A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirement for the DEGREE OF MASTER OF EDUCATION in the DEPARTMENT OF PHILOSOPHY OF EDUCATION at the UNIVERSITY OF ZULULAND, 1992. / Culture is man-made. Education is associated with man to imbue him into cultural norms; values and behaviour patterns. Educa¬tion in helping the young to becoming an adult is strongly in¬fluenced by the existing culture of a given people. Though formal western education is supposed to ignore sexual demands on helping the young to become adults, it has a very strong sexual inclination. In this study,, "An investigation into the place of women in black education", it became very clear that even formal education up to University level does discriminate against the female persons. This was discussed in Chapter 1. For instance the survey of women's place in Western countries in¬dicated this preferential inclination towards men. Examples are abundant in Greek education in Spartan education and also in Athenian education. People like Plato tried to put an end to this discriminatory practice but Rousseau perpetuated the practice. Women's place from the missionaries' point of view and in tradi¬tional education in South Africa has been highlighted in this research. Because of the multidisciplinary nature of a study like this, it was discovered that other perspectives on women; the historico-legal, religious, political, psychological, can provide insight as far as the position of women in general is concerned. In order to highlight the problem, education and gender had to be discussed, in Chapter 3, with a purpose of indicating the in¬fluence of education in positioning women. For instance, a survey of sexism in the curriculum and sexism in the hidden curriculum put women in formal education as second to men. Gender is equally dominant in the South Africa education systems. 2. METHOD OF INVESTIGATION In this study two methods were used; namely literature study and an empirical method. Literature was reviewed on the researched problem. A questionnaire designed to reveal some areas of concern on the question of the place of women in Black education in par¬ticular was designed and administered to post graduate part-time students. In Chapter 5 the results of the investigation are presented, dis¬cussed and interpreted. 3. PRINCIPAL FINDINGS 3.1 Although the education of women has advanced in South Africa, there are still discriminatory and differentiated practices which are restricting the educational achievements as well as promotion chances of women. 3.2 There were indications in the research that some respondents could not visualize women filling certain promotion posts in the educa¬tion departments. The lack of self-confidence and perseverance could have a negative effect on promotion potential. 3.3 The lack of time due to role overload was rated as the primary barrier. 3.4 The respondents expressed the opinion that societal pressures could create obstacles to the promotion of women educators. In conclusion this research makes it evident that education as a vehicle through which culture is transmitted to the not-yet- mature plays a very important role in discriminating against the females. / University of Zululand

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Illiterate women have high levels of fertility and mortality, poor nutritional status, low earning potential, and little autonomy within the household. Yet, large populations of women in many developing countries continue to be illiterate. In India over 11 million girls do not go to school at all and 18 million drop out after grade five. As a result 151 million mothers are likely to be uneducated or minimally educated. Thus the problem is very acute. Issues related to effective demand are widely recognized among policymakers in India as being critical to ensuring the existence of effective demand for education. However, there have been few efforts to analyze the impact of these factors. This study attempts to fill this gap. This study examines the views and beliefs of those who make or influence decisions on behalf of girls that impact continuation of the girls in schools when they reach the age of adolescence. Set in a village in the eastern state of Orissa in India, the study analyzes the opinions of mothers, fathers, village elders, teachers and the girls themselves, and identifies the factors that influence the girls' continuation in the education cycle. The study finds that education and educational decision-making are family matters, and parents are the key decision-makers. While most parents support children going to school, negative parental attitudes toward educating daughters constitute a significant barrier to girls' education. Many parents report that sending daughters to school and educating them above a certain level results in problems finding a suitable groom. Further, educated girls would need to marry educated boys, thereby increasing expectations and demand for dowry. Some also report that girls should be taken out of school at the onset of menarche since then they need closer supervision and parental control. The study findings highlight the importance of effecting changes in parental attitudes about girls' education if meaningful improvements have to be brought about, and offer valuable insights for consideration in developing strategies related to girls' access to and retention in primary schooling. / 2031-01-01

Whilst there has been considerable research that has documented the barriers facing women (Cassimjee, 2003; Holland, 2001; Lyness & Thompson, 2000; De La Rey, 1999;Wood, 1993), little is known about the opportunities facing women, particularly Black women academics/managers, within tertiary institutions. In an attempt to facilitate such insight, the central aim of the study explores the subjective experiences of women academics/managers in terms of their academic development and career trajectory. This qualitative study was conducted within a particular campus within a merging South African university. Using convenience sampling, three women academics (two participants of African descent, one participant of Indian descent) and two managers (one participant of African descent and one of Indian descent) were selected. All interviews were audio taped and transcribed. Inductive thematic analysis was used to analyse the transcribed interviews followed by interpretation of the data, which was informed by the theoretical underpinnings of the study, rooted within the ambit of Social Cognitive Career Theory (SCCT). The analysis of the subjective experiences of women in this study revealed salient factors relating to the patriarchal nature of the institution of study, the legacy of apartheid and the issue of racism. The lack of overall institutional support and the absence of mentorship programmes were also prevalent. In addition, there emerged a shared ideology that 'academic life was a battle' to be fought. The acquisition of knowledge, constant empowerment and goal orientated behaviour with discipline; boundaries and strategies remained an overall theme to manage hierarchical career growth and development. Balancing work, academic and management roles together with the competing needs around family also posed a challenge. In sum, the implication of the study highlights the need to cultivate a non-racist, gender neutral and logistically supportive environment. / Thesis (M.A.)-University of KwaZulu-Natal, 2007.

This dissertation examines the relationship between built environment education and the discourse which focuses on women in the built environment. It critiques the major built environment education programs in Britain, the United States and Canada, from a feminist art teacher's perspective, showing, with one minor exception, that the spatial and structural needs of women are not taken into account; it presents an overview of the literature concerning women in the built environment; and finally, it demonstrates how community-based women-centred initiatives and issues, as documented in the literature, can, and should be incorporated into built environment elementary and secondary school programs. The principal argument of this dissertation is that the built environment exists predominantly as the expression of an ensconced and inequitable social order. As such, the built environment has resulted, and continues to result in the oppression and subordination of women. By not including the spatial and structural needs of women, within a community-based curriculum, and thereby denying the special circumstances of female students, most built environment education programs reproduce and entrench these exclusionary practices.

Thesis (M.Ed.)--University of Adelaide, Dept. of Education, 1971.

Thesis (EdD)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Elisabeth Swanson. Includes bibliographical references (leaves 134-139).

Thesis (Ph. D.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 337-381).

Thesis (doctoral)--Universiteit van Amsterdam, 2005. / Includes bibliographical references (p. 159-172).

Published also as Thesis (Ph. D.)--Columbia University, 1914. / "Helpful bibliography": 1 p. following p. 173.

This dissertation examines the relationship between built environment education and the discourse which focuses on women in the built environment. It critiques the major built environment education programs in Britain, the United States and Canada, from a feminist art teacher's perspective, showing, with one minor exception, that the spatial and structural needs of women are not taken into account; it presents an overview of the literature concerning women in the built environment; and finally, it demonstrates how community-based women-centred initiatives and issues, as documented in the literature, can, and should be incorporated into built environment elementary and secondary school programs. The principal argument of this dissertation is that the built environment exists predominantly as the expression of an ensconced and inequitable social order. As such, the built environment has resulted, and continues to result in the oppression and subordination of women. By not including the spatial and structural needs of women, within a community-based curriculum, and thereby denying the special circumstances of female students, most built environment education programs reproduce and entrench these exclusionary practices. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate