This thesis explores the development of women's education in pre-independence Egypt from the mid-nineteenth century to 1922. It looks at women's educational facilities and women's access to education through the reigns of Muhammad Ali, Said, Ismail and the British occupation. While the rise in women's educational concerns on a formal level parallels the growth of modernist, Islamic reformist, and proto-feminist thought in the late nineteenth century, the relationship among the three groups vis a vis their respective positions on women's education differs and is therefore examined in the thesis. / Research on this topic reveals a correlation between the early women's movement, a strong proponent of women's education, and Egypt's national and Islamic reform movements. As each group espoused a vision of change for Egypt, one secular and the other decidedly more religious, the common denominator for social progress was the unanimous support for advancements, although conditional, in educational policies regarding women. Couched in a context of modernism, the pursuit of freedom from foreign control and the desire for Egypt to develop into a fully productive society, were indispensable aspects of the development of women's education.

The purpose of this study was to analyze the comprehensive continuing education programs and services for women at the following Midwestern Universities: the University of Michigan, the University of Minnesota, Oakland University, and the University of Wisconsin. The analysis sought to answer pertinent questions concerning (1) establishment of the programs, (2) objectives, (3) evolution of the programs, (4) academic offerings, (5) services provided, (6) clients served, (7) organization of the programs, (8) administration of the programs, (9) staff for the programs, (10) financial support, (11) facilities, and (12) future outlook for the programs. The study identified strengths of the programs in the areas of curriculum, research, staffing, administration, and services. Problems which have been encountered in the programs were identified and categorized in the areas of financial, administrative, and academic problems. It was also the purpose of the study to determine the persons and events most influential in fostering and hampering the continuing education of women in the programs. Further, it was the purpose of the study to propose a recommended plan for a continuing education program for women at the college level from the findings of the study and the professional literature. The first step in conducting the study was a thorough review of the literature. Descriptive research methods were utilized. On-campus visitations were made and program directors were interviewed. A questionnaire was formulated to provide data relative to strengths of the programs and problems which have been encountered. Based upon the findings of the study, the following conclusions were reached: 1. Conditions essential to the success of a counseling and guidance program for women include warm support from faculty and administration; confidence on the part of students; flexibility in the educational program; and high quality persons who are able to win faculty, administration, and student support. 2. One of the most important steps that can be taken by colleges and universities to support continuing education for women is to be committed to the concept. 3. One of the least expensive steps a college or university can take is to examine its own procedures, including degree requirements, class schedules, tuition and fee structures, course prerequisites, and the like, with the needs of the part-time student in mind. 4. All possible educational devices should be utilized to reach beyond the institution. 5. A course in the undergraduate curriculum pointing out to women the problems of re-entering a career after dropping out would be of value. 6. Colleges and universities should help gain society's acceptance of the part-time employment and education of women with family responsibilities whose skills are needed by our Country. 7. More information is needed through research about the career choices and patterns of women's lives who continue their education. 8. Institutions which have special programs for the continuing education of women should be evaluated, along with their patterns and participants, and the information should be made available. 9. Faculty members should be encouraged to keep careful records of majors and their subsequent activities. 10. Graduate and professional schools should move to accommodate the part-time woman student in their programs. 11. Colleges and universities should create additional high-quality home study materials for women during the homemaking years. 12. New channels and devices need to be developed to disseminate information about the need for the continuing education of women and about programs of continuing education. 13. Urban, area, state or regional centers should be established to coordinate the facilities of colleges and universities, museums, and educational television stations for use in continuing education programs. 14. There should be a review in the present regulation in the acceptance and transfer of credits from one institution to another. 15. The possibilities for independent study, reading, and research should be increased, along with opportunities for students to qualify for credits by examination. 16. Requirements should be liberalized for advance standing in programs of study by methods other than credit through examination.

