A viewpoint of the intersectional and complex nature of identity is seen to be integral to the understanding of the identities of black female students. ‘Identity constructions of black South African female students’ is an exploratory study with a view to understand the identities of black South African women in institutions of higher learning and education. The study investigated the experiences of 16 female South African black students; with a focus on their race category, gender as well as class subject positions. The study is placed within the context of the Historically White University (HWU) and was specifically conducted in a HWU situated in Johannesburg. The students’ articulations of their university experiences were explored qualitatively, within three focus group discussions through an open-ended interview guideline. Results show that their education is accounted for as a significant influence in their subjectivity given the social mobility it grants as the women’s experience of self shifts as does their position in society. Furthermore it was found that with the cultural capital attained through education, notions of class, racial and gender identities are affected and a multiplicity of identities exists as a result.

<p>Abstract</p><p>Date: June 2, 2010</p><p>Program: MIMA – International Marketing</p><p>Course name: Master Thesis (EFO 705)</p><p>Title: An Exploratory Study on Thailand‟s Young Women: Consumer Behavior toward Purchasing Luxury Fashion Brands</p><p>Authors: Kamolwan Tovikkai (851125)Wiwatchai Jirawattananukool (841111)</p><p>Group number: 2462</p><p>Tutor: Konstantin Lampou</p><p>Problem: If and how personal value, social recognition, and demographics impact Thai female students luxury fashion brand purchases and which marketing strategies should be used to influence their purchase intention?</p><p>Purpose: -To identify what motivates Thai female students in purchasing luxury fashion brands -To identify the most effective strategies to use in penetrating the market and keeping the loyalty of customers Thailand.</p><p>Method: Quantitative research method via survey was used for this research. Survey questionnaires were distributed to sample groups. The variables used in this paper personal values, social, recognition, intention to buy products, and demographics. Both primary and secondary type of data collection were used for this research.</p><p>Conclusion: Based on the demographic information, there are two indicators that are significant to purchase intentions of Thai female students on luxury fashion brands. Social status is one of the significant indicators of socialiiirecognition variable. There is a strong level of relationship on Thai female students toward luxury fashion products. Personal Values‟ indicators can be utilized on Thai female students as the following; materialism, the need for uniqueness, conformity, and vanity. All of them have strong levels of significance. However, Ethnocentrism has no relationship and effect with the luxury fashion product in Thailand.</p><p>Key words: Thai female students, Luxury fashion products, Luxury fashion brands, Consumer behavior</p>

Abstract Date: June 2, 2010 Program: MIMA – International Marketing Course name: Master Thesis (EFO 705) Title: An Exploratory Study on Thailand‟s Young Women: Consumer Behavior toward Purchasing Luxury Fashion Brands Authors: Kamolwan Tovikkai (851125)Wiwatchai Jirawattananukool (841111) Group number: 2462 Tutor: Konstantin Lampou Problem: If and how personal value, social recognition, and demographics impact Thai female students luxury fashion brand purchases and which marketing strategies should be used to influence their purchase intention? Purpose: -To identify what motivates Thai female students in purchasing luxury fashion brands -To identify the most effective strategies to use in penetrating the market and keeping the loyalty of customers Thailand. Method: Quantitative research method via survey was used for this research. Survey questionnaires were distributed to sample groups. The variables used in this paper personal values, social, recognition, intention to buy products, and demographics. Both primary and secondary type of data collection were used for this research. Conclusion: Based on the demographic information, there are two indicators that are significant to purchase intentions of Thai female students on luxury fashion brands. Social status is one of the significant indicators of socialiiirecognition variable. There is a strong level of relationship on Thai female students toward luxury fashion products. Personal Values‟ indicators can be utilized on Thai female students as the following; materialism, the need for uniqueness, conformity, and vanity. All of them have strong levels of significance. However, Ethnocentrism has no relationship and effect with the luxury fashion product in Thailand. Key words: Thai female students, Luxury fashion products, Luxury fashion brands, Consumer behavior

