Author(s): |
Allaf, Carine |
Source: |
Journal of College Student Retention: Research, Theory & Practice, v14 n1 p67-89 2012-2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; Females; Foreign Countries; Sex Fairness; Admission (School); School Holding Power; Academic Persistence; School Choice; Womens Education; Gender Bias; Equal Education; College Students; Gender Differences; Interviews; Enrollment Trends; Graduation Rate; Cultural Influences
Abstract:
Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. (Contains 1 figure, 2 tables, and 9 footnotes.)
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Author(s): |
Nash, Margaret A. |
Source: |
History of Education Quarterly, v53 n1 p45-63 Feb 2013 |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Females; Womens Education; Commercial Art; Art Education; Music; Musicians; Educational History; Historians; Music Education; Music Teachers; Art Teachers; Universities; Artists; Careers
Abstract:
"The value of the Art Education becomes more and more apparent as a means of honorable support and of high culture and enjoyment," stated the catalog of Ingham University in western New York State in 1863. The Art Department there would prepare "pupils for Teachers and Practical Artists." This statement reveals some of the vocational options for women that were concomitant with the increased popularity of music and art education in the middle decades of the nineteenth century in the United States. Practical vocational concerns, along with notions of refinement and respectable entertainment, all were aspects of the impetus for music and art education. Preparing young women for occupations, whether as teachers of art and music or as commercial artists or musicians, was a particularly prominent component of education for women in the mid-nineteenth-century United States. In this article, the author argues that in a world in which limited occupations were open to women, skill in music and art expanded women's options and, for some, made independence possible. Often relegated by historians to a trivial dimension of women's education, or spoken of as a means of reproducing a social elite status, the so-called "ornamentals" are due for reassessment. In what follows, the author engages the literature on the "ornamentals," showing that the term held varied rather than static meaning and significance. In fact, one important aspect of the fine arts was their potential to provide women with remunerative employment. The author next discusses the rise of music and art education in public schools, and then demonstrates how the heightened social interest in music and art affected women's occupational options during these middle decades of the nineteenth century. (Contains 66 endnotes.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
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Descriptors:
Females; Access to Information; Information Needs; Womens Education; Foreign Countries; Nongovernmental Organizations; Economic Status; Socioeconomic Status; Information Centers; Resource Centers; Empowerment; Case Studies; Financial Support; Technological Advancement; Libraries; Information Technology
Abstract:
In the last few decades, there has been steady increasing awareness of the need to empower women in order to improve their socioeconomic status to be able to cope and also contribute effectively in this period of economic crisis. ATI (access to information) provision is a vital factor in empowerment, thus, many organizations, such as library, resource centres, and NGOs (non-governmental organizations), have been involved in empowering women in Nigeria. The paper examines the various programmes/services of the libraries, resource centres, and NGOs in meeting the socio-economic and political information needs of women. It ascertains how women actually access the information provided by the NGOs (especially those that have information or documentation centres) and its impact on their socio-economic status. It also identifies the challenges of the NGOs face in providing information to empower the women. The case study research method was adopted and data for the study collected from the women (users) and management and staff of the NGO centres through questionnaire and interview, while qualitative data gathered were reported. Majority of the women using the centres had to be taught how to use new technologies like computers, laptops, ipads, and smart phones. The most used means of accessing information by the women was the radio and television, and person-to-person communication either by word of mouth or by telephone. The NGOs were discovered to be slowly but steadily gaining ground in educating the women and creating awareness among them of their potentials to do better, to be empowered, and to stand up for their rights and themselves anywhere. Constraints faced by the NGOs were mostly funding and getting enough materials, equipment, and other media needed to further empower women. They were found to be a great source of inspiration to the women especially in the rural or less urban parts of the country. Gendered information was provided in the documentation units of the NGOs and efforts were ongoing in a few of them to translate some relevant materials to local languages. (Contains 3 figures.)
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Author(s): |
Sander, Libby |
Source: |
Chronicle of Higher Education, Oct 2012 |
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Pub Date: |
2012-10-29 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Learner Engagement; Student Development; Gender Differences; Womens Education; Females; Males; Student Experience
Abstract:
For decades, women have enrolled in college in greater numbers than men, and, by many measures, have outperformed them in the classroom. But in recent years, as social scientists and student-affairs offices have focused on other differences between the genders, they have documented patterns that could explain how engagement influences student development. The focus on gender is leading some colleges to try new approaches to interacting with their students. And it is also providing some fascinating--if often maddening--hints at how differently male and female students experience college. The author reports on how colleges confront a gender gap in the ways that male and female students experience their years on campus.
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Pub Date: |
2012-10-29 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Females; Spatial Ability; Majors (Students); Gender Discrimination; Health Occupations; Doctoral Degrees; Males; Sex Fairness; Equal Education; Womens Education; Undergraduate Study; Graduate Study; STEM Education; Social Bias; Teacher Salaries; Role Models; Mentors
Abstract:
Engineering and teaching are among the most lopsided disciplines in academe's gender split. In 2010, women received 80 percent of the undergraduate degrees awarded in education, the U.S. Education Department reports. And they earned 77 percent of the master's and 67 percent of the doctoral degrees in that field. In engineering, by contrast, women earned just 18 percent of undergraduate, 22 percent of master's, and 23 percent of doctoral degrees. Nationally, women are heading to college in record numbers and now make up 57 percent of undergraduates. Women also earn 60 percent of all master's and 52 percent of all doctoral degrees, according to U.S. Education Department statistics, which include doctorates earned in professional fields like medicine and dentistry. But for all the efforts colleges are making to diversify their departments, some fields of study remain stubbornly single sex. At the undergraduate level, some of the most female-intensive disciplines are in health professions and related clinical sciences, where women make up 85 percent of the majors; in psychology, where 77 percent of majors are women; and in English and foreign languages, with 68 and 69 percent women. Among the more male-dominated fields for undergraduate majors are philosophy and religious studies, at 63 percent, and mathematics, at 57 percent. Perhaps nowhere has the gender gap been more pronounced, or more studied, than in science, technology, engineering, and mathematics--the STEM fields. Women are still a minority in those fields despite more than a decade of outreach. Researchers at Rice University found that both male and female scientists view gender discrimination as a factor in women's decisions not to pursue a science career or to opt for biology over physics. Not surprisingly, the gender distribution of professors in the STEM disciplines is similarly skewed. Many still view science and math as male fields and humanities and art as female. Boys and men tend to score higher in spatial skills that are important in fields like engineering, but with the right support and exposure, girls can be just as successful. The problem is, they often don't get that encouragement. There are fewer role models and mentors in traditionally male fields, and even academics who profess to support women often harbor hidden biases. For schools of education, the problem is attracting men. Low teacher salaries are the most common explanation for gender imbalance. Men might also be discouraged by the diminishing status of teachers and the suspicion that many people have about the motives of men working with children.
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Females; Access to Computers; Computer Literacy; Performance Factors; Computer Attitudes; Womens Education; Womens Studies; Educational Opportunities; Questionnaires; Interviews; Classroom Observation Techniques; Training Objectives; Individual Differences; Gender Issues; Adult Education; Adult Learning; Adult Programs; Foreign Countries
Abstract:
In the "Digital Divide" research, adult women have generally been found to be the weakest group when compared with others. There is thus a need to provide this particular group with computer literacy training, and to give them opportunities to learn about using computers. In such training, women not only need to learn computer skills, but also a positive attitude. This study gathered qualitative and quantitative data from 175 women who attended computer literacy training, to analyze their attitudes towards computers and to identify differences in their attitudes. The data were collected from questionnaires, interviews and class observations. It was found that only women with lower educational levels had feelings of high anxiety prior to the training. However, other characteristics influenced their attitudes during the training, including age, education, nationality, and PC ownership. Factors influencing the differences in their attitudes were the difficulties of data input, physiological limitations, cultural differences, computer access and learning opportunities. Suggestions for future computer training programs for adult women are proposed. (Contains 6 tables.)
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