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Dissertationen zum Thema „Women college teachers – Fiction“

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1

Zhang, Lili. „Stress and coping among women academics in research universities of China /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.

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2

Zheng, Runping. „Chinese academic women in economic transformation“. access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.

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3

Davis, Matthew. „Derivation: Excerpts From a Novel“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804864/.

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The dissertation consists of a critical preface and excerpts from the novel Derivation. The preface details how the novel Derivation explores the tension between the artist and the academy in the university, as well as the role memory plays in the construction of fictional narratives. The preface also details how narrative voice is used to expand the scope of Derivation, and ends with a discussion of masculine tropes in the novel. Derivation traces the path of a woman trying to rebuild her life in the wake of the 2008 financial crisis, returning first to her blue collar roots before pursuing a career as an academic.

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4

Ward, Beverley Lorraine. „The female professor: a rare Australian species, the who and how“. Thesis, Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.

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5

Ward, Beverley Lorraine. „The female professor : a rare Australian species, the who and how /“. Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.

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6

Gamelin, Anastasia Kamanos. „Home and away : the female artist in academia“. Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.

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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.
Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.

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7

Dallimore, Elise J. „The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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8

Vest, Cynthia Ann. „Job Satisfaction Among Women Accounting Educators“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.

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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.

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9

Li, Yaling. „Women instructors in higher education in China“. online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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10

Spellman, Natasha Brown. „A case study of nontraditional females in teacher education programs“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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11

Okoro, Gregory I. (Gregory Ifeanyi). „Socioeconomic Backgrounds of Educators and Their Attitudes Toward Women as Academic Administrators“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331102/.

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The purpose of this study is to determine the relationship, if any, between the socioeconomic backgrounds of educators and their attitudes toward women as academic administrators, including a comparison of the attitudes of male and female educators toward women as administrators. The population consisted of all full time faculty and administrators in 25 colleges and universities holding membership in the Association for Higher Education (AHE) of North Texas during the 1984/1S85 academic year. This group of institutions consists of 10 community/junior colleges and 15 senior colleges and universities. Data generation was achieved through the administration of a research package mailed to a sample of 300 subjects selected by a proportionate random process from the defined population. The instruments consisted of a modified version of the Women As Managers Scale (WAMS) and the Hollingshead Factor Index of Social Status. Useable data from 209 respondents were subjected to multiple regression techniques. The hypothesis that socioeconomic background of educators will be positively related to attitudes toward women as academic administrators was not upheld. It was however determined that attitudes toward women as administrators are explanable by a combination of job and non-job related variables, with women having more positive attitudes than men. The findings that 1) younger subjects have more positive attitudes, 2) experience under a female superordinate, generated favorable comments, and 3) educators as a whole had a highly favorable attitude lead to the conclusion that opportunities for advancement of women into adminstrative positions are brighter than often reported. It is suspected that the legislative activities and the feminist movement of the 1960s may have had a positive influence.

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12

Carrillo, Rowe Aimee. „Troubling alliances under the sign of feminism : whiteness, institutionality and relationality in the postcolonial academy /“. Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8194.

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13

Schultz, Nicole J. „Balancing faculty careers and family work tenure-track women's perceptions of and experiences with work/family issues and their relationships to job satisfaction /“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182799118.

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14

Hendricks, Frederica M. „Career experiences of black women faculty at research I universities /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717161.

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15

Warner, Smith Penny, und n/a. „Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984“. University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.

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16

張莉莉 und Lili Zhang. „Stress and coping among women academics in research universities of China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29866248.

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17

Jaffer, Rozmina Akbarali. „Diversity in higher education hiring policies and practices to diversify faculty in the College of Agriculture at a midwestern university /“. Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept of Higher, Adult, Lifelong Education, 2008.
Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 182-194). Also issued in print.

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18

Isaacs, Malinda Martin Sudduth. „EXPLORING A MULTIDIMENSIONAL MODEL OF VICTIMIZATION AND EATING DISTURBANCES FOR COLLEGE WOMEN“. UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_diss/607.