<p>Advancement in education has ensured that there is parity in terms of enrolment for both females and males at tertiary institutions. However, women students continue to face challenges to advancing in education. Given that South African society remains highly gendered and that universities are historically male-dominated sites that do not necessarily cater for the particular&nbsp / needs of women (or children), one area of challenge may relate to having to balance parenting roles with the demands of being a student. For example, at the University of the Western Cape (UWC), students with children are prohibited from access to the residences, leaving them with no option but to seek alternative accommodation, where they can remain with their babies or look for childcare support from their relatives. While there is a growing body of work on the experiences of school-going pregnant and parenting learners, there is little work in the South African&nbsp / context of the experiences of women who are both parents and students at tertiary institutions. Since the national education system clearly supports and encourages life-long learning, an investigation into the conditions and experiences of learning for parenting students is important. The focus on women students was motivated by existing findings that show how normative gender roles persist and that women continue to be viewed as the primary nurturers with respect to the care of children. The purpose of this study was to explore the experiences of&nbsp / motherhood among young female students at UWC. The study was situated within a feminist social constructionist framework and a feminist qualitative methodology was employed. Two or more interviews were conducted with a group of eight participants, selected by convenient sampling, and aged between 18 and 30 years, each with a child or children under the age of five&nbsp / years. Interviews were conducted at the participants&rsquo / choice of location and at a time that was convenient to them. All interviews were audio-recorded and the tapes were kept safely in the researcher&rsquo / s home. All standard ethical procedures for research with human subjects were followed. Data was transcribed verbatim and a qualitative thematic analysis was conducted. Key themes were elucidated and data presented thematically. The key challenges cited included time management, self motivation and the social demands of being a mother. These tend to have&nbsp / adverse repercussions on academic excellence. The analysis revealed that though the young women are allowed to return to universities after becoming mothers, they face many challenges&nbsp / in trying to balance motherhood and the demands of schooling. Furthermore, the findings highlight the tension and ambivalence experienced by participants as they negotiate the social and cultural expectations of motherhood and their personal reality, in meeting the demands of motherhood as student mothers. In their struggle to meet the social and cultural expectations of&nbsp / motherhood, they placed tremendous emotional and physical stress upon themselves which manifested as guilt, physical exhaustion, psychological stress, physical illness and the desire to&nbsp / &nbsp / leave studies notwithstanding the value they attached to it. Although the participants challenged these expectations in various ways, the underlying nuances when they recounted their&nbsp / experiences, remain embedded in these societal and cultural expectations. However, in voicing their experiences, it was clear that they were not always simply accepting the status quo but at&nbsp / &nbsp / &nbsp / times challenging it, and thereby deconstructing the myths of motherhood that are so salient in current social and cultural contexts. The study also found that student mothers at UWC, at least&nbsp / &nbsp / on the basis of this small sample - do not appear to receive sufficient support on campus (physically, materially and emotionally). The study&nbsp / concludes that this group of student mothers face serious challenges as mothers and&nbsp / students and, further, that these challenges are exacerbated by the continued social expectations of women to be &lsquo / perfect&rsquo / mothers which, together with the material gender inequalities in sharing parenting care, could impede effective academic studies. The study recommends that universities play a stronger role in alleviating the challenges for&nbsp / &nbsp / such students. In addition, it recommends that more research be conducted in the area, possibly longitudinal studies, as well as studies that may be more generalisable.</p>

Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

The number of female secondary school students in Mozambique is very low. Different reasons are stated for this, but mainly that the students’ parents believe that education is better suited for boys than girls. Furthermore, the students who do attend education might face a low quality of education, lack of proper hygiene facilities, and run the risk of being sexually abused by teachers at school. This study took place at two schools in Maputo and the aim of this study was to find out how students in Maputo regard their secondary education and what factors they believe can affect their education. The main focus was on the female students, since they are the ones most likely having trouble with attending education. However, some data were collected from male students in order to make a limited comparison. Furthermore, some teachers and officials have also been interviewed and thus given their views on the issues. Most of the students’ future plans were to get into university in order to get a good job with a high salary. However, some wanted to get a job directly after secondary education. Regarding their present education, the use of alcohol and drugs in school, money, and the teachers’ handling of marks were brought up as problems. The students gave examples of how their fellow students drink and do drugs within the school area, but also on how they work with campaigns and meetings in order to prevent and stop it. The issue of money was mostly connected to the possibility and difficulty of entering university. These difficulties were also connected to the low number of places available at each course at the university and the students’ inability to pay the high fees. In the race for entering university, it was important to have good marks. However, the handling of marks was not always done in a professional way by the teachers. The students gave examples of how teachers demand money or sexual favours in exchange for good marks, and they were aware of the consequences of offering such sexual favours and provided many solutions to get rid of the problem. One solution was to avoid dressing ‘sexy’, while others were to start campaigns, meetings or groups where these issues are discussed. The teachers’ view was that Mozambican education faces many difficulties, such as too many students, lack of properly built schools, lack of material and the students’ lack of motivation. The teachers acknowledged that there is a problem of teachers abusing female students sexually, or selling marks to students, and emphasised that teachers have to follow the ethics of their profession. Much information on female education in Mozambique was provided by the ONP, the Ministry of Education and the Board of Education in the City of Maputo, where it was discovered that the number of female students in the city of Maputo is actually equal to the number of male student, despite the disparity in the country. Some of the teachers as well as the officials claimed that the issue of sexual abuse is most common in the countryside. However, the students’ awareness and experiences of the problem imply that it exists in Maputo as well, and that the students have the possibility to do something about it. Furthermore, it is evident through campaigns and work done by organisations and authorities that it is considered a problem which has to be stopped. Moreover, concerning all the issues the students find problematic, most of them show awareness and strength and will to change things for the better. Hence, when working for improving education and especially regarding the issues brought up by the students, it is important to listen to the students’ ideas and let them participate.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Ahlgren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students’ perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: 1. What are African American eighth grade female students’ perceptions and experiences as learners of science literacy? 2. In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between Feburary and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher’s log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as learners of science literacy: 1) the influence of family members, especially mothers and grandmothers, 2) the personal connections made to science concepts and real life, 3) the creative student-researched and designed projects, labs, and experiments.Trustworthiness and rigor were established through adherence to guidelines for establishing credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985).

<p>Advancement in education has ensured that there is parity in terms of enrolment for both females and males at tertiary institutions. However, women students continue to face challenges to advancing in education. Given that South African society remains highly gendered and that universities are historically male-dominated sites that do not necessarily cater for the particular&nbsp / needs of women (or children), one area of challenge may relate to having to balance parenting roles with the demands of being a student. For example, at the University of the Western Cape (UWC), students with children are prohibited from access to the residences, leaving them with no option but to seek alternative accommodation, where they can remain with their babies or look for childcare support from their relatives. While there is a growing body of work on the experiences of school-going pregnant and parenting learners, there is little work in the South African&nbsp / context of the experiences of women who are both parents and students at tertiary institutions. Since the national education system clearly supports and encourages life-long learning, an investigation into the conditions and experiences of learning for parenting students is important. The focus on women students was motivated by existing findings that show how normative gender roles persist and that women continue to be viewed as the primary nurturers with respect to the care of children. The purpose of this study was to explore the experiences of&nbsp / motherhood among young female students at UWC. The study was situated within a feminist social constructionist framework and a feminist qualitative methodology was employed. Two or more interviews were conducted with a group of eight participants, selected by convenient sampling, and aged between 18 and 30 years, each with a child or children under the age of five&nbsp / years. Interviews were conducted at the participants&rsquo / choice of location and at a time that was convenient to them. All interviews were audio-recorded and the tapes were kept safely in the researcher&rsquo / s home. All standard ethical procedures for research with human subjects were followed. Data was transcribed verbatim and a qualitative thematic analysis was conducted. Key themes were elucidated and data presented thematically. The key challenges cited included time management, self motivation and the social demands of being a mother. These tend to have&nbsp / adverse repercussions on academic excellence. The analysis revealed that though the young women are allowed to return to universities after becoming mothers, they face many challenges&nbsp / in trying to balance motherhood and the demands of schooling. Furthermore, the findings highlight the tension and ambivalence experienced by participants as they negotiate the social and cultural expectations of motherhood and their personal reality, in meeting the demands of motherhood as student mothers. In their struggle to meet the social and cultural expectations of&nbsp / motherhood, they placed tremendous emotional and physical stress upon themselves which manifested as guilt, physical exhaustion, psychological stress, physical illness and the desire to&nbsp / &nbsp / leave studies notwithstanding the value they attached to it. Although the participants challenged these expectations in various ways, the underlying nuances when they recounted their&nbsp / experiences, remain embedded in these societal and cultural expectations. However, in voicing their experiences, it was clear that they were not always simply accepting the status quo but at&nbsp / &nbsp / &nbsp / times challenging it, and thereby deconstructing the myths of motherhood that are so salient in current social and cultural contexts. The study also found that student mothers at UWC, at least&nbsp / &nbsp / on the basis of this small sample - do not appear to receive sufficient support on campus (physically, materially and emotionally). The study&nbsp / concludes that this group of student mothers face serious challenges as mothers and&nbsp / students and, further, that these challenges are exacerbated by the continued social expectations of women to be &lsquo / perfect&rsquo / mothers which, together with the material gender inequalities in sharing parenting care, could impede effective academic studies. The study recommends that universities play a stronger role in alleviating the challenges for&nbsp / &nbsp / such students. In addition, it recommends that more research be conducted in the area, possibly longitudinal studies, as well as studies that may be more generalisable.</p>

