Dissertations / Theses: 'Femal students'

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Swanson, Jacqueline V. (Jacqueline Viola). "Ethical Reasoning Among Baccalaureate Female Nursing Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332287/.

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The focus for this study was ethical reasoning among baccalaureate female nursing students. This descriptive and correlational study examined the ethical reasoning of freshmen and senior students at a large southwestern university for women. The research instrument used was the Defining Issues Test developed by Rest. The senior nursing students differed significantly (p < ,05) from the freshmen nursing students in ethical reasoning. However, nursing majors did not differ significantly from the non-nursing majors. A multiple regression analysis was performed that identified two factors associated with ethical reasoning (viz., age and GPA), The correlation coefficients were r= .377 for age and P_ score and r= .315 for GPA and P score. Older students were found to be significantly more advanced in ethical reasoning than were younger students. Students with higher GPAs used principled reasoning significantly more often than did students with lower GPAs. Of interest are the findings related to demographic characteristics, ethnicity, and religious preference. The sample was predominantly white, but a significant difference in use of principled reasoning between whites and non-whites was found. In the sample, whites used ethical reasoning more often than did non-whites. The students in the sample who labeled themselves as Baptists were significantly different from Traditional Christians (Methodists, Episcopalians, Presbyterians, Lutherans, and members of the Church of Christ) and Other Christians (all others, excluding Baptists, Catholics, and the Traditional Christians). The Baptist group used principled reasoning less often than did the other two groups of Christians. The Catholics were not significantly different from the Baptist, Traditional Christian, or Other Christian groups. The results are ambiguous and may reflect only a conservative philosophy or a conservative theological ideology rather than cognitive processing.

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Hyun, Jung H. "An exploration of the coping strategies in female counseling doctoral students' marriages." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/cps_diss/37/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from title page (Digital Archive@GSU, viewed June 28,2010) Catherine Y. Chang, committee chair; Henry G. McMahon, Catherine J. Brack, Gregory L. Brack, committee members. Includes bibliographical references.

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Christovich, Courtney. "Student perception of their instructors do college students rate female professors more harshly?" Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/832.

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Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.
B.S.
Bachelors
Sciences
Psychology

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Van, Hoorn Debora Ford Neuleib Janice. "Student self-disclosure in the composition classroom a case study of two female students /." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720813.

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Thesis (D.A.)--Illinois State University, 1996.
Title from title page screen, viewed June 1, 2006. Dissertation Committee: Janice Neuleib (chair), Heather Graves, Ray Lewis White. Includes bibliographical references (leaves 156-172) and abstract. Also available in print.

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.

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Spitzer, Lorena Annette. "Student retention in the comprehensive public high school: A study of female at -risk students." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2569.

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Studies of female at-risk students have proved minimal with specific regard to those leaving the comprehensive high school in order that they may attend alternative programs. Research on related literature concerning the history of education in the United States, effective instructional practices, appropriate grade level curriculum, school structure and climate, and at-risk students with emphasis on the female gender was examined. Studies were also completed using survey instruments and focused interviews involving students enrolled at three continuation high schools in northern California. Students responded that attendance and low academic performance influenced their decision to leave the comprehensive high school. Other factors affecting: their enrollment included large class size, lack of teacher instructional support, mismatch of student ability to courses in which they were enrolled, and an insufficient offering of courses and extra curricular options that were attractive to them. Students did acknowledge that they were encouraged to do their best by teachers at the continuation high school. Easily established friendships was a second positive reflection of participants. Recommendations for instructional application and future research are included within the dissertation. The research of this study focused on site controlled factors which influenced female students' decision to discontinue their education at the comprehensive high school in favor of an alternative educational program. The findings of this research, therefore, is under the control of both educators and policymakers and very much in the realm of direct influence. Educational leaders are encouraged to review these findings for consideration in refining school practices and decisions for restructuring school design.

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McKenzie, Brenda L. "Leadership Identity Development in Traditional-aged Female Undergraduate College Students: A Grounded Theory." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428585168.

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Sparkman, Lila Gillis. "Comparison of Reasons for University Attendance Between Traditional and Non-Traditional Female Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277742/.

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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.

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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.

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Erickson, Kari. "Fifth and sixth grade female students' perceptions of female aggression." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ericksonk.pdf.

