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Females; College Faculty; Teaching Methods; Social Sciences; Employment Opportunities; Time Management; Foreign Countries; Womens Education; Womens Studies; Women Faculty; Performance Factors; Interviews; Research Administration; Individual Characteristics; Researchers; Phenomenology

Abstract:
This article examines the factors which contribute to the success of female academics engaging in research in social sciences. The data were obtained through a series of interviews carried out at public universities in Catalonia with women, all of whom were the heads of research groups recognized by the Generalitat de Catalunya (Catalan Government). These results reveal several aspects relevant for women academics, at both the individual and institutional levels, in terms of employment opportunities, management of research programmes, development of teaching strategies and individual time management. This should assist the development of institutional policies and practices within higher education to help women build successful research careers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Introductory Courses; Required Courses; Education Courses; Student Reaction; Educational Philosophy; Womens Studies; Controversial Issues (Course Content); Gender Issues; Preservation; Information Retrieval

Abstract:
Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Textbooks; Textbook Bias; Textbook Content; Textbook Research; Heritage Education; Womens Studies; Controversial Issues (Course Content); Social Attitudes; Curriculum Evaluation; Curriculum Research; Gender Issues; Gender Bias; Educational Principles; Beliefs; Arabs; Foreign Countries

Abstract:
Teaching heritage to a nation is important. The Israeli Arab curriculum on Druse heritage helps students connect religion with modern society. The textbooks that are still used were written in the end of the 1970s and do not reflect the changing reality of Druse women. This research shows that women must be portrayed in more diverse roles in textbooks and there must be more articles written by women. If teachers are to prepare pupils for the future, they must have more current material. If not, teachers have the obligation to model new ways of seeing women so that young Druse women can achieve equality in work and education and lead modern lives, and so that young men will accept and encourage their advancements. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Plants (Botany); Females; Educational History; Botany; Sexuality; Intellectual History; Young Adults; Gender Issues; Romanticism; Educational Philosophy; Womens Studies; Letters (Correspondence)

Abstract:
Central in the analyses of women's and gender studies within the history of education has been Rousseau's (Emil oder Uber die Erziehung, 12th edn. Ferdinand Schoningh, Paderborn 1762) educational novel Emile, especially Book 5, which deals with the education of Sophie, Emilie's future spouse. Given the lasting interest in the person of Rousseau and his work, it is astonishing that there is a work by him, that has not been a focus of analysis in studies on the history of education, namely, Rousseau's "Lettres elementaires sur la botanique". Linnaeus had early on espoused a classification bases on the sexuality of the plants. Their sexualizing plants was in keeping with the zeitgeist of the Enlightenment, which had also put the new order of human sexual relations on the agenda. The following article focusses on the question what importance Rousseau's letters on botany can be accorded in this controversy over the sexuality of the plants and the relations between the sexes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Diaries; Electronic Publishing; Fantasy; Womens Studies; Educational Practices; Intention; Didacticism; Story Grammar; Intimacy; Rhetorical Invention; Reflection; Writing Strategies; Teaching Methods; English Instruction

Abstract:
Here, the author looks at four diaries, more specifically three conventional diaries and a blog: "The Diary of a Young Girl," by Anne Frank; "Zlata's Diary," by Zlata Filipovic; and "Last Night I Dreamed of Peace" by Dang Thuy Tram. "Baghdad Burning" is the transcript of a web log, a blog, by a young Iraqi woman who went by the pseudonym Riverbend. The author's thesis is that these are not merely adolescent scribblings, romantic fantasy, naive reminiscences and wishes--the stereotypical and so-called girl's diary. These are intentional, ultimately public texts, and educators can learn to use that intentionality in their writing and to help their students make the transition from expressive and private discourse to the kind of public text that has the power to elicit action and create change. Diaries provide readers with ways of being in the world through words. As they write themselves into their own worlds, they are also writing themselves into the readers' world, readers' consciousness, readers' conscience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; College Faculty; Foreign Countries; Women Faculty; Womens Education; Womens Studies; Performance Factors; Teacher Researchers; Cultural Influences; Political Influences; Social Influences; Career Development; Disproportionate Representation; Personal Narratives; Critical Theory; Social Justice; Change Strategies; Research Opportunities

