Master of Public Health - MPH / Teenage childbearing interferes with girls' educational attainment in many settings, as it frequently marks the end of their schooling. While the right to education is guaranteed in the Constitution and its Education Act of 2004, which include clauses supportive of girls' continuing their education during pregnancy and after childbirth, data show that many teenage girls do not return to school after childbirth. According to official figures, 10 out of 18 teenage mothers in the Seychelles did not return to school in 2013. A young girl terminating her education early because of pregnancy may have negative social, economic and health consequences for the individual and for the Seychelles as a country. To avoid the negative consequences that may result from pregnant teenage girls not completing school, it is important to explore the facilitating and hindering factors to young mothers returning to school after childbirth in the Seychelles. This research aimed to explore the factors that influence teenage mothers to return to school after childbirth in Seychelles. A qualitative research methodology was used, where in-depth interviews were conducted with twelve young women who were teenage mothers, and with four key informants. Amongst the young women, six had returned to school after childbirth, and six had not return to school after childbirth. The key informants were professionals including a school counsellor, a schoolteacher, a counsellor working with young mothers, as well as a professional working with a Non-Governmental Organization (NGO) that targets out of school young pregnant girls. Purposive sampling was used to access the research participants. The content of the interviews was transcribed and then analyzed using thematic analysis. The findings indicated that there were numerous factors influencing a young mother’s decision to return to school after childbirth in Seychelles. These were not limited to individual level factors such as the internal motivation of the young mothers to achieve a better future for themselves and their child, but also included other immediate and broader influential factors. Family support was crucial in determining whether a young mother would return to school after childbirth. Furthermore, the school environment was not always conducive to the retention of the teenage mothers, as often teachers’ attitudes, the rigid grade system and school uniform policy acted as deterrents for those young girls’ school return. Additionally, the school policy for pregnant learners and teenage mothers, and the lack of welfare assistance, were other hindering factors to the young women's return to school. These factors were often interconnected, and collectively impacted on those teenage mothers' decision to return to school. Teenage mothers and their children are two vulnerable groups in society. Pregnant girls dropping out of school after delivery can contribute to the chain of poverty in Seychelles, as this leads to their having lower educational attainment, reduced employment and career development opportunities. To address the issue of teenage mothers not returning to school after childbirth in Seychelles, it is important to have better mechanisms that will together tackle the multiple factors influencing their return to school. This involves adopting a health promotion approach using the Ottawa Charter. This would be done by adopting healthy policies and creating a supportive school environment with regard to teenage mothers and pregnant learners and would include the Ministry of Education working in partnership with other sectors so as to adopt a comprehensive approach to teenage mothers and schooling.

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The matter of formal education for women in the antebellum South raises many questions, especially for the frontier state of Texas. Were there schools for young women in antebellum Texas? If so, did these schools emphasize academic or ornamental subjects? Did only women from wealthy families attend? This study answered these questions by examining educational opportunities in five antebellum Texas counties. Utilizing newspapers, probate records, tax records, and the federal census, it identified schools for girls in all of the counties and found that those schools offered academic as well as ornamental subjects. Almost all of the girls who attended those schools came from privileged families. Schools were available for young women in antebellum Texas, but generally only those from wealthy families were able to attend.

This study explores how an afterschool science program for girls that uses a curriculum written by female scientists/science educators and highlights the contributions of women in science, technology, engineering, and mathematics (STEM) fields affects girls’ perception of scientists, confidence in their science skills, belief in their ability to do science, and helps them construct a positive science identity. Using self-efficacy, identity, feminist, gender, and learning theories as theoretical frameworks, this study investigates how strengthening girls’ belief in their ability to do science and confidence in their science skills and content knowledge can increase girls’ curiosity and generate a sustained interest in science that may eventually lead to STEM degrees and careers later in life. By providing girls with hands-on science experiences that emphasize leadership, cooperative learning, critical thinking, and creativity, as well as female role models and stories of successful women in STEM fields, the study provides evidence of a successful intervention format that leads to a sustained interest in science both in and outside of school. Data were collected in this qualitative case study via a survey (with Likert scale and open-ended questions), an interview, and artifacts (student work), and analyzed using open and axial coding to look for themes in the data around participants’ changing perceptions of science and scientists, increasing confidence in their science skills and content knowledge, enhanced belief in their ability to do science, and positive identity construction. The results of this study provide information about how to format a successful after-school program with a curriculum and methodology that nurtures learning, and by proxy, generates greater achievement and participation in STEM among girls that could extend through secondary school and possibly into post-secondary education and career choices. HYPOTHESISters was an afterschool STEAM program for upper elementary-aged girls (4th and 5th grades) based in West Harlem. The program was conducted on twelve consecutive Saturdays, for two hours per session, in the fall of 2019 (September 21st through December 7th) at The Forum at Columbia University. The curriculum, developed by the primary researcher in conjunction with another educator, consisted of one 12-lesson outer space-themed unit. The program participants consisted of twenty girls - ten 4th grade girls and ten 5th grade girls, between the ages of eight and ten. Most of the participants reside in West Harlem or the surrounding area. Except for four girls who identify as Caucasian, most identify themselves as members of communities of color, with seven participants being Latina, eight being Black or African American, and one being Asian (from India).

