the conditions responsible for their entry into and concentration in the lower ranks of the teaching profession and (2) the social, cultural and psychological factors which collectively have kept them in subordinate positions. The discussion draws mainly on the arguments put forward by a number of published researchers, foremost among them being Hennig and Jardin (1977), Prentice (1977) and Byrne (1978). It concludes that the status quo may be attributed to such complex causes as: historical tradition, prejudice and vested interest, the inferior education of women leading to underachievement; the ill-equipping of women (by virtue of their upbringing) for managerial jobs embedded in a male-oriented culture; the failure of women themselves to accept their changing roles.
The motivation to investigate degree of job satisfaction arises from the fact that a better understanding of teachers is the desirable to achieve a higher level of motivation which is directly associated with student achieved. Since, women play a very crucial role in the development of society and education at all levels. The present study is attempted to study the job satisfaction among women teacher in higher education of Manipur. Objective of the study: To study the age group and qualification of women teachers working in Government Colleges and Manipur University in Manipur and also analyse the comparison of Government Colleges and Manipur University women teachers in respect of working hour and job satisfaction. Method: The present study adopted a normative survey method. The data were collected through Teacher Job Satisfaction Scale (TJSS) standardized by MMLB (Mubar Mudgil Bhatia 2012). Results: It can be concluded that the women teachers working in Manipur University has more job satisfaction and working hour than of the women teachers working in Government Colleges in Manipur
Education is the basic necessity for every civilized person and for every society. It is not only concerned with academic education, but education as a whole. Women who constitute 50% of the population, needs to be educated too because they stand out as the backbone of the society. But, to a surprise, in India, women have been and still are being deprived of basic education, forget higher education. With the understanding by time, the illiteracy rate of women in India is decreasing slowly and gradually. The higher education is now being imparted to women too, but the rate to which it's being imparted is significantly less. The need today is for educating each and every individual of the society, specially women because educating a woman is educating a number of generations. This paper under study deals with the importance of imparting higher education to women and the issues concerning the same. This paper will be useful for academicians and political leaders to evaluate the interest of higher education to women in India.
Education spreads parallel with the life span of a person starting from his birth to death. Education is known to be the instrument which fills human actions with the essence of values, dignity, ethics and human virtues. Life progress along with the process of civilization equipped with social, moral, cultural attributes in the path of education. The Educational system should be gender sensitive to impart knowledge and disseminate skills to the marginalized sections of the society. The country could excess by facilitating contribution of the marginalized folk in the near future. Autonomous bodies like University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE) regulates women education system in India. Institutions like United Nation's International Children's Educational Fund (UNICEF), Indian Council of Social Science Research (ICSSR), United Nations Educational Scientific and Cultural Organisation (UNESCO), Council of Scientific and Industrial Research (CSIR), Medical Council of India (MCI) and Dental Council of India (DCI) facilitates women education in India. Women Study Centres aided by UGC study the status, problems, issues concerned with women education. The illiteracy among women makes them dependent and deprived in general. Social, economic and political empowerment of women through education is the need of the day. This paper reviews various legislative and policy framework to improve the teaching, learning and evaluation aspects in the higher education in India.