Darbo tikslas – įvertinti Klaipėdos universiteto studenčių pasitenkinimą seksualiniu gyvenimu ir ryšį su saviverte. Tyrimo metodika. Vienmomentiniame tyrime dalyvavo 379 Klaipėdos universiteto 1-4 kurso nuolatinių studijų studentės. Rezultatai. Trys ketvirtadaliai studenčių yra turėjusios lytinius santykius. Daugiau negu trečdalis respondenčių (37,8 proc.) lytinio akto metu visada naudoja apsisaugojimo priemones, o 6,6 proc. merginų visiškai nenaudoja jokių apsisaugojimo priemonių. Dažniausiai naudojama kontraceptinė priemonė – prezervatyvai (81,2 proc.). Dauguma merginų (63,0 proc.) yra patenkintos arba visiškai patenkintos savo seksualiniu gyvenimu. Didžioji dauguma respondenčių nors kartą gyvenime yra patyrusios orgazmą vaginalinio sekso metu. Pasitenkinimą seksualiniu gyvenimu reikšmingai didino antrosios pusės turėjimas, dažnesnis orgazmo patyrimas lytinių santykių metu, gera sveikata bei savęs gerbimas. Beveik visos merginos (94,7 proc.) turėjo vidutinę arba aukštą savivertę. Merginos, turinčios vidutinę ir aukštą savivertę, reikšmingai dažniau nurodė, jog yra patenkintos/visiškai patenkintos seksualiniu gyvenimu. Koreliacinių ryšių tarp pasitenkinimo seksualiniu gyvenimu ir savivertės nerasta. Nustatyti teigiami koreliaciniai ryšiai tarp įvairių seksualinių veiksmų dažnumo ir pasitenkinimo seksualiniu gyvenimu bei tarp savivertės ir įvairių seksualinių veiksmų. / The aim of the study: to evaluate female students‘ satisfaction of sexual life and connection with self-esteem in Klaipeda University. Methods. In epidemiological study involved 379 first-fourth year full-time female students of Klaipeda University. Results. Three quarters of the female students had sexual intercourse. More than a third of respondents (37.8 percent) during sexual intercourse always use contraception, and 6.6 per cent. females do not use any contraception. The most commonly used contraceptive method - condoms (81.2 percent). Most of the females with sexual experience (63.0 percent.) are satisfied or completely satisfied with their sexual life. The vast majority of respondents have experienced vaginal orgasm during sex for at least once in their life. The possession of the „second half“, more frequent orgasm during intercourse, good health and self-respect have significantly increased satisfaction with sexual life. Almost all women (94.7 percent) had medium to high self-esteem. Females with medium and high self-esteem, significantly more often indicated that they were satisfied / completely satisfied with sexual life. Correlations between satisfaction with sexual life and self-esteem were not found. The positive correlation was established between frequencies of different sexual activities and satisfaction with sex life and also between different sexual activities and self-esteem.

This master's thesis is focused on the negative life style aspects of the female students of the South Bohemian University and then on the influence of these aspects on the state of health. The theoretical part of the thesis includes the literary sources dealing with this issue and the practical part is based on the quantitative research that is the evaluation of at least 300 questionnaires having been filled in by the female students of all faculties of the South Bohemian University. The questionnaire consists of 35 items focused on the following spheres of a life style: physical activity, diet and water intake, sleep and relaxation, prevention, stress, sexual intercourse and drugs. The results of the questionnaire were evaluated by Excel SPSS and also by Pearson's chi square test. The aim of the thesis was also to compare the results with the results of the previous similar researches and to add a recommendation for students' better life style which presents the main contribution of this thesis. Namely, it was found out that the students' freshness depends on the number of hours they sleep during the night, then it was found out the dependence between the usual time of falling asleep and the students' freshness, the existence of the dependence between smoking and drinking of alcohol and the relation between the negative attitude to the physical activity and the reduced frequency of its doing. Another interesting finding was the fact that female students use less contraception than in the year 2010. The most stressing factor presents the university or studying, the food intake is increased by stressful time, they usually spend 3 or 4 hours with the internet, almost a half of them have ever been on a diet for the purpose of losing weight and 50 % of them are not satisfied with their weight.