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Wilson, Natascha Monique. "Substance Use Among Female Graduate Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27934.

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This study examines data from a modified version of the Core Alcohol and Drug Survey to establish the frequency use of alcohol, tobacco, marijuana, and stimulants, which were the four variables used to denote substance use. This study also investigates the consequences experienced as a result of substance use among female graduate students (n = 266) in mental health majors, including Counseling Education (n=164) and Other Mental Health majors (n=102). Eight universities located in the southeastern region of the United States participated in the study. In addition to measuring substance use, the survey also provided a general description of the participants. The participants, who averaged 24.85 years in age, were 48.9% (n=130) Caucasian and 51.1% (n=136) African American. In terms of marital status, were 38.7% (n=103) the respondents single, 18.8% (n=50) in a committed relationship but not married, 28.2% (n=75) married, and 13.5% (n=36) married, but with an absentee spouse. A majority of the respondents (n=178) were employed in a full time capacity. An ensuing analysis of the data revealed generalized substance use among female graduate students in mental health majors, with alcohol being the most prevalently used substance among the four. Demographic variables found to be significant in these findings were ethnicity, age, major, marital status and living arrangements. When examining consequences experienced as a result of tobacco, alcohol, marijuana and stimulants use during the past year, the majority of participants did not experience any consequences; frequencies indicated small percentages of consequences experienced by graduate students and are reported herein. Implications for the profession and recommendations for future research are suggested.
Ph. D.

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Maloney, Rebecca. "Virtual Fetal Pig Dissection As An Agent Of Knowledge Acquisition And Attitudinal Change In Female High School Biology Students." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/12.

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One way to determine if all students can learn through the use of computers is to introduce a lesson taught completely via computers and compare the results with those gained when the same lesson is taught in a traditional manner. This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes by comparing the knowledge acquisition and attitudinal change between the experimental (virtual dissection) and control (actual dissection) groups. Two hundred and twenty four students enrolled in biology classes in a suburban all-girl parochial high school participated in this study. Female students in an all-girl high school were chosen because research shows differences in science competency and computer usage between the genders that may mask the performance of females on computer-based tasks in a science laboratory exercise. Students who completed the virtual dissection scored significantly higher on practical test and objective tests that were used to measure knowledge acquisition. Attitudinal change was measured by examining the students' attitudes toward dissections, computer usage in the classroom, and toward biology both before and after the dissections using pre and post surveys. Significant results in positive gain scores were found in the virtual dissection group's attitude toward dissections, and their negative gain score toward virtual dissections. Attitudinal changes toward computers and biology were not significant. A purposefully selected sample of the students were interviewed, in addition to gathering a sample of the students' daily dissection journals, as data highlighting their thoughts and feelings about their dissection experience. Further research is suggested to determine if a virtual laboratory experience can be a substitute for actual dissections, or may serve as an enhancement to an actual dissection.

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Aycock, Kristen J. "Coping Resources, Coping Styles, Mastery, Social Support, and Depression in Male and Female College Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/60.

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Depression is one of the most commonly-diagnosed disorders in college counseling centers (Adams, Wharton, Quilter, & Hirsch, 2008), so effective diagnosis and treatment are paramount to providing adequate care to college students. Treatment direction may depend on gender, however. Not only do males and females experience depression at different rates (Kessler et al., 2003), but there also is some evidence that factors predict depression differently by gender (Tamres, Janicki, & Helgeson, 2002). Specifically, the literature suggests that the choice of coping strategies may be gender-related; that perceived control is higher in males, yet more important to females; that social connectedness in particular may be valued more strongly and used more frequently as a coping style by females than males; and that coping resources seem to mitigate the harmful effects of stressful events. Consequently, it seems important to examine the relationships of coping resources, coping styles, mastery, and social support to the experiences of depression. The purpose of this study was to gain a clearer understanding of the predictors of depression and methods for coping with depression in college students and to determine how these differ by gender. Results demonstrated gender differences in the experiences of many variables studied as well as the prediction of depression. High levels of perceived stress factored in as an important predictor of depression for both genders. Prediction models of best fit for females also included low mastery and low social support, while few coping resources along with high perceived stress appeared to be the most important factors in depression prediction for males. Mastery was also found to moderate the relationship between social support and depression for males. Results have implications for increasing college students’ abilities to cope with depression, thus reducing the negative academic, psychological, and physiological effects of depression.

