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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Uncommon women, uncommon choices: Mount Holyoke College alumnae in Hong Kong and their choices, experiencesand outcomes of attending a women's college

Fong, Wai-shan, Vanessa., 方蔚珊. January 2012 (has links)
Perhaps in the majority of higher education institutions, women’s issues no longer register as being a significant and important area of research. Perhaps the value of a women’s college is the culture of these institutions where women’s voices matter, where resources are focused on women and where issues related to women are always a part of the agenda. This in itself makes women’s colleges a fascinating topic of study. The aim of the study was to understand why Mount Holyoke College alumnae based in Hong Kong chose to attend Mount Holyoke, their experiences while at Mount Holyoke and how it has affected them in terms of further education and their careers. My research had several sub-themes and the literature reviewed was also in separate categories. I looked at the history of women’s colleges in the United States, as well as the changing patterns of enrollment and recent history of women’s colleges in the United States. Women’s colleges comprise a very small number of institutions in the United States and as many are liberal arts colleges, can be seen as a sub-group of liberal arts colleges. I therefore reviewed literature on liberal arts colleges as well to situate that in the broader picture of higher education in the United States. I could not neglect looking at women’s colleges around the world, as they are crucial in understanding the role women’s colleges in the United States have played. By framing my research using ‘centers’ and ‘peripheries’, I sought to explore some of the contributions that women’s colleges in the United States have played, whether as the ‘center’ or the ‘periphery’ institutions. / published_or_final_version / Education / Master / Master of Education

Dead Before Coed?: Perceptions of Women's Colleges in Male Dominated Society

Fawcett, Zoe 16 December 2015 (has links)
The question of the necessity of women’s colleges has been posed by a variety of online news sources. Headlines reading, “Are Women’s Colleges Outdated?” and “Why Women’s Colleges Are Still Relevant” are sprinkled throughout the webpages of news conglomerates like Forbes, The Huffington Post, and Jezebel. I argue that the belief in a post-sexist society and the prevalence of hegemonic masculinity renders the necessity of women’s educational institutions invisible. Through an anti-racist feminist lens with a focus on the hegemonic practices of our patriarchal society, I shed light on how women’s colleges are currently positioned in the United States. I conducted a discourse analysis on 40 articles about U.S. women’s colleges in the corporate press from 1970 to 2015. Data analysis reveals that women’s colleges are depicted in the media as struggling for survival in our society, regardless of studies that document their strengths. They have faced and continue to face image issues, financial issues, and the reinforcement of heteronormativity throughout their history. These issues play a major role in how the media depicts them.

The women's college, with special reference to Royal Victoria College, McGill University /

Dudkiewicz, Zina. January 1982 (has links)
No description available.

An evaluation of concepts and their related competences for the study of the family in women's liberal arts colleges

Miller, Sister Mary Claudelle, January 1968 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Proposed programs in the Christian women's two-year colleges in Korea.

Lee, Dong Wook. January 1974 (has links)
Thesis (Ed.D.)--University of Tulsa, 1974. / Bibliography: leaves 132-142.

The Coeducation of Women's Colleges: are Women Still Engaged?

Lamb, Marybeth January 2011 (has links)
Thesis advisor: Ana M. Martinez Aleman / Colleges and universities within the United States are continuously looking at ways to assess and measure student outcomes, academically as well as psychosocially. Student engagement measures have come to the forefront of assessment tools as a way for college administrators to determine whether their students are actively engaged in programs and activities on campus and whether this participation actually affects their retention and persistence. Women's colleges have been studied extensively as an alternative to the coeducational college environment for women. Founded on the premise of providing a higher education to an underserved population of women, women's colleges have evolved to providing an educational environment that serves to empower and enlighten their female students. However, over time, the number of women's colleges have declined through closure, merger or coeducation. The purpose of this study was to determine whether there was a significant difference in engagement levels of female students who attended former women's colleges and those who attended historically coeducational colleges or women's colleges. Exploring the engagement levels of students attending coeducational colleges that were founded as women-only, with the corresponding woman-centric educational experience, it can be determined whether that history and commitment continue and result in an educational environment that engages women significantly more than an institution that was coeducational from its inception. Using the NSSE benchmarks, HLM and ANOVA was used to determine any relationship between time from coeducational transition or male enrollment percentage and engagement levels. Interaction effects were also explored. Results of this study reveal three conclusions. First, consistent with the literature, students attending women's colleges are reporting higher engagement levels across all benchmarks when compared to their peers attending former women's colleges and historically coeducational colleges. Second, the engagement levels of female students attending former women's colleges are split along academic and psychosocial lines. Third, consistent with the "chilly climate" literature, increasing male enrollment percentage was linked to lower reported engagement levels by women attending former women's colleges. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Higher Education Administration.

Discourses of Menstruation: Public and Private Formations of Female Identity

Matteson, Emily G 01 January 2014 (has links)
Menstruation is a biological process, but it is also laden with cultrual meanings that produce society's understandings of both the body and "womanhood." The experiences of those who menstruate both reveal and inform the ways that culture mediates the relationships between biology, the body, sex, and gender. This study examines the ways that students at Scripps College, a women's college in Claremont, CA, understand and experience menstruation as part of living in an environment where the majority of students identify as female. Through ethnographic interviews, I demonstrate the ways that students use menstruation to re-envision distinctions between public and private spheres, to evaluate their relationships with other people, to gain knowledge about the body, and to question what it means to claim a female identity. The discourses of menstruation at Scripps reveal that although there is a dominant construction of the women's college as an "ideal women's space," in practice students continue to adhere to sociocultural restrictions placed on the menstruating female body, even as they attempt to create a more positive discourse.

Wilson : the college that refused to die

Longacre, Judith Evans January 1993 (has links)
This is a history of Wilson College, Chambersburg, Pennsylvania, from 1868 until 1981. It attempts to discover why Wilson, a small, private liberal arts college for women, managed to survive despite financial and enrolment problems which forced many other institutions to close in the 1960s and 1970s. / This thesis locates Wilson historically among institutions of higher learning in the United States; traces the development of the College in terms of its founding, governance, curriculum, and campus life; and examines events leading up to Wilson's near demise in 1979. Wilson's small size, its practice of encouraging congenial interaction between students and faculty, its commitment to teaching, its long term affiliation with the Presbyterian Church, and its close ties with the community of Chambersburg are cited as factors contributing to Wilson's renaissance. / What makes Wilson more interesting than other small women's colleges of its class was the fact that its alumnae, students, and faculty successfully fought the Trustees' decision to close the College because of financial pressures and dwindling enrolment. In 1979 Wilson became the only college in the United States ever ordered to remain open by a court of law.

Polishing cornerstones Tift College, Georgia Baptists' separate college for women /

Harris, Darin S. January 2008 (has links)
Thesis (Ph. D.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed July 13, 2010) Philo A. Hutcheson, committee chair; Deron Boyles, Sheryl Gowen, Wayne J. Urban, committee members. Includes bibliographical references (p. 197-208).

Private colleges for women and junior college graduates in New Jersey /

Senderak, Mary George, January 1971 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: Walter E. Sindlinger. Dissertation Committee: Richard Videbeck. Includes bibliographical references (leaves 102-110).

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