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Research demonstrates that sexual harassment, sexual assault, and eating disorders are pervasive gender-based social problems on college campuses. These phenomena can cause long- term psychological consequences, and negatively impact women’s ability to succeed in both academia and the workplace. Not only have the prevalence and effects of these issues been documented, a significant number of studies have found a relationship between various forms of victimization and eating disorders/symptoms. Research has shown that eating disorders may function as coping strategies for managing the psychological distress that often results from the trauma of sexual harassment and sexual assault. Although, this link has been identified, little research has examined why it might exist among various populations. The purpose of this study was to not only examine the relationships among sexual harassment, rape, and eating disorders, but also the cognitive and psychological processes that may influence this association. The cognitive processes included gender-role attitudes and rape myth acceptance and the psychological processes were depression, anxiety and posttraumatic stress. In addition, the study aimed to explore these phenomena among the traditional female dominated fields of teaching and nursing. Little is known about how these populations are effected by sexual harassment, sexual assault, and eating disorders. Analyses were conducted on self-report measures from 206 students enrolled in an undergraduate nursing and pre-service teaching program at the University of Kentucky. The test of a theoretical model, using a series of multiple regressions, suggests a positive relationship among sexual harassment, rape and eating disturbances for nursing and pre- service teaching college women students. Also, the findings indicated that this relationship is partially mediated by psychological distress. No moderation was found between rape myth acceptance and gender-role attitudes and psychological distress. These results indicate that effective training and prevention programs that address sexual harassment and sexual assault are needed as well as clinical strategies for the assessment and treatment of eating disorders and trauma.

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19

Leavitt, Caroline H. „Having it all? mothers' experiences as assistant professors in counseling psychology academia /“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-10252007-230224/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. JoAnna F. White, committee chair; Gregory Brack, Catherine Brack, Catherine Chang, committee members. Electronic text (119 p.) : digital, PDF file. Description based on contents viewed July 11, 2008. Includes bibliographical references.

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20

Pazdral, Rebecca K. „The post Title IX generation : perceptions and experiences of gender equity among new university faculty /“. view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136438.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.

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21

Hayes, Angelyn. „Conditions of Possibility and Agency: A Qualitative Inquiry into the Professional Lives of Three Women in the Liberal Arts Academic Disciplines“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-074609/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).

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22

Mucheck, Judith Lynne. „A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).

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23

Hopkins, Maria Annette. „Resilient behaviors of African-American women in educationi : lessons for life /“. La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098898.

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24

Carls, Lina. „Våp eller nucka? kvinnors högre studier och genusdiskursen 1930-1970 /“. Lund : Nordic Academic Press, 2004. http://catalog.hathitrust.org/api/volumes/oclc/60344421.html.

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25

Pang, Jeannie Myung-suk. „Job Satisfaction of Women Faculty at Universities in Seoul, Republic of Korea“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279076/.

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The purpose of this study was to determine the job satisfaction levels of full-time women faculty at the 25 universities in Seoul. The findings of this study reveal that (a) women faculty are a diverse group; (b) women faculty are satisfied overall with such components of their jobs as their work, pay, supervision, co-workers, and job in general, but not with opportunities for promotion; and (c) the predictors of job satisfaction for women faculty are private or public institutional type, field of specialization in highest academic degree, origin of academic degrees, and academic rank.

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26

Ross-Stroud, Catherine Trites Roberta Seelinger. „Non-existent existences race, class, gender, and age in adolescent fiction; or Those whispering Black girls /“. Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106763.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, Janice Neuleib. Includes bibliographical references (leaves 217-236) and abstract. Also available in print.

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27

Finkel, Susan Kolker. „The effects of bearing and raising children on the careers of female assistant professors /“. Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7575.

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28

Helvie-Mason, Lora B. „A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education“. Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369917.

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The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years.
Department of Educational Studies

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29

Lee, Jeanette. „Factors which influence and inhibit women becoming faculty in AABC schools“. Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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30

Wu, Tien-Tai. „Female faculty in higher education : a case study in Taiwan /“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788254909.

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31

Thomas, L. M. „Claiming knowledge : challenges of gender and class in the composition classroom /“. Read online, 2008. http://library.uco.edu/UCOthesis/ThomasLM2008.pdf.