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Reeves, Leah. "Separate but equal? : the experiences of African American female graduate students in a college student affairs program /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524381.pdf.

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Shaverdi, Amber Mishala. "Female and male student leadership characteristics : differences & similarities /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423545.pdf.

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Willemse, Anneley. "An investigation of the educational aspirations of high school female learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1004301.

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Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.

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Tewari, Ankur Ratnam. "African female students ‘experiences of introductory accounting modules at Unizulu." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1464.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016
Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the hour to understand the educational psychology of female accounting students in higher education. The current study is an attempt to understand this phenomenon and to explore this academic underperformance at UNIZULU. Both qualitative and quantitative methods were used to analyse the data. Primary data were collected from student surveys while secondary data were obtained from the Faculty of Commerce, Administration, and Law (FCAL). Both Likert scale and open-ended questionnaires were used to elicit responses of students. The underperformance of female students was tested with the other help of regression analysis using data supplied from FCAL. Of the various factors affecting underperformance of female students, the three stand-alone causes were: (1) poor command of English language, (2) poor command of Mathematics, and (3) lack of good female role models. In terms of experiences, most African female students felt that they were supported by the lecturers; lecturers were also motivators besides teachers; time management and discipline skills were needed to do well and pass the courses and the presence of female lectures provided impetus to work hard to African female students. On an average, female students underperformed by 1 to 6 percent, compared to male counterparts. The study suggests the following policy recommendations: 1.) A programme of mentorship or supplemental instruction (peer learning) is considered essential for improving subject-related and pervasive (communication and time management) skills of the students; 2.) Additional courses on English and Mathematics need to be added to improve these basic skills of the students; 3.) Enrolment of female students be increased in accounting as per the National Plan for Higher Education, South Africa (Ministry of Education, 2001); and, 4.) An increasing gender sensitive and empowerment role is to be played by the university.

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Conterno, Catia I. "Pastoral care of female students in cross-cultural context." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Wilson, Leanne S. (Leanne Sue). "The Development and Validation of the College Student Attitude Toward Female Victims of Domestic Violence (CSAVDV) Scale." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278253/.

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The purpose of this study was to develop and validate the College Student Attitude Toward Female Victims of Domestic Violence Scale. Procedures used were a 12-day test-retest for reliability, experts assessment for face validity, and a principal component factor analysis for construct validity. Cronbach's alpha for test-retest reliability was .86.

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Meckel, Gamine Beth. "Approximating an image : beauty among female university students /." View online, 1985. http://repository.eiu.edu/theses/docs/32211130497960.pdf.

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Schnabel, Barbara. "Factors associated with women's decision to leave a male-dominated major and enter a female-dominated major." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-12162009-020306/.

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Kruto, Diane. "Nutrition knowledge, interests, and dietary practices of female college athletes /." View online, 1993. http://repository.eiu.edu/theses/docs/32211998880835.pdf.

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Shildneck, Barry P. "Female Students and Achievement in Secondary School Mathematics." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/59.

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Achievement and the experiences of women in secondary school mathematics have been well documented in the research literature (e.g., Benbow & Stanley, 1980, 1983; Tartre & Fennema, 1995; Sherman, 1982; Ryckman & Peckham, 1987; Keller & Dauenheimer, 2003). With respect to achievement, the research literature primarily focuses on how women are deficient to men (e.g., Benbow & Stanley, 1980, 1983) and the roles affective attributes (e.g., Sherman, 1982; Fennema, Petersen, Carpenter & Lubinski, 1990) and stereotype threat (e.g., Quinn & Spencer, 2001; Steele & Aronson, 1995) have played in women’s deficiencies. Despite the perspective and nature of this research, there are, however, women who have achieved at extraordinarily high levels in the secondary mathematics classroom. It is important to examine this historical research as it has impacted the views of teachers, researchers, and media with regard to female mathematics students’ opportunities. By reflecting upon the research literature and its far reaching impacts, high-achieving women in mathematics can begin to reverse the perceptions that limit their opportunities. Thus, the purpose of this study was to explore, through the experiences and stories relayed by the study’s participants, how young women might negotiate the (historic all male) mathematics domain. Employing a qualitative research designed within a phenomenological framework and analyzed through a combination of postmodern and standpoint feminisms, I examined the stories of four undergraduate female students who were identified as being high-achieving in secondary school mathematics. These young women, by reflecting upon their secondary school experiences, and by reflecting upon their experiences within the context of the existing research literature, not only identified the aspects of their lives they felt had the greatest impact upon their opportunities but also examined their personal definitions of success and the impacts their gender had on their (socially defined) achievements within secondary school mathematics.

