Teaching mathematics for social justice or critical mathematical literacy is said to have the potential of providing all students with equal access to mathematics education. The researcher used a case study approach to investigate the factors that affect female students’ development of sociopolitical consciousness and social agency through reading and writing the world with mathematics (RWWM). In conducting a 3-week study in an all-girls high school in New York, NY, students (N = 5) completed three mathematics lessons that addressed issues relating to racial profiling, education versus income earnings, and HIV/AIDS in Canada. This study contributes new insight into female students’ learning outcomes and dispositions. In doing so, this study contributes to the research relating to students’ development of sociopolitical consciousness and sense of agency as students “read and write the world” with mathematics. The results indicated that although some students had some previous knowledge of social justice issues, the incorporation of social justice educated them about the most pressing issues of today, thereby creating an increased awareness. Although the majority of the participants revealed that they developed a motivation to learn mathematics through a sociopolitical lens, some participants expressed negative feelings as a result of a social justice awareness. When investigating how students develop sociopolitical consciousness through reading the world with mathematics, participants reported using data as evidence of the severity of current social justice issues, relating mathematics to the issues in the real world, and an overall effect of developing a strong connection with the social justice issues. In participating in this study, participants noted the following positive aspects that encouraged them to use mathematics to write the world: having hard proof or evidence on the existence of social injustice, making mathematics more understandable and interesting, and developing an understanding of the real purpose of statistics. As for what prevents participants from developing social agency, students indicated that the lack of teacher guidance on how to take actions added to their not being clear about how to “write the world” with mathematics.

This dissertation analyzes transformation in early 21st century educational practice through the lens of information technology (IT) use at a private, women's university in Jeddah, Saudi Arabia. Academic and extracurricular Internet use, which is enabled through ubiquitous mobile devices, students' attitudes toward information and communication technology (ICT), and the nature and purpose of their activities in social network sites (SNS) will be discussed alongside critical analysis of peer-to-peer teaching and learning in relation to knowledge production and educational practice. Richly ethnographic discussion delves into emerging global education paradigms that are (re)configuring the experience of women's higher education in Saudi Arabia and influencing women's participation in public, economic, and political spheres from which they might have been previously excluded. This dissertation also seeks to engage bigger questions about young people's intimate relationships with ICTs and the nuances of the networked spaces in which they experience life online as students and citizens coming of age as members of the digital generation.

Esta dissertação estuda as referências à moda nos contos a A mulher de preto e Miss Dollar, reunidos na coletânea Contos Fluminenses, de Machado de Assis. Para tanto, consideramos as relações desse tema com os elementos internos da significação, o contexto social em que essas obras foram produzidas e a atuação do autor na imprensa do século XIX, especialmente na revista Jornal das Famílias. Naquele momento em que A mulher de preto e Miss Dollar foram publicados, discutia-se uma nova forma de educar as mulheres de acordo com os novos hábitos da vida urbana. Este trabalho procurou analisar o novo tipo educação voltada a esse grupo, o que incluía o aprendizado da leitura e da escrita e estimulava o consumo de narrativas sentimentais. Observou-se que o autor se vale das menções a elementos do vestuário e a demais acessórios da ornamentação pessoal para caracterizar personagens enquanto constrói uma crítica ao excesso decorativo da indumentária, à educação das mulheres e aos princípios estéticos em voga em seu tempo. / This thesis studies references to fashion in the short stories The woman in black and Miss Dollar, collected in the compilation \"Contos Fluminenses\" by Machado de Assis. We consider the relationship between this theme and the internal elements of meaning in these stories, the social context in which the stories were produced and the authors role in the 19th century press, particularly his contributions to the female magazine Jornal das Famílias. During the period when The woman in Black and Miss Dollar were published, a new way to educate women according to the new habits of urban life was a topic of debate. Therefore, this work analyzes the new type of education proposed for this group, which included reading and writing and stimulated a taste for reading sentimental narratives. The author used references to fashion and other accessories of personal adornment in the composition of the characters meanwhile he criticized the decorative excess of clothing, the womens education and the aesthetic principles of Romanticism and Realism.