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32

Obers, Nöelle Marie Thérèse. „A case study of the research careers of women academics: constraints and enablements“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001575.

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The purpose of this research is to investigate constraints that women academics experience in their research careers and how enablements, particularly in the form of mentoring relationships and support structures, can impact on their research career development in the context of the new knowledge economy of Higher Education. The research was a case study of one South African Institution and used a mixed method approach. Social realism underpinned the research. Data was collected and analysed within the spheres of structure, culture and agency, using critical discourse analysis, interpretation and abstraction strategies. I investigated how women researchers understand and experience career success and what they perceive and experience as enablements and constraints to their research careers. Institutional support structures and cultures were examined with a focus on the role of the Head of Department. I explored mentoring and questioned whether the agency of women academics is empowered by mentoring and supportive structures to overcome constraints to their research productivity and the development of their careers. Gender-based issues of inequity, low self-esteem and accrual of social capital appear to be the underlying factors affecting how women perform in the research arena and advance within the institution. It was found that mentoring is a generative mechanism that has a favourable impact on women academics as it enables them to overcome obstacles to research productivity and career advancement.

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33

Tindall, Anna Tiffany. „Case studies of women in academia challenges, accomplishments, and attributions to success /“. Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03262006-224606.

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34

Correa, Elaine. „Get out of my space! :"illusionary practices of equity"“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36758.

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This thesis explores the experiences of Canadian academic women in terms of location, space and voice. Within this qualitative study, the spaces of and for women within the university are examined by way of women's subjective experiences of 'value' and 'being valued'. Differences in experiences between women based on age, colour, tenure and academic rank are described through the voices of thirty academic women. The study argues that the "illusionary practices of equity" operating within the university milieu, exacerbate the tensions inherent in contradictory subject locations that women occupy within academe. The struggles of representation and identity within these contested spaces raise the challenges of whose voice will have space within the privileged locations of higher learning.

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35

Adusah-Karikari, Augustina. „Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210704502.

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36

Pagan, Ellen M. „College choir directors' and voice instructors' techniques for classifying female voices“. Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237398533.

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37

Nguyen, Thi Ngoc Bich. „Gender equity in the higher education of Vietnam : a case study of women faculty at Vietnam National University (VNU)-Ha Noi /“. view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-196). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.

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38

Hall, Keeyana M. „The roles of African American female professors in public relations“. CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538083.

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This study has presented an overview of the roles that African American female professors take on while a part of the public relations academy. The evidence suggests that African American female professors take on a dual role as professors and professionals while they are teaching at their respected colleges and universities. The professors perceived that they added value to their public relations departments and also that they played a significant in the development of future public relations professionals.
Department of Journalism

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39

Jimenez, Kyrstin Anne. „Characteristics of Mothers among Counselor Education Faculty“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984249/.

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Pre-tenured faculty in higher education and as well as mothers have reportedly struggled with low wellness levels, high demands, little social support, and an imbalance of work and home life. Mothers in higher education and in counselor education have reported struggling with work-life balance, high scholarly productivity, and long hours as well as the emotional and physical energy demands of working with counselors-in-training. A search of the professional literature revealed a paucity of quantitative research regarding demographic characteristics, wellness levels, and social support levels of mothers among counselor education faculty (MCEs). Participants for this study were faculties of counselor education programs recruited from the Holland List of Counseling Programs and from the Council for Accreditation of Counseling and Related Educational Programs online directory. A total of 180 MCEs participated (aged 29-63, with mean age 40.6 years; 83% Caucasian, 8% other, 5% African American, 3% Hispanic, <1% Asian). Results showed that faculty rank did not account for a significant difference among wellness scores of MCEs and that reported social support, tenure or non-tenure track, number of children in the care of MCEs, number of children under age 8, number of publications, and teaching workload accounted for 14% of the variance in wellness levels of MCEs. Specifically, reported higher teaching workload (β = -.194, rs2 = .35, p = .012) and higher social support (β = -.258, rs2 = .36, p = <.001) were found to be significant predictors of lower wellness levels among MCEs, both with small effects. Based on these results, MCEs may benefit from advocating that their departments and universities adapt to their unique needs to improve their levels of wellness and social support through mentoring, which, in turn, may result in not only their own increased productivity but also their students' increased wellness levels.

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Casey, E. (Etain). „Walter Ripman and the University of London Holiday Course in English for Foreign Teachers 1903–1952“. Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526216133.

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Abstract The thesis presents a case-study through which the linguistic purpose and historical and social context of the University of London Holiday Course in English Language for Foreign Teachers, is analysed and interpreted. The study foregrounds the context, content and development of one of the smallest academic units, a four-week short course, to contribute to our understanding of how international students of English language were taught and assessed in a particular university context in the early 20th century. The period from 1903 to 1952 is examined in order to understand why the course was successful and the impact of the work of Walter Ripman (1869-1947) who directed the course until 1939. Ripman is better known as a teacher of German and a significant figure in the German Reform Movement, which originated in 19th century Germany, but his approach to culture, phonetics and vocabulary acquisition in English language teaching and learning is less well known. The study goes beyond a history of his methodology to investigate and critically assess the formula that Ripman developed for the design of the short, university English language course and compares it with a similar course run at University College London by Daniel Jones. The changes that were made to the content and purpose of the course, following Ripman’s retirement in 1939, are examined as to how far they reflected the effects of war and the continued desire to internationalise the University itself by aligning the content of the courses more closely to the University programmes. The nature and importance of the web of relationships between staff in the success and longevity of the course are analysed and in particular the contribution of women to better understand their role in the learned world at that time
Tiivistelmä Tässä tapaustutkimuksessa analysoidaan ja tulkitaan Lontoon yliopiston ulkomaisille opettajille suunnatun englannin kielen lomakurssin kielellisiä tavoitteita sekä historiallista ja sosiaalista kontekstia. Tutkimus nostaa tarkastelun kohteeksi yhden pienimmistä akateemisista opintokoko-naisuuksista eli neliviikkoisen lyhytkurssin ja sen kontekstin, sisällön ja kehityksen. Tavoitteena on syventää ymmärrystä siitä, kuinka kansainvälisiä englannin kielen opiskelijoita opetettiin ja arvioitiin tässä yliopistokontekstissa 1903–1952. Tutkimuksen tarkoituksena on selvittää, miksi kurssi oli menestyksekäs ja mikä rooli tässä oli Walter Ripmanilla (1869–1947), joka johti kurssia vuoteen 1939 asti. Ripman tunnetaan saksan kielen opettajana ja tärkeänä hahmona kieltenopetuksen uudistustyössä, joka alkoi 1800-luvulla Saksassa, mutta hänen englannin opetukseen ja oppimiseen liittyvät näkemyksensä kulttuurista, fonetiikasta ja sanaston oppimisesta ovat vähemmän tunnettuja. Tutkimuksessa tarkastellaan Ripmanin metodologian historiaa mutta arvioidaan myös kriittisesti yliopistollisen englannin kielen lyhytkurssin toimintamallia, jota hän kehitti. Mallia verrataan vastaavaan kurssiin, jota Daniel Jones johti Lontoon University Collegessa. Työssä tutkitaan niitä muutoksia, joita tehtiin kurssin sisältöön ja tavoitteisiin sodan jälkeen, kun Ripman oli jo siirtynyt eläkkeelle. Muutoksia tarkastellaan suhteessa yliopiston kansainvälistämispyrki¬myksiin ja toiveisiin suunnata kurssisisältöä yliopiston tutkinto-ohjelmien mukaisesti. Lisäksi tutkimuksessa kiinnitetään huomiota henkilökunnan keskinäisten verkostojen luonteeseen ja merkitykseen kurssin menestykselle ja pitkäikäisyydelle sekä erityisesti naisten panokseen ajan akateemisessa maailmassa

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Hsu, Pao-sheng, Suzanne Lenhart und Erica Voolich. „Linking Teachers and Mathematicians: The AWM Teacher Partnership Program“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80211.