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Walker-Bowen, Wanda. "Effective Caucasian female teachers of African American students." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11052007-115905.

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Penney, Lauren. "Female College Students' Experiences with the Freshman 15." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193262.

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Discourses surrounding the idea of the Freshman 15 are prevalent within the press and popular media. While college weight gain and eating and exercise practices have been attended to through the collection of survey data, to date no one has linked these trends to wider social and economic processes or contextualized them within the lives of college students. This thesis provides a description of the ways in which 22 college women came to anticipate and experience weight gain during their freshman year of college, as well as the practices they adopted that contributed to weight changes. I analyze this interview data through a discussion of the concept of risk, personal responsibility, and ideas about the female body, while pointing to broader political economic pressures that are changing the ways in which universities provide dining and recreation services to students.

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Kilgore, Wendy Ann. "Female-nontraditional undergraduate students: An alternative persistence model." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279990.

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Female-nontraditional undergraduate students do not fit well within traditional student persistence models. This limits our ability to address persistence issues and likely contributes to the fact that non-traditional students are more than twice its likely to leave school in their first year. This research created a persistence model designed to more accurately reflect predictor variables associated with this population. It also measured the contribution to explained variance in a persistence model incorporating a new consistent-identity variable. This variable was built upon Gilligan's (1982) theory of moral development for women. Student retention theory, moral development theory and existing conceptual persistence models served as the foundation for this research. The results of this research indicate the strong impact of factors external to the institution on persistence for this sample of female-nontraditional undergraduates. A student's level of outside encouragement, head of household designation, and consistency of identity played important roles in persistence within this sample population. For this sample, a student's consistency of identity was strongly related to persistence. Women who presented a set way of interacting in interpersonal relationships were more likely to graduate than women who had no clear pattern in their interpersonal relationship interactions. An implication of the results is that institutions may need to examine possible methods of accommodating or counteracting factors external to the institution to increase student persistence among this population.

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Albawardi, Areej Hammad. "Digital literacy practices of Saudi female university students." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77848/.

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This study examines the way young Saudi women use language and other communicative resources in their digitally mediated interactions. It is motivated by the debate in Saudi Arabia on the impact of digital media on the way people use language, especially Arabic, the way they manage their social relationships, and the way they enact their cultural identities. The study was conducted at a women’s university in the eastern part of Saudi Arabia. A hundred and three participants were asked to complete a questionnaire on their online language use. Forty-seven of those participants were asked to keep a detailed literacy log of their digital practices over a period of four days and to submit samples of their interactions for closer analysis. The theoretical framework used to analyze the data combines concepts from new literacy studies (Barton & Hamilton, 1998; Gee & Hayes, 2010; Street, 2003), multimodal discourse analysis (Kress & Van Leeuwen, 2006; Jewitt, Bezemer, & O'Halloran, 2016), and mediated discourse analysis (Jones & Norris, 2005; Scollon, 2001). The framework sees people’s language use in terms of social practices and explores how those practices are affected by the different media people use to communicate, and how mediated communication is linked to broader issues of culture and identity. The analysis reveals that the participants’ digital practices are multimodal and multilingual, and the choices they make about the codes and modes they use take place in the context of a complex nexus of practice, involving the interaction among (i) the affordances and constrains of the different technologies they use, (ii) the demands of their social relationships, and (iii) their individual experiences and socialization into different ways of communicating. By appropriating different codes and modes in different ways in social media, young Saudi women are able to strategically situate themselves in different cultural ‘worlds’, maintaining traditional identities and cultural practices while at the same time enacting new kinds of identities. The study contributes to the debate on the effect of digital media on language use by adopting a sociocultural approach which links language use to social practices, social relationships and social identities.

