黃維波. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 162-167). / Huang Weibo. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / 圖表目錄 / Chapter 第一章 --- 導論　教育、人力資源與經濟發展 --- p.1 / Chapter 第二章 --- 本港女性勞動力與勞動參與率 --- p.20 / Chapter 第三章 --- 本港各行業女性勞動參與的變化概觀 --- p.30 / Chapter 第四章 --- 本港各職業女性勞動參與的變化概觀 --- p.43 / Chapter 第五章 --- 本港女性教育水平與勞動參與的變化概觀 --- p.64 / Chapter 第六章 --- 一些相關現象：家庭結構、婚姻、生育狀況的變化與勞動參與概觀 --- p.111 / Chapter 第七章 --- 有關文献的討論 --- p.139 / Chapter 第八章 --- 結論 --- p.155 / Chapter 附錄 --- 參考書目 --- p.162

published_or_final_version / Comparative Asian Studies / Master / Master of Arts

published_or_final_version / Asian Studies / Master / Master of Arts

The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.

The percentage of women who receive doctorates has increased by over 300 percent during the past three decades. The consequences of pursuing the Ph.D. degree have always been far reaching and profound, serving as an impetus and springboard for the reconfiguration of one's beliefs, values, and professional life. The purposes of this national study were to ascertain and describe marital and social changes that occurred in the lives of women who were awarded the Ph.D. degree at midlife. A questionnaire was distributed to a sample of three-hundred women who hold the Ph.D. degree and were employed in institutions of higher education in the United States. The study sought to identify the effects of the Ph.D. experience upon the marital relationships, friendships, and social activities of women who completed the degree between the ages of thirty-five and forty-five. Demographic data were collected which were related to their marital status before, during, and after the Ph.D. experience. Both closed and open-ended questions were posed which solicited information pertaining to their post Ph.D. experience. This research reports both quantitative and qualitative findings. The majority of women who complete the Ph.D. experience at midlife undergo and initiate changes in their lives which impact their relationships and activities. Many of these changes are the result of employment which follows the award rather than the degree itself. While some women experience negative effects in some areas of their lives, overall, the findings of this study suggest that changes are perceived positively by the majority of women who receive the Ph.D. at midlife.