While the literature addressing the experiences of women in higher education is expanding, the experiences of single mothers in academia remains under-explored, despite single student mothers being the largest and fastest growing student demographic in higher education institutions. This study seeks to understand the challenges, needs and experiences which occur at the intersection of parenthood and studenthood for single parent student mothers, as well as exploring ideologies of what it means to be a good parent or good student. It also inquires into student mothers perceptions of institutional support, which may impact matriculation or attrition and seeks to ascertain whether existing college policies need to be restructured to better support the degree-seeking endeavors of single parent student mothers. ; California State University, San Bernardino
AbstractGendered Perspectives in Higher Education: Women in Science and Engineering in CameroonByPatience Fielding Doctor of Philosophy in EducationUniversity of California, Berkeley Professor Claire Kramsch, ChairWhile women's participation in the national economic growth is seen as critical to sustainable development, women's underrepresentation in Cameroon's higher institutions, such as École Nationale Superieure Polytechnique (ENSP), tasked with training human capacity contradicts such development discourses. Despite calls to provide equal educational opportunities for women to enable their acquisition of the skills needed to compete in the global labor market, females in Cameroon too often lack access to girl-friendly, safe, and supportive spaces in formal schools largely due to patriarchal traditions which restrict women's roles in the society. Most recently, females in Cameroon have sought entrance into ENSP, which has historically prepared male technocrats to serve in the government and private industry. While the institution has opened limited spaces for women, it continues to discursively constitute them as "outsiders within" as women venture into traditional environments and participate in activities from which they have been expressly or tacitly excluded.My dissertation thus uses ENSP as a space to examine how the discourses of gendered education come to be defined and practiced. Through analysis of institutional discourses, archival documents, and interviews with staff and students at ENSP, it investigates the conflicting narratives in gendered constructions. Paying attention to institutional texts and individual utterances, the dissertation illustrates the complexities of intimate relationships and highlights the processes of contestation that are so crucial in shaping contemporary, gendered identities. While I underscore the importance of an approach that permits the exploration of the ambiguities of gendered identities, I also present identifications and relationships as imagined and performed in discursive practices. To track the complexity of the process, my analysis includes the ways in which education discourses shape and constrain our understanding and engagement in the world and how gendered beings come to understand themselves and their given situation. While global, national, and local interests shape and structure student efforts at ENSP, the process of becoming an engineer is full of contradictions, tensions, and struggles, thereby leaving open the possibility that female students might take on new roles and behaviors that are deemed contrary to their identities. The dissertation thus situates the current interest in women in Math, Science, and Technology in relation to contemporary and historical definitions and underscores the shifts in education thinking. It lays out the different perspectives held by different social actors to advance a more nuanced understanding of the education practices through which gender is being framed, constructed, contested, and negotiated. It also presents the approaches of ethnography and critical discourse analysis used and employs critical discourse analysis to tease the different subjectivities and power relations at this site. In examining the status quo and patriarchal dominance in the exercise of power against female subservience and determination, I also underscore how female voices challenge the social constructs that define them as 'others' and `outsiders' and how they strategically negotiate their identities using the discourses of schooling. This study thus illuminates the ways in which institutional and individual discourses confirm existing social relationships and behaviors while at the same time introducing new meanings and patterns of being and conflicting enactments of gender within the production of linguistic forms.
Women empowerment is one of the critical dimensions of a feminist perspective. In patriarchal societies, women are oppressed and suppressed; hence higher education is considered a remedy to equip them to deal with issues arising from undue oppression and suppression. This study aimed to find the relationship between the attainment of higher education among women and women empowerment. The study has been carried out in Central Punjab, Pakistan. The study was framed under a correlational research design. Data was collected from a sample of 200 respondents equally selected (50 from each) of four different universities, including the University of Gujrat, University of Management and Technology, Lahore, University of Minhaj, University of Lahore. A stratified random sampling technique has been utilized, whereby 200 samples were questioned through a structured questionnaire. The collected information was analyzed by using both descriptive and inferential statistics. Findings showed a strong correlation between the attainment of higher education and women empowerment. The correlation was determined among one independent variable (attainment of higher education) and four dependent variables, including the power of decision making, increased political participation, economic independence, respect, and self-esteem.All variables have been found significantly associated with each other, which provides evidence that higher education attainment leads to women empowerment. Based on the findings of the study, it is concluded that higher education plays a significant role in liberating women from oppression and suppression.
As India gained Independence in 1947 Since then the Democratic Government has tried has taken appropriate measures to empower women Development .The first Indian women educationist savitribai phule has struggled a lot for women education she has laid the foundation of women education in the cloudy sky of discourses of feminism, cultural constraints. Yet the expected measures of success has not occurred due to reasons like Bureaucratic delays, Political Compulsion, Social and Cultural constraints and the continuing poverty of the masses. Yet in the last few decades' women education has played a firm role in the development of the individual, family, society, country and nations. It has overcome the orthodox society .cultural measures and gender in equality. Women education is the only measures to create awareness and gender equity among the society .For the provision of support for gender equity policies and practices ,some higher education institutions have taken an important step by establishing equal employment opportunity.So the present study was carried out in Baramati taluka womens role in higher education system .The contributions of women in higher education and research development. Survey was carried out from oll the institutions &colleges of Baramati Taluka