Abstract:
Women are "starkly underrepresented" as researchers worldwide ("The World's Women 2010," 68). In Canada, for example, men hold over three-quarters of full professorships and top research positions. Dozens of interconnected factors restrain women's research careers. These include "upstream" factors, such as gender, racialization, and class; social factors, such as unfair divisions of labour in universities and at home; academic culture, which demonstrably does not give women their due; and political factors, such as a techno-scientific imbalance in the allocation of research funding and a glaring shortage of women in national parliaments. Academic women's life-writing is a valuable source of research on how women experience university careers. Standpoint theorists ask that research be rooted in the experiences and perspectives of the non-dominant or marginalized in order to counter the widespread reality that "one of the ways in which power structures manifest [their power] is in research and knowledge generation" (Burke and Eichler, 43). Canadian academic women's life-writing compellingly depicts and evaluates academic culture, and it offers strategies for survival and systemic change. Closing "accommodation" gaps by implementing family-friendly policies, appointing more women as senior administrators and chairs of selection committees, addressing childcare needs, and synchronizing the K-12 school day with the paid work day is called for as well as fixing "knowledge" gaps by developing holistic methodologies, distributing research funds more equitably, and creating gender parity in politics. (Contains 2 figures and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Philosophy; Anthropology; Foreign Countries; Interviews; Educational Anthropology; Social Services; Poverty Programs; Resilience (Psychology); Change Agents; Womens Education; Womens Studies; Mothers; Authors

Abstract:
This article presents an interview with Alice G. Dewey, professor emeritus at the University of Hawai'i at Manoa and granddaughter of the renowned American philosopher John Dewey. She is an economic anthropologist who did ground-breaking research on local markets in Indonesia in the 1950s. She recently co-edited "Surviving Against the Odds: Village Industry in Indonesia" by S. Ann Dunham, the mother of President Barack Obama. Dewey chaired Dunham's dissertation committee, supervised her anthropological field work in Indonesia, and recalls a much younger, but still thoughtful Barry Obama, in this interview with NEA organizational specialist Christine Maitland. In the interview, Dewey shares the scope of Stanley Ann Dunham's work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Behavior; Physical Fitness; Community Leaders; Older Adults; Attendance; Pretests Posttests; Improvement Programs; Psychomotor Skills; Health Promotion; Physical Activities; Womens Studies; Exercise Physiology; Muscular Strength; Program Effectiveness; Health Programs; Community Recreation Programs

Abstract:
Background: Strength training (ST) is an important health behavior for aging women; it helps maintain strength and function and reduces risk for chronic diseases. This study assessed change in physical fitness following participation in a ST program implemented and evaluated by community leaders. Method: The StrongWomen Program is a nationally disseminated, research-based, community ST program active in 40 states. The Senior Fitness Test is used to assess upper and lower body strength, upper and lower body flexibility, aerobic fitness, and agility; data are collected prior to and following program participation. Results: For these analyses, five states provided deidentified data for 367 female participants, mean age 63 ([plus or minus]11) years. Attendance in approximately 10 weeks of twice-weekly classes was 69.4%. Paired t tests were used to analyze pre-post change. Significant improvements were observed (p less than 0.01) in all Senior Fitness Test measures. Data are stratified by age-group and compared with published, age-based norms. Conclusions: This study demonstrates that it is feasible for community leaders to conduct pre-post physical fitness evaluations with participants and that participants experienced improvements across several important domains of physical fitness. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Nontraditional Occupations; Nonprofit Organizations; Career Education; Career Guidance; Vocational Interests; Educational Opportunities; Partnerships in Education; STEM Education; Womens Education; Womens Studies; Sex Stereotypes; Curriculum Design; Models; Lifelong Learning; Best Practices

Abstract:
One educator's attempt to pique girls' interest in nontraditional careers in the Seattle School District led to the creation of the now-international nonprofit IGNITE (Inspiring Girls Now in Technology Education). From its humble beginnings, IGNITE has impacted the lives of more than 20,000 girls, with thousands more across the globe each year. The beauty of the IGNITE program is its simplicity. At the heart of the program is a thriving partnership with professional women (and sometimes men) working in STEM careers, who volunteer their time in order to reach out to young women about the opportunities in front of them. IGNITE also works hand-in-hand with other community organizations--bringing community college instructors in to speak to the girls to demystify higher education; partnering with local companies to provide field trips and scholarships; and collaborating with other educational nonprofits to provide a broad set of experiences for participants. IGNITE now has chapters in schools across the country and is enjoying a global appeal. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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