by Tom Wood Kon. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 217-232). / Abstracts in English and Chinese. / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- The Substantive Problem: Women's Disadvantageous Position in Educationin China before 1842 --- p.2 / Chapter 1.2 --- Context of the Study: Education for Girls in Guangdong in 1930s --- p.4 / Chapter 1.2.1 --- Political Environment in 1930 China --- p.6 / Chapter 1.2.2 --- Economic Conditions --- p.8 / Chapter 1.2.3 --- Education in Rural Areas --- p.10 / Chapter 1.2.4 --- Guangdong in the 1930s --- p.11 / Chapter 1.3 --- Perspectives of the Study: Symbolic Interactionism --- p.14 / Chapter 1.4 --- Significance of the Study --- p.15 / Chapter 1.5 --- Research Questions --- p.15 / Chapter Chapter Two: --- Theoretical Context of the Study: --- p.18 / Chapter 2.1 --- Symbolic Interactionism --- p.18 / Chapter 2.2 --- Sociology of Education: The Processes of Schooling --- p.20 / Chapter 2.2.1 --- The Deweyan Perspective --- p.20 / Chapter 2.2.2 --- The Structural-Functionalist Perspective --- p.21 / Chapter 2.2.3 --- Structural-Functionalist View of Knowledge --- p.22 / Chapter 2.2.4 --- Schooling and Theories of Reproduction --- p.23 / Chapter (1) --- Economic-Reproductive Model --- p.23 / Chapter (2) --- Cultural-Reproductive Model --- p.23 / Chapter (3) --- Hegemonic-State Reproductive Model --- p.24 / Chapter 2.2.5 --- Schooling and the Theories of Resistance --- p.26 / Chapter 2.2.6 --- The New Sociology of Education --- p.27 / Chapter 2.2.7 --- Paulo Freire's View on Schooling Process --- p.32 / Chapter 2.3 --- Benefits of Schooling --- p.33 / Chapter 2.3.1 --- Structural-Functionalist Theory --- p.34 / Chapter 2.3.2 --- Human Capital Theory --- p.36 / Chapter 2.3.3 --- Education and State Formation --- p.38 / Chapter 2.3.4 --- Benefits from Individual Points of View --- p.40 / Chapter 2.4 --- The Question of Applicability --- p.42 / Chapter Chapter Three: --- Historical Context of the Study --- p.45 / Chapter 3.1 --- Women's Education in China before 1942 --- p.45 / Chapter 3.2 --- "Development of Women Education in China, 1842-1930s" --- p.49 / Chapter 3.2.1 --- The Contribution of Mission Schools --- p.50 / Chapter 3.2.2 --- The Private Schools for Girls --- p.55 / Chapter 3.2.3 --- The Government Efforts in Girls' Education --- p.57 / Chapter 3.2.4 --- Educational conditions in Guangdong --- p.61 / Chapter 3.2.5 --- Portrait of the First Girl School --- p.63 / Chapter Chapter Four: --- Research Design --- p.66 / Chapter 4.1 --- Definition of Key Concepts --- p.66 / Chapter 4.1.1 --- Benefits of Schooling --- p.66 / Chapter 4.1.2 --- Schooling Process --- p.67 / Chapter 4.1.3 --- Curriculum and Hidden Curriculum --- p.67 / Chapter 4.2 --- The Scope of Study --- p.68 / Chapter 4.3 --- Research Methods --- p.70 / Chapter 4.3.1 --- Qualitative Studies --- p.70 / Chapter 4.3.2 --- In-depth Interview --- p.72 / Chapter 4.3.3 --- Documentary and Textual Analysis --- p.73 / Chapter 4.4 --- Sample Selection --- p.76 / Chapter 4.5 --- Data Collection and Organization --- p.77 / Chapter 4.6 --- Limitations of the Study --- p.78 / Chapter Chapter Five: --- The Profiles of the Respondents --- p.80 / Chapter 5.1 --- Ru - Daughter of a Doctor of Chinese Medicine --- p.80 / Chapter 5.2 --- Fang 226}0ؤ Daughter of a Postman --- p.83 / Chapter 5.3 --- Rong 226}0ؤDaughter of a Restaurant Owner --- p.87 / Chapter 5.4 --- Qing 226}0ؤ Daughter of a Judge --- p.90 / Chapter 5.5 --- Summary --- p.93 / Chapter Chapter Six: --- Acquisition of the Educational Opportunity --- p.97 / Chapter Chapter Seven: --- The Origins and Development of the Girls' School --- p.106 / Chapter 7.1 --- The Origins --- p.106 / Chapter 7.2 --- Development of the School --- p.107 / Chapter 7.2.1 --- The Tianma Lane Period (1928-33) --- p.107 / Chapter 7.2.2 --- The Tengfeng Road Period (1934-37) --- p.109 / Chapter 7.2.3 --- The Liangjiao Period (1937-38) --- p.111 / Chapter 7.3 --- Sources of Students --- p.114 / Chapter Chapter Eight : --- Reconstruction of the Schooling Processes --- p.116 / Chapter 8.1 --- The Physical Environment --- p.116 / Chapter 8.2 --- Assembly --- p.119 / Chapter 8.3 --- Curriculum --- p.125 / Chapter 8.4 --- Extra-curricular Activities --- p.135 / Chapter 8.5 --- Anti-Japanese Activities --- p.137 / Chapter 8.6 --- Communist Activities --- p.142 / Chapter 8.7 --- Social Environment --- p.144 / Chapter 8.7.1 --- The Principals --- p.145 / Chapter 8.7.2 --- The Teachers --- p.149 / Chapter 8.7.3 --- The Classmates --- p.157 / Chapter Chapter Nine: --- The Outcomes of Schooling --- p.163 / Chapter 9.1 --- Life as a Teacher During Social and Political Upheavals --- p.163 / Chapter 9.1 --- The Impact of War --- p.163 / Chapter 9.1.3 --- The Meaning of Education --- p.167 / Chapter 9.1.3 --- Application of Knowledge --- p.171 / Chapter 9.2 --- Teaching Life in the 'New China' --- p.178 / Chapter 9.2.1 --- Attitudes towards the New State --- p.179 / Chapter 9.2.2 --- The Orientation of Values --- p.181 / Chapter 9.2.3 --- Life as Teacher --- p.184 / Chapter 9.3 --- Benefits of Schooling --- p.193 / Chapter 9.3.1 --- The Elitist Education --- p.193 / Chapter 9.3.2 --- Independence of Educated Women --- p.194 / Chapter 9.3.3 --- Being Competent and Active Participation --- p.196 / Chapter 9.3.4 --- The Impact of Knowledge --- p.198 / Chapter 9.3.5 --- Cultivation of Critical and Rational Mind --- p.200 / Chapter 9.3.6 --- The Search for Freedom of Love and Marriage --- p.202 / Chapter 9.3.7 --- We are Graduates of 1937 --- p.205 / Chapter 9.3.8 --- The Bond of Sisterhood --- p.208 / Chapter 9.4 --- Conclusion --- p.210 / Interview Guide --- p.213 / Glossary --- p.214 / Reference in English --- p.217 / Reference in Chinese --- p.227

The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct a narrative describing the lived experience of females and their performance in two highly selective private university, where students can cross-register between school, while majoring in science, technology, engineering and mathematics (STEM). Through the use of narratives, the research attempts to shed additional light on the informal and formal science learning experiences that motivates young females to major in STEM in order to help increase the number of women entering STEM careers and retaining women in STEM majors. In the addition to the narratives, surveys were performed to encompass a larger audience while looking for themes and phenomena which explore what captivates and motivates young females’ interests in science and continues to nurture and facilitate their growth throughout high school and college, and propel them into a major in STEM in college. The purpose of this study was to uncover the lived experiences of junior and senior undergraduate female science majors during their formal and informal education, their science motivation to learn science, their science identities, and any experiences in gender inequity they may have encountered. The findings have implications for young women deciding on future careers and majors through early exposure and guidance, understanding and recognizing what gender discrimination, and the positive effects of mentorships.

For the past 35 years, borderland industry has opened employment opportunities for women in the community of Nogales, Arizona. However, the expansion of free trade with the North American Free Trade Agreement (NAFTA) has aggravated economic instability by promoting the flexible use of labor, a practice that women have increasingly accommodated. Case studies of women engaged in the retail and maquiladora industries illustrate the interplay between flexible employment, reproduction, and education. These cases suggest that a strong connection between flexible employment and reproduction is sustained by ideologies that see these as mutually complimentary. At the same time, the connections between education and employment and reproduction activities are notably absent or weak. We argue that investing in the education of women, which could lead to more predictable employment, is in this way subverted by regional economic instability. The alienation of education from the other two realms of women’s activities works to the advantage of flexible employment practices and advances the underdevelopment of human capital on the U.S.-Mexico border.

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M.Ed. (Educational Management) / Please refer to full text to view abstract