Suchergebnisse

Clarkson College of Technology, a men's school, returns to co-educational after nearly 60 years with nine incoming women students in 1964. Their names are: Karen Politica, Mathematics; Mary Ann Schernau, Liberal Studies; Norma Schoof, Electrical Engineering; Elizabeth Tieman, Liberal Studies; Joyce Bator, Physics; Adrea Bridge, Physics; Grace Canning, Mathematics; Catherine Fry, Mathematics; Nancy Texido, Chemical Engineering. Co-education was terminated at Clarkson in 1907, as similar courses in Domestic Science area were offered at the neighboring Potsdam State Normal School.

The theoretical framework of this study deals with the problems of adjustments of college women in an Arab university.

This article serves two purposes. It is an account of field testing two instructional units in the APSA text series "Citizenship and Change: Women and American Politics" and it is a report of original research findings produced by students who used the units. In the course of reading about the changing place of American women in the political System and then researching questions raised by their reading, students surprised themselves. They learned to evaluate their own attitudes and the socialization processes leading to them, while they found that they could tackle practical research problems successfully.GINT 202, Policies and Functions of American Government, is a course which I have treated as an "introductory seminar" on important policy questions and the political system's response to them.

This study deals with the adjustment problems of college women in an Arab university (BUC). It tries to examine these problems within the following areas: dating, academic concerns, personal concerns and relations with family and society.

"Mathematik gilt in Deutschland immer noch als ein eher männliches Fach, obwohl inzwischen nahezu die Hälfte der Studierenden weiblich ist. Auf den Stufen der akademischen Laufbahn gehen allerdings immer mehr Frauen verloren. Im folgenden Beitrag wird die aktuelle Entwicklung an statistischen Daten belegt. Es werden dann im Wesentlichen die Ergebnisse von zwei in Oldenburg durchgeführten Studien referiert, in denen der Frage nach der geringeren Neigung von Frauen zur Promotion in Mathematik bzw. den individuellen Erfahrungen von Professorinnen der Mathematik während ihrer Karriere nachgegangen wird. Aus beiden Studien gemeinsam lassen sich Schlüsse für eine wirksame Förderung von Mathematikerinnen für eine akademische Karriere ziehen." (Autorenreferat)

In the UK several Government initiatives have been introduced to encourage women to pursue careers in the engineering professions. Such initiatives have had some success in increasing the number of women studying engineering. In 1973 only 3% of engineering and technology students were women, compared to 15% in 2004/05. However, only 1.6% of all female students in higher education are based in engineering. Furthermore, the increase in women engineering students has failed to translate into an equivalent increase in women engineering professionals, with indications that less than 10% of professional engineers are women. This briefing is being circulated to engineering educators and employers and professional bodies; it offers an insight into women's experiences of engineering education and employment and some recommendations for moving forward. The briefing draws on a recent ESRC funded study conducted by Professor Barbara Bagilhole, Dr Andrew Dainty and Abigail Powell of Loughborough University, and Professor Richard Neale of the University of Glamorgan. In response to the issues outlined above, the study aimed to develop an understanding of women engineering students' earliest encounters with engineering workplaces on their future career intentions. Workplace experiences were examined in the form of the year-long industrial placement taken in higher education, as this usually represents women's first major contact with the engineering industry. The industrial placement also represents a key transitional stage in each student's process of becoming (or not becoming) an engineering professional.