Indiana University-Purdue University Indianapolis (IUPUI) / Women are underrepresented in science, technology, engineering, and math fields (STEM), especially in higher levels. Researchers term this phenomenon "the leaky pipeline." While the issue is well-documented in the literature, little is known about its antecedents. The current study offers insight into factors that relate to career choice and contribute to the lack of diversity in STEM fields by investigating how sense of belonging and psychological capital (PsyCap) influence important psychological, academic, and career outcomes for women in these fields. Female undergraduate STEM majors were recruited for participation at two times during the fall academic semester (N=182 at time one, N=86 at time two) and data were analyzed using correlation and regression. Results provide support for the influence of both sense of belonging and PsyCap as important correlates of an individual's academic and career making decisions. Specifically, PsyCap mediated the relationship between belonging and well-being and belonging and career outcomes of engagement and participants' intentions to apply to graduate programs in an unrelated major. In addition, PsyCap moderated the relationship between sense of belonging and participants' intentions to switch majors and intentions to apply to graduate programs in a field unrelated to their current major. An increased understanding of the factors that contribute to the leaky pipeline in STEM will serve as a basis for developing further research questions and targeting interventions.

This study examines the major works of Judith Sargent Murray, Hannah Webster Foster, and Susanna Haswell Rowson, three major writers of the 1790s whose writing responds to the ideologies of the early American Republic. I suggest that Murray, Foster, and Rowson write conduct fiction which responds to the changing attitudes toward women and education after the American Revolution. Using fiction, these authors comment on the republican woman, the need for women’s education, and the necessity for women to gather in communities for support. Despite the prevailing notion that reading too many novels would corrupt young women, Judith Sargent Murray’s novella, The Story of Margaretta (1786), Hannah Webster Foster’s novels, The Coquette (1797) and The Boarding School (1798), and Susanna Rowson’s novels, Charlotte Temple (1794) and Reuben and Rachel; or, Tales of Old Times (1798), were some of the most popular books in the late eighteenth century. If these novels were not meant to be read by young women, who were the authors’ primary audience, why were they so popular? This project situates these questions in the political environment the authors were writing in to show that a relationship exists between what women were reading and how authors of conduct fiction helped facilitate the changing roles of women in the early Republic

Women constitute the largest proportion of the rural adult South African population. The rural areas host women with the lowest levels of education and skills training in the country. The lack of basic education and skills has resulted in many of them being marginalised, rejected and discriminated against, unemployed and living in poverty. These social problems have serious negative effects on them and their families, which is why the educational provision of Adult and Community Education and Training in South Africa is a significant tool for their socio-economic advancement. This educational provision is aimed at empowering adults in general, and rural women in particular, with the necessary livelihood skills to lead productive lives and consequently the study sought to investigate the socio-economic lives of rural women through skills training for poverty reduction in the Mthatha area of South Africa. A qualitative research approach and an exploratory design were employed for the study. A sample of 35 participants, comprising 20 female learners, 4 educators, and 7 former learners were in addition to 4 learners selected for a focus group discussion. Other instruments with which data were collected constituted in-depth individual interviews and documentary analysis. The theories underpinning the study are Maslow‘s theory of motivation, empowerment theory and critical pedagogy. Among others, the findings revealed the absence of adequate resources with which to empower rural women and consequently the study recommends that Adult and Community Education and Training providers include programmes that can up-skill rural women based at community learning centres in an effort to enhance their economic development. Community learning centres must be fully resourced in terms of facilities and appropriate learning tools to render Adult and Community Education and Training a beneficial educational intervention for these rurally based women. / Educational Studies / Ph. D. (Socio-Education)

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

Indiana University-Purdue University Indianapolis (IUPUI)

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)

The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem. / M. Ed. (Adult Education) / Educational Studies

