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Emergency contraceptive pills and college women : factors influencing intention and use /Nelson, Heather A. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 144-158). Also available on the World Wide Web.
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The impostor phenomenon : an exploratory study of the socializing factors that contribute to feelings of fraudulence among high achieving, diverse female undergraduates : a project based upon an independent investigation /Wiener, Sara E. January 2008 (has links)
Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 76-77).
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Factors influencing the college entrance of the adult womenFolland, Laura Pooley January 2011 (has links)
Digitized by Kansas Correctional Industries
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A study of the phenomenon of higher ratio of female students in Education Faculty in HKUWang, Qian, 汪茜 January 2014 (has links)
This research is aims to explore the phenomenon of the higher ratio of female students in Education Faculty in HKU.
First of all, in the introduction part, the researcher will give some data supported by authoritative organization such as UGC to show that education disciplines always welcomed to female students when they are facing higher education major choice. Then, in order to study the higher ratio phenomenon in the Education Faculty in HKU, the research will use qualitative research method to do interviews. There is only one central research question: Why female students’ population proportion in education is so high? There are ten interviewees are invited to give their opinion in five related specific questions. In the finding parts, the interviewees’ idea to every question will analyzed in order to explore the deeper reasons behind this higher ratio phenomenon. By analyzing the records of the interviews, this research gives a description about why girls usually like to go to education disciplines. The researcher also puts forward some further thought about this phenomenon: though this fact might have both positive and negative effects, we should take an objective attitude towards it. To minimize its negative effect, it takes the effort of women themselves, the support from society and the cooperation of the educational circles. / published_or_final_version / Education / Master / Master of Education
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Mathematics Identities of Non-STEM Major Female StudentsGuzman, Anahu January 2015 (has links)
The mathematics education literature has documented gender differences in the learning of mathematics, interventions that promote female and minority students to pursue STEM majors, and the persistence of the gender, achievement, and opportunity gaps. However, there is a significantly lower number of studies that address the mathematics identities of students not majoring in science, technology, engineering, and mathematics (STEM). Even more elusive or non-existent are studies that focus on the factors that shaped the mathematics identities of female students not pursuing STEM majors (non-STEM female students). Because the literature has shown the importance of understanding students' mathematics identities given its correlation with student achievement, motivation, engagement, and attitudes toward mathematics, it is vital to understand the factors that influence the construction of mathematics identities in particular of those students that have been historically marginalized.
To address this issue, I explored the mathematics identities held by 12 non-STEM major students (six taking a remedial mathematics course and six others taking a non-remedial mathematics course) in one urban business college in a metropolitan area of the Northeastern United States. This study used Martin's (2000) definition of mathematics identity as the framework to explore the factors that have influenced the mathematics identities of non-STEM female students. The data for this qualitative study were drawn from mathematics autobiographies, one questionnaire, two interviews, and three class observations.
I found that the mathematics identities of non-STEM major female students' in remedial and non-remedial mathematics courses were influenced by the same factors but in different ways. Significant differences indicated how successful and non-successful students perceive, interpret, and react to those factors. One of those factors was non-successful students believe some people are born with the ability to do mathematics; consequently, they attributed their lack of success to not having this natural ability. Most of the successful students in remedial mathematics attribute their success to effort and most successful students in non-remedial mathematics attribute their success to having a natural ability to do mathematics. Another factor was successful students expressed having an emotional connection to mathematics. This was evident in cases where mathematics was an emotional bond between father and daughter and those in which mathematics was a family trait.
Moreover, the mathematics activities in both classrooms were scripted and orchestrated with limited room for improvisation. However, the non-remedial students experienced moments in which their academic curiosity contributed to opportunities to exercise conceptual agency and author some of their mathematics knowledge. Further, successful students in remedial mathematics did not have the ability to continue the development of positive mathematics identities given rigid classroom activities that contributed to a limited sense of community to support mathematics learning.
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移民與想像 : 新移民女大學生的女性角色憧憬 = Migration and imagination : female new immigrant university students' ideal womanhood陳慧敏, 01 January 2011 (has links)
No description available.
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The lived experience of women student mentorsRennick, Vikki 15 September 2005 (has links)
This is a phenomenological research study of the lived experience of
women student mentors at one community college located in an urban setting on
the West Coast. The study participants were women students who served as
mentors to other women at the community college who are participants in a
returning women's program. The researcher interacted with the study participants
over a nine-month time period. Interviews were held with the six mentor
participants prior to their mentoring experience, during the time of the mentoring
experience, and at the end of the mentoring experience. The data for this study
consist of interviews, observation, and field notes. The mentoring program
coordinator was also interviewed to provide for triangulation of data.
Six themes emerged from the interviews with the participants and
subsequent analysis of the data: Reflecting on past experience, wanting to help, setting and maintaining boundaries, experiencing strong emotions, relational support from other women, and mentoring as a reciprocal relationship.
The resulting implication for practice recommendations from this study for
community college administrators and student service professionals designing or
implementing mentoring programs are: provide training for mentors, provide ongoing support for mentors, offer an orientation for the mentees on responsibilities and
expectations, design the mentoring program to provide a full academic year for
the mentor-mentee pair to meet, provide benefit and rewards for serving as a mentor, and ensure adequate staffing of the program.
Recommendations for further research on student mentoring are provided.
