This study is concerned with the problem of determining and analyzing the characteristics and concerns of Hispanic women who are enrolled in a large metropolitan community college district. The purposes include (1) the description of demographic data on these Hispanic women in terms of (a) specific group ethnicity, (b) marital status, (c) estimated total income, (d) age, (e) number of hours currently enrolled, (f) number of dependent children, (g) number of hours employed per week, and (h) language usage (English or Spanish); (2) identification of the concerns of these students; (3) determination of the degree of concern as reported by these Hispanic women students regarding specific problems; (4) assessment of the relationships between the demographic characteristics and the degrees of concern about specific problems. The study population sample is composed of 748 Hispanic female students from the Tarrant County Community College District enrolled for at least one credit hour during the Fall Semester of the 1984-1985 academic year. The sample for the study is 400 randomly selected students from this population. A survey instrument originally developed by Kathie Beckman Smallwood was revised for this study and produced a 52.25 per cent response return. Response frequencies and percentages were gathered to show degree of concern for each problem and the characteristics of the Hispanic female students. Mean scores to show the average degree of concern are also reported for each potential problem. Chi square contingency coefficient was used to show every possible association between concerns and demographic variables. The findings indicate that Hispanic female students concerns are academically and career oriented. Respondents indicate that getting a good job after graduation is their primary concern. Ability to succeed in college is the second highest reported concern followed by knowing how to study efficiently. Seventy four per cent of the respondents are Mexican-American, three-fourths are part-time students, over half are working from 21-40 hours per week, and over half report an estimated total family annual income of under $15,000. The lower the income, the greater the degree of concern for several problems.

Magister Philosophiae - MPhil / 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 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 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 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 years. Interviews were conducted at the participants 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 researchers 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 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 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 motherhood, they placed tremendous emotional and physical stress upon themselves which manifested as guilt, physical exhaustion, psychological stress, physical illness and the desire to 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 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 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 on the basis of this small sample - do not appear to receive sufficient support on campus (physically, materially and emotionally). The study concludes that this group of student mothers face serious challenges as mothers and students and, further, that these challenges are exacerbated by the continued social expectations of women to be perfect 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 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. / South Africa

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Made available in DSpace on 2016-08-19T18:15:55Z (GMT). No. of bitstreams: 1 Helone Eloisa Frazao Guimaraes Faray.pdf: 330641 bytes, checksum: 10147d27f87acff1a0cc466f765c9c7c (MD5) Previous issue date: 2008-07-03 / The research objective the study of the determinants factors of the practical of contraceptive methods between colleges student of the health area. It was used of form with structuralized questions applied the 440 colleges student with age of 18 the 24 years of Faculdade Santa Terezinha (CEST). The analysis statistics it s being through the program Epi-Info and by means of the test qui-square. Amongst the searched colleges student 66.7% they had answered already to have initiated the sexual life. Most part of the colleges student initiated the sexual life with the age of 19 - 20 years 41.9%. In the first sexual relation 65.2% it used some contraceptive method. The used method more in the first sexual relation was condom 80.3%, currently 82.7% of the colleges student they use contraceptive and the preference continues being condom 84.9%. The majority of the colleges student declared to present frequency in the sexual relations of one or more times in week 54.2% and with a partner in the year 78.9%. The results in this population show that it has a proeminence for the bachelor condition, say to know condom as contraceptive method and affirm not to present doubts about the methods. Already they had initiated the sexual life and they had used contraceptive in the first relation presenting the frequency of one or more times in week and a partner in the last year. / O objetivo desta pesquisa é estudar os fatores determinantes da prática de métodos contraceptivos entre universitárias da área da saúde. Utilizou-se um formulário com perguntas estruturadas aplicado a 440 universitárias com idade de 18 a 24 anos da Faculdade Santa Terezinha (CEST). A análise estatística foi realizada através do programa Epi-Info e por meio do teste qui-quadrado. Dentre as universitárias pesquisadas 66,7% responderam já ter iniciado a vida sexual. Grande parte das universitárias iniciou a vida sexual com a idade entre 19 a 20 anos 41,9%. Na primeira relação sexual 65,2% usou algum método contraceptivo. O método mais utilizado na primeira relação sexual foi o condom 80,3% e, atualmente, 82,7% das universitárias utilizam contraceptivo e a preferência continua sendo para o condom 84,9%. A maioria das universitárias declarou apresentar freqüência nas relações sexuais de uma ou mais vezes por semana 54,2% e com um parceiro ao ano 78,9%. Os resultados nesta população mostram que há uma predominância para a condição de solteira, dizem conhecer o condom como método contraceptivo e afirmam não apresentar dúvidas com relação aos métodos. Já iniciaram a vida sexual e usaram contraceptivo na primeira relação apresentando a freqüência de uma ou mais vezes por semana e um parceiro no último ano.