This thesis is a critical review of educated women’s leadership in their emancipation in Ethiopia. Did they provide leadership and to what extent? It is to be noted that educated women’s leadership has been of great importance to women’s emancipation worldwide. Strong leadership was also the driving force behind women’s movements and feminism everywhere. However, the role of educated women in Ethiopia is hard to discern and their leadership efforts are largely invisible. On the other hand, many among the educated also lack the passion and desire to commit themselves in the fight for women’s emancipation. In this thesis I researched the settings and frameworks of women’s leadership and discussed the factors that function as limitations and/or opportunities. Overall there were more limitations than opportunities. These limitations are often historically rooted in the country’s religious, cultural, economic, political and traditional systems. And, as much as history and religion can be a source of strength and pride for many, they can also be a serious obstacle. The political regime of the Derg also scarred an entire population to the extent that despite the currently proclaimed ‘freedom’ of the EPRDF ruling party, women remain reluctant to step forward and claim their rights. The ruling party appears to appropriate women’s emancipation as a “private” interest and to use it for political gain, in the same manner as the Derg regime had done before it. Nowhere is there any sign of genuine freedom and equality for women in practice. Rhetoric reigns supreme through laws and policy documents, but they are not matched by genuine actions and concrete strategies. The traditional religious base of society is also making it more difficult to challenge autocratic tendencies of the ruling elite. The effect is that civil society is slowly being pushed to extinction, leaving the ruling party in charge as the main actor in all public services. This has serious consequences for the genuine emancipation of women in the country. The thesis finds that women’s leadership is not a luxury or personal demand, but a crucial step for the development of the country at large. It is encouraging to note that there are different sections of active women in the country waiting for strong leadership, leadership that can unite them into a movement and guide them on their unique emancipation paths. After all, it is only women themselves who, with their existing epistemic advantage, can transform their situation and change their status. / Sociology / D.Litt. et Phil. (Sociology)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-29T11:33:01Z No. of bitstreams: 1 Maria Júlia Alves Garcia Montero.pdf: 5192514 bytes, checksum: 7d38eae0fd495448df4ad8b63cb80da2 (MD5) / Made available in DSpace on 2018-08-29T11:33:01Z (GMT). No. of bitstreams: 1 Maria Júlia Alves Garcia Montero.pdf: 5192514 bytes, checksum: 7d38eae0fd495448df4ad8b63cb80da2 (MD5) Previous issue date: 2018-08-09 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present work analyzes two alphabetization programs that took place in Latin America: National Literacy Crusade "Heroes and Martyrs for the Liberation of Nicaragua" (CNA), held in Nicaragua in 1980, and the Youth and Adult Alphabetization Movement of São Paulo (MOVA-SP), carried out between the years of 1989 and 1992, in São Paulo, both organized based on the ideas of Paulo Freire, counting also with his direct participation. We have studied how, and if, the theme of feminism appears in the official documents of both programs, and whether the presence of this theme in these documents is due to the existence or not of a movement - or organization - of women in the country with the vanguard character, as Marta Harnecker conceptualizes. The concepts of gender, patriarchy and sexual division of labor, coined by authors such as Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, among others, were the theoretical basis of the present study. The research was conducted through documentary analysis. We studied official documents (political-pedagogical project, booklets, among others) of the two programs and analyzed a) if the subject of gender relations appeared; b) whether this appearance reinforced or questioned patriarchal gender relations; c) how it appeared, whether directly, indirectly, and in what context. We were able to conclude that the Nicaraguan documents have a greater presence of the theme, and that this is due to a more organized and centralized women's movement that, unlike the São Paulo movement - then fragmented and with a predominantly institutionalized activism - directly influenced alphabetization in the country. We do not affirm this, however, without reservations, since in both programs feminism appears as a very specific "subject", which reveals a difficulty in dealing with the theme of feminism transversally and even a theoretical difficulty in relation to it / O presente trabalho analisa dois programas de alfabetização que ocorreram na América Latina: A Cruzada Nacional de Alfabetização “Heróis e Mártires pela Libertação da Nicarágua” (CNA), realizada em 1980 na Nicarágua, e o Movimento de Alfabetização de Jovens e Adultos de São Paulo (MOVA-SP), realizado entre os anos de 1989 e 1992, em São Paulo, ambos organizado com base nas ideias de Paulo Freire, contando inclusive com sua participação direta. Estudamos como, e se, o tema do feminismo aparece nos documentos oficiais de ambos os programas, e se a presença ou não deste tema em ditos documentos deve-se à existência ou não de um movimento - ou uma organização - de mulheres no país com o caráter de vanguarda, como conceitua Marta Harnecker. Tivemos como base teórica do presente trabalho os conceitos de gênero, patriarcado e divisão sexual do trabalho, cunhados, respectivamente, por autoras como Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, entre outras. A pesquisa foi realizada por meio da análise documental. Estudamos documentos oficiais (projeto político-pedagógico, cartilhas, entre outros) dos dois programas, e analisamos a) se o tema das relações de gênero aparecia; b) se essa aparição reforçava ou questionava as relações patriarcais de gênero; c) como ele aparecia, se de forma direta, indireta, e em que contexto. Pudemos concluir que os documentos nicaraguenses têm uma presença maior do tema, e que isso se deve a um movimento de mulheres mais organizado e centralizado que, ao contrário do movimento paulistano - então fragmentado e com uma atuação majoritariamente institucionalizada -, influenciou diretamente a alfabetização no país. Não afirmamos isso, no entanto, sem ressalvas, uma vez que em ambos os programas o feminismo aparece como um “tema” bem específico, o que revela uma dificuldade de transversalização do feminismo e mesmo uma dificuldade teórica com relação a ele

Since 2005, the United States has experienced a significant influx of international students from Saudi Arabia, particularly women (Bollang, 2006). The American educational structure is something Saudi women have never experienced due to the vast differences between both cultures in all facets. There is very little to no research conducted on Saudi Arabian women pursuing higher education in an academic culture drastically different from what they are accustomed to. A review of current literature illustrates the critical need for a more in- depth analysis of this phenomenon. Although there is much research available regarding the subjugation of Saudi women in the past and present, the surge in Saudi women pursuing education in the United States has not been researched. This thesis study explores how Saudi women are adapting to the differences in educational structural between what they have experienced back home and what they are experiencing here at Oregon State University. This study also looks at how Saudi women are adapting to the differences in teaching methods at OSU in comparison to what they are used to back home. The traditional teacher-centered approach versus that at OSU that heavily incorporates a student-centered approach. This study utilizes qualitative research methods to find common themes that arose from interviews with the sample group. Findings suggest that the Saudi women studying at Oregon State University developed intercultural competence due to their strong personal desire to succeed in their studies abroad. These Saudi women also proved to have strong levels of motivation and desire to succeed academically in hopes that they will return to their country and assist in improving the status of women. / Graduation date: 2012