This dissertation is a study of Bennett College for Women (Bennett College), one of two Historically Black Colleges and Universities (HBCUs) whose mission continues to be the provision of higher education to Black women in America. It is one of just over one hundred HBCUs still operating in the United States. This dissertation tells the story of an institution founded as a day school in 1873 and its reorganization in 1926 as a college to educate Black women. The study answers the following research question: How does student participation in protest and activism at Bennett College for Women between 1930 and 1960 broaden our understanding of the experience of Black women in higher education? Located in Greensboro, North Carolina, Bennett College began operating through collaboration between the Woman’s Home Mission Society and the Board of Education of the Methodist Episcopal Church. The College, under the leadership of David Dallas Jones and Willa Beatrice Player, revised its curriculum and developed and expanded its co-curricular offerings in a way that empowered students to raise their collective voice, and that fostered a dynamic culture of activism among its students, faculty, and the Greensboro community. Until now, little was known of the their activism and protest during the early twentieth century. This dissertation explains how the College reviewed and revised its curriculum and developed a co-curricular program designed to meet the needs of Black women during the early twentieth century, with the goal of re-envisioning their role, place, and voice in American society. It also illuminates the students’ involvement in activism over a thirty-year period to better understand Black women’s higher education experience in the twentieth century. In addition to answering the research question, a history of the college is provided, with a focus on the early years during which David Dallas Jones and Willa Beatrice Player served Bennett College for Women as its first two presidents. I discuss how the curriculum revision and expansion of the co-curricular offerings lent itself to Bennett College re-envisioning the role, place, and voice of Black women in American society. I discuss social and gender roles, norms, and expectations of Black women during the period, as well as the rules and regulations that shaped higher education and campus life for Black women in the South generally and specifically for students at Bennett College. Bennett College publications were used to capture the student and faculty voices, in addition to the types of issues that concerned them, and around which they organized as activists, to advocate and protest. The implications of Bennett’s students’ participation in protest and activism are discussed, and how their activism challenged the gender roles, norms, and expectations for Black women in American society.

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The main aim in this study is to criticize the prevalent method of approach of the mainstream economics to women&rsquo / s problems. The mainstream approach to women&rsquo / s problems is to emphasize exclusively the significance of education, and participation in work-force, and which defines issues of equality/inequality in terms of economic advantages and externalities. Ensuring gender equality has historically never been the mainspring agenda of governments / and the problems of women have mainly been considered in terms of bringing women into the public sphere. This document examines the situation of women in the Turkish labor market, to see to what extent education helps women exceed their roles of the conventional sexual division of labor in the labor market. The limits of the effect of higher educational degree on the improvement of women&rsquo / s position within the market mechanism are discussed. We found that despite its importance, education on its own is inadequate to secure gender equality in both private and public sphere.

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This study is a qualitative narrative analysis on the importance and relevance of the ethnic and gender identities of 17 Latino/a (Hispanic) college students in the biological sciences. This research study asks the question of how one's higher education experience within the science pipeline shapes an individual's direction of study, attitudes toward science, and cultural/ethnic and gender identity development. By understanding the ideologies of these students, we are able to better comprehend the world-makings that these students bring with them to the learning process in the sciences. Informed by life history narrative analysis, this study examines Latino/as and their persisting involvement within the science pipeline in higher education and is based on qualitative observations and interviews of student perspectives on the importance of the college science experience on their ethnic identity and gender identity. The findings in this study show the multiple interrelationships from both Latino male and Latina female narratives, separate and intersecting, to reveal the complexities of the Latino/a group experience in college science. By understanding from a student perspective how the science pipeline affects one's cultural, ethnic, or gender identity, we can create a thought-provoking discussion on why and how underrepresented student populations persist in the science pipeline in higher education. The conditions created in the science pipeline and how they affect Latino/a undergraduate pathways may further be used to understand and improve the quality of the undergraduate learning experience. / text

Various macroeconomic effects resulted from the changing economic and societal structure in the second half of the 20th century, which greatly impacted women's economic position in the United States. Using dynamic programming as the main modeling tool, and U.S. data for factual evidence, three papers are developed to test the validity of three related hypotheses focusing on female employment, education, marriage, and divorce trends. The first chapter estimates how much of the post-World War II evolution in employment and average wages by gender can be explained by a model where changing labor demand requirements are the driving force. I argue that a large fraction of the original female employment and wage gaps in mid-century, and the subsequent shrinking of both gaps, can be explained by labor reallocation from brawn-intensive to brain-intensive jobs favoring women's comparative advantage in brain over brawn. Thus, aggregate gender-specific employment and wage gap trends resulting from this labor reallocation are simulated in a general equilibrium model. The material in the second chapter is based on an ongoing joint project with Fatih Guvenen. We argue for a strong link between the rise in the proportion of educated women and the evolution of the divorce rate since mid-century. As women become increasingly educated their bargaining power within marriage rises and their economic situation in singlehood improves making marriage less attractive and divorce more attractive. Similarly, a change in the divorce regime (e.g., U.S. unilateral divorce laws in the 1970s), making marriages less stable, incentivizes women to seek education as insurance against the higher divorce risk. A framework that models the interdependence between education, marriage and divorce is developed, simulated, and contrasted against United States data evidence. The third chapter considers the implications of marital uncertainty on aggregate household savings behavior. To this end, an infinite horizon model withperpetual youth that features uncertainty over marriage quality is developed. Similarly to Cubeddu and Ríos-Rull (1997), I test how much of the savings rate decline from the 1960s to the 1980s can be explained by the changing United States demographic composition, specifically the rise in divorce rates and the fall in marriage rates. / text

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