Magister Psychologiae - MPsych / Tobacco smoking is the second major cause of preventable deaths in South Africa. The Western Cape has the second highest smoking rates in South Africa and the highest smoking rate among young women. Previous studies indicate that female smokers are more vulnerable to the harmful effects of smoking than males. The aim of this study was to investigate the knowledge, attitudes and beliefs regarding health risks of tobacco use among female undergraduate students at the University of the Western Cape. A sample of 210 female psychology 1 students were recruited and served as research participants. Data was collected using a self-administered questionnaire adapted from instruments measuring knowledge, attitudes and beliefs regarding the health risks of tobacco smoking. Descriptive and Inferential statistics were used to analyse the data. The Health Belief Model was used as the theoretical framework for this study. The results showed a 20% prevalence of smoking among the students. Differences were found among smoking and non-smoking participants regarding their knowledge, attitudes and beliefs about the health risks of tobacco smoking. The results of the study may inform smoking prevention and intervention strategies aimed at female students on campus.

Educational attainment among Hispanic populations in the United States remains a challenge, particularly among Mexican Americans who exhibit lower rates of degree completion. This dissertation examined the influence of cultural factors, specifically familism and collectivism, on the educational experiences of Mexican American undergraduate women at San Joaquin Delta College (SJDC) in California's San Joaquin Valley. The study aimed to elucidate how levels of familism and collectivism predict social, academic, and psychological support needs, as well as success strategies among this demographic. Literature highlights the significance of familism, emphasizing familial obligations, and collectivism, prioritizing group harmony, within Mexican American communities. Mexican American daughters often face conflicting demands between familial responsibilities and educational aspirations, a phenomenon previously underexplored in quantitative research. The research employed a quantitative survey design, distributed to undergraduate Mexican American female students at SJDC. The survey included scales measuring familism, collectivism, and social support, as well as researcher-developed scales for academic support, psychological support, and success strategies. Data collection and analysis adhered to rigorous standards, including IRB approval and comprehensive statistical analyses. Results revealed significant correlations between familism and the need for social and psychological support. Students with higher familism scores reported greater reliance on family networks for emotional sustenance but also experienced increased stress from balancing family obligations with academics. Collectivism was positively associated with utilizing peer study groups and seeking academic support. Interestingly, students with moderate levels of both familism and collectivism demonstrated the most effective use of success strategies, such as time management and goal setting. These findings informed tailored interventions at SJDC to enhance support services and promote academic persistence. Recommendations included developing family-inclusive academic counseling programs and culturally sensitive peer mentoring initiatives. This study contributes to discussions on addressing educational inequities and fostering inclusivity within Hispanic-serving institutions. It underscores the importance of considering cultural factors in designing support systems for underrepresented student populations. Future research directions include longitudinal studies to track the impact of culturally informed interventions on graduation rates and career outcomes for Mexican American women in higher education.

Doctor of Philosophy / Department of Apparel, Textiles, and Interior Design / Joy M. Kozar / Today, home economics in Saudi Arabia, in particular, apparel and textiles programs (AT) typically emphasize two major areas: apparel design and textile science. However, AT programs in Saudi Arabia need to evolve to help students take advantage of new job opportunities in the apparel retail sector. Establishing an apparel merchandising track in AT programs in Saudi Arabia will provide women with better preparation to succeed in the industry. Until recently, most female graduates of home economics programs in Saudi Arabia were prepared for teaching positions. The purpose of this study was to develop an apparel merchandising program for the AT discipline in Saudi Arabia. Qualitative data were collected in three phases to examine the focal points of choosing the new curricula: (a) the nature of the subject matter, (b) the nature of society, and (c) the nature of individuals. In Phase 1, the content of the top apparel merchandising programs in the US was examined to explore the nature of the subject matter. In Phase 2, the perceptions of industry professionals in Saudi Arabia were explored by interviewing 21 human resource managers and apparel store managers. Finally, the AT students’ needs to succeed in the apparel industry were examined by interviewing 17 female students. The data were analyzed by utilizing the word-based technique as well as comparing and contrasting responses to each question. The findings for all three phases were combined and compared to identify the knowledge and skills that need to be added to the new apparel merchandising track for AT discipline in Saudi Arabia. Results of the study indicated that all three phases reported the importance of considering hard skills, or content and process knowledge, and soft skills, or professional attitude and skills, in preparing AT student for the apparel retail industry. AT major knowledge, business knowledge, mathematics, as well as professional skills (e.g., communication, commitment, teamwork, English language, lifelong learning, and experience) are found to be essential for the success of Saudi women in the apparel retail industry. For AT educators in Saudi Arabia, this knowledge and skills have to be addressed in the apparel merchandising program.

"The major purpose of this study as (1) to revel by means of comparison the extent to which the college freshman and college senior woman is adjusting to the problems and conditions which confront her and the extent to which she is developing a normal, happy, and socially effective personality; (2) to interpret rightly the data collected from the group studies in order that plans for personality improvements may be made, and to offer a working basis for guidance in personality development; and (3) to study the social and economic factors concerning their home background the year preceding their entrance into the college, and to discover the effect, if any, upon the personal and social adjustment of each group."--2.