This thesis focuses on the inadvertent consequences, and thus the effectiveness, of sanctions.The purpose is to examine the impact of sanctions on girls’ education, and thereby on genderequality, in targeted states. The employed theoretical framework, based on previous researchin the concerned academic field, step by step connects how the implementation of sanctions isexpected to negatively affect girls’ education in targeted states. By deriving hypotheses fromthe theoretical framework, which are then tested through a quantitative methodology, thevalidity and effectiveness of the theoretical framework in explaining the scientific problemare evaluated. Thus, the thesis aims to complement previous predominantly qualitative workin the field by reaching more generalizable conclusions. Among the generated results, very few are statistically significant and should therefore beinterpreted with caution. However, nearly all of the regression coefficients exhibit a directioncontrary to the expected outcomes. Consequently, this thesis does not find support for thenotion that sanctions necessarily have a negative impact on girls’ education, and thereby ongender equality, in targeted states. These findings are inconsistent with the applied theoreticalframework and previous research in the field. This call for further research to enhance theunderstanding of the scientific problem specifically, and the hidden cost of sanctionsgenerally.

In a country where only 2.53 per cent of the female population is literate, the importance of education for girls cannot be overestimated. India, being freed from British Rule in 1947, is now an independent self-governing nation. In its draft constitution it has accepted the democratic way of life. Democracy postulates an equality of opportunity for every individual to develop his abilities to the fullest extent and to be able to play his proper role in society. Therefore, in Indian today women have equal opportunity with men guaranteed by the constitution; and, in order to exercise this libety with an intellectual and social alertness, they must no longer be deprived of educational advantage.

This study sought to explore and explain how boys, girls, teachers, and principals "do gender" in Islamic schools in the United States. The goal is to seek plausible explanations of how boys and girls interact formally and informally during the day, how they create differences, and how they interact with teachers and principals. This descriptive study utilized a case study design. The education of girls is very important for their individual growth and development, as well as for the welfare of both the Islamic and American societies and nations. Therefore, scholars and educators should work together to solve problems interfering with the education of girls. Research studies indicate that issues that impact girls' education include discrimination against girls in classrooms, interaction between boys and girls, effects of gender on education, and hidden curriculum. This study is very important for the Islamic communities to improve education of girls in the United States. The value of this study is to explore and explain how boys and girls "do gender" in Islamic schools in the United States and how this "doing" affects girls' academic achievement.

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The purpose of this study is to investigate the present need of industrial arts for girls in the secondary schools of Texas, and to determine the need, if any, for a change in this program.

This investigation identifies deterrents to the educational, social, and cultural success of Latina adolescent females. Across the nation, and especially in states such as Texas and California, the Hispanic population is fast becoming the largest minority in society. Because the adolescent Hispanic population within the United States today will comprise much of America's future economic and social base, identifying and addressing educational, cultural, and social deterrents to their success becomes important not only for personal well-being, but for the well-being of future society as a whole. A second purpose was that of determining the efficacy of group-centered psychoeducational therapy in improving self-esteem and decreasing anxiety and depression symptoms in adolescent female Hispanic high school students. The experimental groups consisted of one group of seven female Hispanic adolescents who received computer and internet training and psychoeducational group counseling twice a week for five weeks. and a second group of five female Hispanic adolescents who received computer and internet training and psychoeducational group counseling twice a week for five weeks. The control group consisted of fourteen female Hispanic students who received no treatments. The Beck Depression Inventory was used to measure pre and post test levels of depression, the Beck Anxiety Inventory was used to measure pre and post test levels of anxiety, and the Rosenberg Self-Esteem questionnaire and the Index of Self-Esteem were used to measure pre and post levels of self-esteem.