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High school females' interests in physical science and related careers one year after participation in a summer intervention programPhillips, Katherine A. January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 105-111). Also available on the Internet.
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Third world feminist perspectives on development, NGOs, the depoliticization of Palestinian women's movements and learning in struggleGoudar, Natasha. January 2010 (has links)
Thesis (M. Ed.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Theoretical, Cultural and International Studies, Department of Educational Policy Studies, University of Alberta." Title from pdf file main screen (viewed on January 14, 2010). Includes bibliographical references.
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Finding voice an exploration of a community-based adult learning process /Jeanetta, Stephen C. January 1900 (has links)
Title from title page of PDF (University of Missouri--St. Louis, viewed February 22, 2010). Includes bibliographical references (p. 300-314).
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EDUCATIONAL RETRAINING REQUIREMENTS OF THE OLDER FEMALE LABOR POOL RETURNEEKaufman, Charles Wesley January 1967 (has links)
No description available.
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Aprender Para No Depender: An Analysis of Casa de la Mujer Women’s Resource Centre in NicaraguaBlostein, Samantha 10 January 2013 (has links)
This thesis investigates an adult education program led by Casa de la Mujer, a women’s organization in San Juan del Sur in the south of Nicaragua. At this centre, women acquire vocational skills and engage in workshops about women’s rights, domestic violence awareness and sexual and reproductive health. Several gender and development scholars suggest that empowerment can be achieved through women’s informal education programs that aim to facilitate critical learning for consciousness-raising and self-awareness. This was the topic of my field research at this centre. I conducted semi-structured interviews and participant observation to gain an understanding of how those in the program feel that their participation has impacted their gendered power social
relations and livelihood opportunities. My research indicates that despite facing various barriers, through the skills development and gender training programs participants of Casa de la Mujer are able to act as agents to make strategic life decisions.
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Education, gender and cross-cultural experience with reference to elite Arab womenKirdar, Serra January 2004 (has links)
The core of the thesis investigates the role of education in the engendering of cultural change and leadership among a select group of a powerful 'first generation' of Arab women; specifically, the role of dual educational/cultural experiences, both Arab and Western. The broader aim of the study is to analyze the merging of cultural traditionalism and modernity and how dual education has enhanced the ability of women, especially Arab women, to become leaders in their professional careers, and within their respective communities, whilst still maintaining strong ties to their culture, religion and traditions, albeit to varying degrees. The writer has chosen to investigate the association between cultural identity and educational experience of elite educated Arab women, through a small sample, who have had exposure to both Western and Arab educational systems at different points in their lives. The researcher's heritage has led to a fundamental ideological interest in the coexistence of traditionalism and modernisation and whether the two can complement one another. There are now a significant number of Arab women who have had the privilege of education and exposure to the two types of systems. Yet, gender constraints and predefined gender roles still very much dictate the socio-cultural contexts in which such women have to operate. The patriarchal 'system' is omnipresent in the West as well as in the Arab world. The challenges the writer has faced even as a 'Western' Arab to reconcile tradition and intellectual and educational exposure has served as a greater impetus for this investigation. The investigation and the intent of this thesis as described above, is to test the preliminary hypothesis that, in the context of elite Arab women, their exposure to both West and Arab educational cultures is germane to their potential for influencing female professional development. How their educational experiences have influenced their own identities and their ability to adhere to the gender roles prescribed is of significant interest. What influence has such education had on these women's prospects for instituting and pioneering change in their respective societies and professions? Is the synergy of certain aspects of modernity and tradition possible? The general conclusion is that it is.
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Cong jiao yu zhong "gai zao" nü xing : yi "Guangdong Sheng li di yi nü zi shi fan xue xiao" wei ge an yan jiu (1907-1938) /Chan, Kung Fong. January 2004 (has links)
Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004. / Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.
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The post Title IX generation : perceptions and experiences of gender equity among new university faculty /Pazdral, Rebecca K. January 2004 (has links)
Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.
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Changing gender distributions of senior educational administrators in a government department : causes and trends /Sheung, Yin-fun, Ruby. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 107-113).
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The impact of student-faculty interactions on the reentry female students' desire to persist towards academic completion at the community college : a study of student perceptions /Snead-Greene, Cheryle Denise, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 101-118). Available also in a digital version from Dissertation Abstracts.
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