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Within a professional organization for women in mathematics in the US, two mathematicians and a middle school teacher organize a program to link teachers of students at the pre-university level with professionals in the mathematical sciences in and outside of academia to promote collaborations among different communities in the mathematics education of students. This paper describes the program and its operations, some of its experiences, as well as some results from a formative evaluation conducted for the program. Some recommendations are given for potential organizers of similar programs in other countries.

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Idahosa, Grace Ese-Osa. „Losing, using, refusing, cruising : first-generation South African women academics narrate the complexity of marginality“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013148.

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While existing literature shows a considerable increase in the numbers of women in academia research on the experiences of women in universities has noted their continued occupation of lower status academic positions in relation to their male counterparts. As the ladder gets higher, the number of women seems to drop. These studies indicate the marginalization of women in academic settings, highlighting the various forms of subtle and overt discrimination and exclusion women face in academic work environments. In this study I ask how academic women in South Africa narrate their experience of being ‘outside in’ the teaching machine. It has been argued that intertwined sexist, patriarchal and phallocentric knowledges and practices in academic institutions produce various forms of discrimination, inequality, oppression and marginalization. Academic women report feeling invisible and retreating to the margins so as to avoid victimization and discrimination. Others have pointed to the tension between the ‘tenure clock’ and the ‘biological clock’ as a source of anxiety among academic women. Where a masculinised presentation of the self is adopted as a solution to this dilemma, the devaluation of the feminine in the academic space is confirmed. However, experiences of academic women are not identical. In the context of studies showing the importance of existing personal and social resources, prior experience and having mentors and role models in the negotiation of inequality and discrimination, I document the narratives of women academics who are the first in their families to graduate with a university degree. These first-generation academic women are therefore least likely to have access to social and cultural resources and prior experiences that can render the academic space more hospitable for the marginalised. Employing Spivak’s deconstruction of the concept of marginalisation as my primary interpretive lens, I explore the way in which, in their narratives, first-generation academic women negotiate marginality. These narratives depict a marginality that might be described, following Spivak, as ‘outside/in’, that is, as complex and involving moments of accommodation and resistance, losses and gains, pain and pride.

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Yost, Elizabeth Allyne. „Where have all the women gone? exploring gender differences in STEM postdoctoral education /“. Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/yost.pdf.

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Mullet, Dianna Rose. „Catalysts of Women's Success in Academic STEM: A Feminist Poststructural Analysis“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062911/.

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This study analyzes senior women faculty's discourses about personal and professional experiences they believe contributed to their advancement in academic careers in science, technology, engineering, and mathematics (STEM). The purpose of the study is to understand factors that activate women's success in STEM disciplines where women's representation has not yet attained critical mass. A poststructuralist emphasis on complexity and changing nature of power relations offers a framework that illuminates the ways in which elite women navigate social inequalities, hierarchies of power, and non-democratic practices. Feminist poststructural discourse analysis (FPDA) methods allow analysis of women's talk about their experiences in order to understand the women's complex, shifting positions. Eight female tenured full professors of STEM at research-focused universities in the United States participated in the study. Data sources were in-depth semi-structured interviews, a demographic survey, and curricula vitae. Findings will help shape programs and policies aimed at increasing female representation and promoting achievement at senior levels in academic STEM fields.

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Cox, Katrina M. „Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1416.pdf.

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Howard, Shewanee D. „STANDING ON THE AUCTION BLOCK: TEACHING THROUGH THE BLACK FEMALE BODY“. Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1187188330.

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Donnelly, Lisa Chere'. „Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.

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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.

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Salvador, Sileide France Turan. „Gênero na engenharia: o corpo docente em Curitiba/PR“. Universidade Tecnológica Federal do Paraná, 2011. http://repositorio.utfpr.edu.br/jspui/handle/1/189.