Cette thèse porte sur la forte alcoolisation ponctuelle des étudiantes irlandaises. Il s’agit en premier lieu de comprendre la progression récente de cette pratique en l’envisageant à partir d’échelles différentes : une perspective à la fois « macro » et comparative à l’aide d’une revue de littérature et une autre « micro », grâce à une recherche empirique qualitative. Celle-ci a été menée à partir de 40 entretiens individuels semi-directifs avec des étudiantes d’un même établissement. L’analyse de leurs perceptions quant à leurs pratiques, leurs prises de risque associées, leurs motivations et des facteurs socio-culturels facilitera l’élaboration de futurs programmes de prévention. Une philosophie de recherche de type écologique a été adoptée, suivant le principe que seule une approche multidisciplinaire permettrait une compréhension globale de ce fait social. Parmi les principaux résultats, nous retenons que la majorité des participantes irlandaises pratiquent le « binge drinking » de façon hebdomadaire. Ceci constitue un obstacle à leur socialisation avec celles d’origine étrangère qui, elles, ne s’y adonnent pas. Le « boire irlandais », en tant que revendication identitaire nationale, s’est en fait utilisé que comme prétexte par des étudiantes qui souhaitent avant tout reculer les échéances de la vie adulte en se cantonnant dans une « post-adolescence ». De plus, cette forme d’alcoolisation correspond moins à une quête d’égalité avec les garçons qu’à un désir de faciliter les rapports de séduction. Enfin, en buvant ainsi, elles cherchent davantage à s’affirmer comme jeunes que comme femmes ou Irlandaises. / This thesis focuses on the heavy episodic alcohol consumption of Irish female students. Firstly, it aims to understand the recent increase of this type of drinking by considering it from different perspectives. A macro and comparative analysis was provided by the literature review as well as a micro one through a qualitative research. Semi-guided individual interviews of 40 female students from the same third-level educational establishment were conducted. A research philosophy of an ecological nature was selected, following the principle that only a multi-disciplinary approach could provide an overall understanding of such a social fact. The key findings reveal that the majority of participants “binge drink » on average twice weekly. This represents an obstacle to their socialisation with female students from foreign origins, who tend not to drink heavily when they socialise. The “Irish drinking”, as a celebration of a national identity, is being used by many participants as an excuse. They try, in fact, to postpone as long as possible, adult roles and responsibilities by shutting themselves away in a “post-adolescence” period. Furthermore, for them, this type of alcohol consumption signifies less a search for equality with their male counterparts than a desire to interact with and seduce them. Finally, by drinking this way, they attempt to affirm themselves as youth rather than as women or Irish.

Research has shown that female students experience discrimination and prejudice in male-dominated higher education, which in turn could result in a lower sense of belonging. This study collected data from 53 female students in different majors and countries with the help of two surveys (one in Swedish and one in English). The aim of the study was to highlight the experience of women in male-dominated education. The survey had statements that the participants were asked to rate on a five-point Likert scale and open-ended questions where they were encouraged to write based on their own experience with discrimination and prejudice. The results were analyzed with thematic analysis and with Spearman’s rho correlations. The findings support the hypothesis that women experience discrimination and prejudice in male-dominated education. Both male classmates and male professors have acted in a discriminating way and have questioned women’s abilities. However, the female students rated the instances as “not severe”. The findings found no support for the hypothesis that female students would feel a lack of belonging. Further measures are needed in order to eliminate discriminatory behavior (e.g., hire more female professors, equality education for all professors). / Forskning har visat att kvinnliga studenter upplever diskriminering och fördomar i mansdominerad högre utbildning, vilket kan resultera i en lägre känsla av tillhörighet. Den här studien samlade in data från 53 kvinnliga studenter i olika huvudämnen och länder med hjälp av två enkäter (en på svenska och en på engelska). Syftet med studien var att belysa kvinnors upplevelser i mansdominerad utbildning. Enkäten hade påståenden som deltagarna ombads betygsätta på en femgradig Likert skala och öppna frågor där de uppmuntrades skriva baserat på deras egna upplevelser av diskriminering och fördomar. Resultaten analyserades med tematisk analys och med Spearman’s rho korrelationer. Resultaten ger stöd för hypotesen att kvinnor upplever diskriminering och fördomar i mansdominerad utbildning. Både manliga klasskamrater och manliga professorer hade agerat på ett diskriminerande sätt och ifrågasatt kvinnors förmågor. Däremot värderade de kvinnliga studenterna händelserna som ”inte allvarliga”. Resultaten fann inget stöd för hypotesen att kvinnliga studenter skulle känna brist på tillhörighet. Vidare åtgärder krävs för att eliminera diskriminerande beteende (till exempel anställa mer kvinnliga professorer, jämställdhetsutbildning för alla professorer).