They include additional research in the areas of women as student mentors, men as
student mentors, comparison of the experiences of male and female mentors,
retention studies on students who serve as mentors, college credit and training for
mentors, mentoring programs across individual college campuses, and a statewide
view of mentoring programs on college campuses. / Graduation date: 2006
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Self-gifts : consumer purchases of clothing gifts for themselvesCristi, Marie Abigail V. 05 May 1995 (has links)
Little empirical research has been conducted on self-gifts
as a phenomenon of consumer behavior. A review of
literature demonstrated that the phenomenon of self-gifts has
been studied from the conceptual aspect, such as self-gift
functions. Yet, our knowledge of self-gifts still remains
limited because many of the determinants of self-gifts have
not been explored (occasions and motivations, self-gifts
relation to self-concept, and cultural influences on self-gift
behavior). The purpose of this study was to identify
occasions that prompt female college students to purchase
clothing as a self-gift and some of their motivations for
purchasing clothing as gifts for themselves.
The data from the respondents was collected through
audio-recorded interviews and were transcribed and analyzed
by the researcher. A purposive, non-probability sample of 19
female college students was used.
The instrument used to measure the occasions and
motivations for purchasing self-gifts was the Self-Gift
Thematic Apperception Test (SGTAT) developed by Mick, DeMoss,
and Faber (1992). This instrument is a specially adapted
Thematic Apperception Test (TAT) based on Murstein's (1963)
criteria which was derived from the original TAT developed by
Murray (1938).
The respondents were shown four SGTAT stimulus pictures
of drawings of a young woman standing by a counter purchasing
a clothing item, with a salesperson nearby. The titles above
the drawings suggested common self-gift contexts based on
prior research (Mick et al., 1992; Mick & DeMoss, 1990a).
The four self-gift contexts were referred to as reward,
therapeutic, birthday, and nice-to-self.
Content and interpretive analysis were performed by
coding the occasions and motivations in the stories that were
reported by the respondents. Seventy-two usable Self-Gift
Thematic Apperception Test stories were produced (18
respondents by 4 self-gift contexts).
Results of the study indicated that personal situations,
which were related to significant life-transitions, work-related
matters, school-related matters, and interpersonal
relationship conflicts were strong occasions that prompted
the purchase of self-gifts. In addition, the results of this
study indicated that reward, therapeutic, and nice-to-self
are common motivations for purchasing gifts for the self.
These findings indicated that specific occasions and
motivations for purchasing self-gifts can be identified. / Graduation date: 1995
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The intrapersonal role conflicts of adult women undergraduate students /Mikolaj, Eda DiFilippo, January 1900 (has links)
Thesis (Ph. D.)--Ohio State University, 1983. / Includes vita. Includes bibliographical references (leaves 175-184). Available online via OhioLINK's ETD Center
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The contribution of snacking to the diets of freshman college womenHoughton, Leslie Anne 15 December 1981 (has links)
The nutritional impact of snacking on the diets of female,
freshman college students between the ages of 17 and 20 years was
assessed. Sixty-five women living in freshman residence halls at
Oregon State University recorded their dietary intakes and eating
habits for four days. Questionnaires concerning eating and activity
patterns were also completed. Dietary intakes were analyzed for
energy (kcal), protein, calcium, iron, vitamin A, thiamin, riboflavin,
niacin and ascorbic acid. The nutrient contents of snacks, meals,
and nutrient supplements consumed by the subjects were calculated.
Nutrient densities (nutrient/1000 kcal) of meals and snacks were
also calculated for the above nutrients. All subjects received a
Dietary Adequacy Score, which was computed from their mean daily intake
over the four-day period, by assigning one point for each
nutrient consumed at or above two-thirds of the RDA.
All but one subject snacked during the four-day recording
period. The subjects consumed a mean of 1.54 snacks daily, with
means of 0.19 morning, 0.47 afternoon, and 0.88 evening snacks.
With the exception of ascorbic acid, the mean nutrient desities
of snacks were significantly (p<0.01) lower than that of meals. The
mean nutrient densities of snacks were well below the RDA/1000 kcal
for all of the calculated nutrients, again, with the exception of
ascorbic acid. Snacks contributed about 20 percent of the mean
total energy intake; the proportions supplied by snacks to the mean
nutrient intakes were considerably lower (8 to 13 percent).
Meal frequency was negatively correlated with snack frequency
(r= -.24, p<0.05) and snack energy intake (r= -.40, p<0.01). Lunch
was the meal most negatively correlated with snacking frequency
(r = .33, p<0.01) and snack energy intake ( r= -.37, p<0.01). By
examining when snacking and when missed meals occurred, it appears
that snacks were often consumed as a result of missed meals rather
than the cause of them. Breakfast was missed most often and dinner
least often with snacking occurring most often in the evening and
afternoon. Snacks consumed at these times would not have interfered
with either lunch or breakfast.
Despite the relatively poor nutritional value of snack foods
eaten by the subjects (as evidenced by the low nutrient densities),
snacks actually improved the Dietary Adequacy Scores of 28 subjects.
However, 16 subjects exceeded the RDA for energy with the addition of
snacks, eight of whom were not included in the above group of 28
with the improved Dietary Adequacy Scores. But in all, 20 subjects
(31 percent) had their Dietary Adequacy Scores improved by snacks,
without exceeding the 2100 kcal RDA for energy.
The foods most commonly eaten as snacks were (in descending
order): cookies, cake and pastries; candy; fruit; dairy desserts;
popcorn; crackers, chips etc.; soft drinks; and alcoholic beverages. / Graduation date: 1982
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