The study examined the relationship between the sexrole stereotyping and the mathematic achievement of academicallytalented tenth grade females. The sample was drawn from two middle schools and one high school in the Lake Central School Corporation, St. John, Indiana. The sample included students in grades six and ten. The sixth grade sample was used forinstruments: the quantitative battery of the Houghton Mifflin Cognitive Abilities Test (CAT), the mathematics computation and mathematics concepts batteries of the CTB/McGraw-Hill Comprehensive Tests of Basic Skills (CTBS), and the Maferr Inventories of Feminine and Masculine Values. There was not a significant decline in the quantitative achievement of scores of academically-talented tenth grade females as determined by achievement scores from the females' seventh, eighth and tenth grade CTBS test. There were no significant differences in the seventh, eighth and tenth grade quantitative achievement scores of academically-talented tenth grade females as compared to male peers. A weak negative correlation was found between the non-significant changes of the tenth comparative purposes only. There werethree data gathering grade females' CTBS score means for seventh, eighth and tenth grade and the females' inclination toward family orientation, self orientation or a balance between the two as perceived the way the females actually were and, then, perceived the way the females' ideal woman would respond. Additional analysis resulted in the following: 1) tenth grade females indicated that the ideal female would be inclined toward self orientation; 2) sixth grade females indicated that the ideal female would be inclined toward a balance between family orientation and self orientation; and 3) sixth grade females were inclined to be self oriented, while sixth grade males were inclined toward an even distribution among the three - family orientation, balanced and self orientation. Recommendations for further research included: choosing an achievement test that would provide more differentiation (an out-of-level test might be considered); conducting a longitudinal study, following the sample through five years of school; finding a better method of gathering sex-role stereotyping data; increasingthe sample size; and locating a more representative geographic location for the study.

This thesis is a survey of the development of religious and secular colonial education for African girls and women in Afrique Occidentale Francaise, from 1819 to 1960. The historiography of colonial education in AOF has dismissed the education of African girls and women as they were numerically too insignificant to merit any special attention. / This study argues that an examination of educational objectives, institutions and curricula provides a rare and valuable window on French colonial discourse on African women. It was a discourse fed by sexism and ethnocentrism, that ultimately intended to refashion women's gender identities and roles to approximate those prescribed by the French ideology of domesticity. / The system took the form of a number of domestic sciences training centres that aimed to change the very social definition of what constituted an African woman--to remake her according to the Euro-Christian, patriarchal ideal of mother, wife and housekeeper. Colonial educators argued that such a woman, especially in her role as mother, was the best conduit for the propagation of French mores, practices, and most importantly, submission to French hegemony. / The final decades of formal colonial rule in AOF saw the emergence of a small African male bourgeoisie. Members of this class, called "assimiles", accepted to varying degrees French language, lifestyle and values. This study further examines how many of them embraced the ideology of domesticity and became active in the debate on African women's education and the need to control and transform their gender identities.

No description available.

This experiment demonstrated that it is possible to use classroom intervention to change the attitudes of female college students towards theoretical and applied chemistry. A pilot study was used to test the experimental design, develop measuring instruments and obtain some preliminary information on the attitudes of college science students. The experiment was of the pretest, post-test, experimental, control group design with a total sample size of 204 students. The treatment experienced by the experimental group consisted of a modified curriculum that included information about topics found by the researcher to be of interest to women, information about how chemistry benefits human health and the environment, a laboratory manual containing profiles of prominent Canadian women chemists and visits by women chemical engineers. Regression analysis of the data showed a significant positive change in the attitudes of the female students in the experimental group (p $<$.05) and there was some indication that more of them were contemplating a career in the theoretical or applied physical sciences. The experiment indicated the importance of sensitizing college instructors to the needs of female students. A series of recommendations for college instructors and the Ministry of Education resulted from this work.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 117-124). / Microfiche. / ix, 124 leaves, bound 29 cm

Thesis (M.S.)--University of Michigan, 1980.

Thesis (M.S.)--University of Michigan, 1980.

Thesis (DTech (Education))--Cape Peninsula University of Technology, 2007 / There are many challenges to girls' education. Each and every barrier is challenging in and of itself. Teenage pregnancy/motherhood is a major cause of schooling disruption. Research shows that about 4 in every 10 girls become pregnant at least once before age 20 (McDowell, 2003). In most cases, teen pregnancy/motherhood has resulted in the discontinuation of education for the girls, leading to the loss of a sustainable future. In South Africa, girls have the right to continue schooling in public schools even after becoming mothers. In the Western Cape, the Education Department introduced the Managing Learner Pregnancy Policy (MLPP) which guarantees pregnant or mothering learners a right to remain in public schools. Despite the MLPP, teen mothers face a number of challenges as learners - they feel marginalised by the schooling system. Consequently, it is not easy for the girls to succeed with their schooling. They experience pressure from teachers, fellow learners, parents and society. In most cases, the teen mothers receive very little support and they are usually misunderstood. Society perceives teen mothers as deviants, failures and irredeemable girls who can contaminate other girls and influence them to behave immorally. Teen mothers are stigmatised. The stigma and discourses that help to construct it are the forces that impact on the schooling processes of the teen mothers. In most cases, responses of educators, parents and communities towards teen mothers are affected by beliefs, values and attitudes situated in the discourses.