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Este estudo caracteriza-se como uma pesquisa sobre cursos de Engenhria. A hipótese apresentada neste estudo é de que pela maioria dos docentes dos curso de engenharia na cidade de Curitiba ser composta por homens e a minoria por mulheres há um perfil característico nas relações de gênero entre docentes, alunas e alunos dos cursos de engenharia analisados. O objetivo central da pesquisa foi analisar as questões de gênero no corpo docente de cursos de engenharia. Foram estudados os seguintes aspectos: (I) a identificação de como ocorre a distribuição quantitativa por sexo no corpo docente dos cursos de engenharia da Pontifícia Universidade Católica do Paraná (PUC/PR), da Universidade Tuiuti do Paraná (UTP), da Universidade Tecnológica Federal do Paraná (UTFPR) e da Universidade Federal do Paraná (UFPR); (II) a interpretação das questões de gênero entre professoras e professores do curso de Engenharia Industrial Madeireira da UFPR e do curso de Engenharia da Computação da UTFPR; (III) a percepção destas professoras e professores a respeito de suas alunas e alunos do curso, sob a ótica de gênero. Neste estudo foi adotada a metodologia de pesquisa qualitativa, classificada em duas etapas, uma quantitativa e outra qualitativa. A coleta de dados de campo deste estudo foi feita mediante entrevistas semi-estruturadas aplicadas a 5 professoras e 11 professores dos cursos acima citados. Ao final deste estudo foi possível constatar que foi essencial para a compreensão desse lento processo de democratização do ensino de engenharia o conhecimento sobre os desdobramentos históricos e conceituais, apresentados neste trabalho, os diálogos entre conceitos e autores sobre relações de gênero, a história da mulher e do gênero, a tecnologia, a ciência, a universidade e a engenharia no ocidente e no Brasil. Este estudo também possibilitou o acompanhamento das marcantes transformações que alteraram as estruturas sociais, resultando na reconstrução do dimensionamento dos espaços públicos e privados, fundamentais para a constatação de que a engenharia mantém-se predominantemente masculina, mas que há uma presença cada vez maior das mulheres na docência dos cursos de engenharia.
This study is characterized as a research on engineering courses. The hypothesis presented in this study is that as the majority of professors of Engineering courses in the city of Curitiba are composed of men and the minority is composed of women, there is a characteristic profille on gender relations among male and female professors, male and female pupils in the courses of engineering analyzed. The main objective of the research was to analyze gender issues in the teaching of engineering courses, we studied the following aspects: (I) to identify the quantitative distribution of gender in the teaching of engineering courses at the Catholic University of Paraná (PUC/PR), Tuiuti University of Paraná (UTP), Technological University Federal do Paraná (UTFPR) and the Federal University of Paraná (UFPR), (II) the interpretation of gender issues among professors (women and men) of the Industrial Engineering Wood Course of UFPR and the Computational Engineering Course of UTFPR (III) analysis the perception of these professors about their pupils (men and women), from the gender perspective. In this study, we adopetd the qualitative research methodology, which is classified into two stages, one quantitative and another qualitative. The field research of this study was done by means of semi-structured interviews applied to 5 women professors and 11 men professors of the courses mentioned above. At the end of this study, the observations determined that it was essential to understand this slow democratization process of engineering education to percept the knowledge about the historical and conceptual developments presented in this work, the dialogues among authors and concepts about gender relations, women's history and gender, technology, science and engineering university in the occident and in Brazil. This study made possible to follow up changes that have altered the social structures, resulting in the reconstruction from the design of public and private spaces to realize that engineering remains a male-domination space, but there is an increasing presence of women on the teaching work of engineering courses.

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McNair, Delores E. „Out from the shadows : conversations with women who teach part-time in community colleges“. Thesis, 2002. http://hdl.handle.net/1957/32444.

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This phenomenological study explores what it means to teach part-time in community colleges in the United States. The increasing use of part-time faculty in community colleges and the concomitant emergence of a two-tiered faculty are discussed. The study examines the nature of part-time work in the United States, thus providing insight into practices in higher education. A discussion of challenges women continue to face in the workplace in general, and academia in particular, provide a background for understanding issues raised by study participants. Through the voices of six women, the study moves behind current statistical data to reveal the experiences, disappointments, joys, and motivations of part-time faculty. The findings illuminate current practices, highlight the importance of the department chair in affecting part-time faculty members' experiences, and challenge us to consider working conditions and relationships in our own academic communities.
Graduation date: 2002

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Beck, Alison Jean. „Through the looking-glass ceiling the advancement of women administrators and women faculty in an institution of higher education /“. Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110750.

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