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Walsh, Heather Raquael. "The Female Experience: Study Abroad Students in Egypt." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3193.

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This qualitative study explores the experiences of female students on study abroad programs, with the aim of answering the following questions: do they face unique challenges as female students (including harassment or assault), how do they avoid or cope with any negative experiences, and can we as language departments better prepare our students to have the best experiences possible? The participants for the study were primarily 12 of 50 students involved in the Brigham Young University Study Abroad to Cairo, Egypt during Spring and Summer terms 2010. Data include participant observation, student journals, and ethnographic interviews conducted during the last few weeks of the program. Data analysis reflected gendered experiences in socializing with native speakers as well as experiences with harassment, and even sexual assault. The thesis argues that proper student preparation is the key to their continued investment in culture and language learning. Future research could include a look at second language learners across the Middle East, factors that contribute to harassment and assault, and gender as a predictive factor of language gains.

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Lawson, Kathryn Collier Burkhart Barry R. "Evaluation of rape prevention programming for female college students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/LAWSON_KATHRYN_7.pdf.

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Speed, Heather Faye. "Early Predictors of Early Freshman Year Attrition in Female Hispanic Students." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103396/.

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The Texas Hispanic population is projected to grow to 18.8 million, almost tripling its number within the state, in only 30 years. This rapid growth is a concern for Texas higher education because this group has traditionally been under-represented in colleges and universities. Also, according to national, state, and local data, Hispanic students are retained at a lower rate than are other ethnic groups. Because of lower retention rates for Hispanic students and because the majority of Hispanic college students are female, an increasing number of Hispanic women are heads of households. Studying the attrition rates of Hispanic females could provide a better understanding of how the state can improve both the participation and retention rates of this population. This study utilized descriptive statistics and regression analysis to identify the correlations between and among the dependent variable of attrition and independent variables derived from (1) pre-college survey responses measuring college expectations and (2) early-first semester survey responses measuring actual college experience. Institutional data were used to confirm enrollment status at the beginning of the second semester. The sample of the study was all female, full-time, first-time-in college student survey respondents attending a public 4-year institution in Texas. This number included Hispanic females (n = 176), Caucasian females (n = 278), and African American females (n = 209). Although not a focus of the study, Caucasian and African American females were included to enhance the understanding of Hispanic females’ responses. The dependent variable of attrition in college attendance for Hispanic females correlated negatively with each two independent variables: (1) joining one or more campus organizations (r = -.252, p = 0.045) and (2) campus social life providing many opportunities for participation (r = -.272, p = 0.030). The dependent variable correlated positively with one independent variable, satisfaction with academic progress at the end of the freshman year (r = .301, p = 0.016). To have a positive impact on the attrition rates of Hispanic females, educators at Texas institutions of higher education must better understand Hispanic females’ college expectations.

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Werner, Alyssa G. "How Female-oriented Teaching Strategies Impact the Attitude of Middle School Female Science Students." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744452.

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This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.

Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-type questions and was separated into six attitude domains (perception of the science teacher, anxiety, self-concept, value, enjoyment and motivation). Qualitative data was obtained through student journaling and interviews. A two-tailed, paired t-test was run on the qualitative data to gauge a degree of change in attitude, while deductive coding methods were used to gain female students’ viewpoints of the strategies implemented.

The implementation of four of the six female-oriented teaching strategies had a positive effect on the female students’ attitude toward science. These strategies included grouping students in single-sex pairings, using guided-inquiry lessons, showing students the relevancy of science, and introducing female students to historical and current women in science.

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Al-Nassar, Suha. "Student mediated text-based SCMC as a communication bridge for Saudi female students learning English at Umm Al-Qura University." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558801.

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The interest in on line education has attracted many researchers in many fields. This research was also interested in discovering the possibilities of online education among Saudi female university students. Synchronous computer-mediated communication is considered to increase participation, balance participation and provide an anxiety-free context for learners. This study was interested in examining the effects of synchronous computer-mediated communication in a Saudi context. The study's main aim was to investigate what happens when Saudi female students who are reluctant to use the English language for communication are asked to communicate with other students through written discussions in the context of CMC. The total number of participants in this study consisted of 58 students. The investigation included two groups of first year Medicine and Medical Sciences students; each group was further divided into 5 Medicine and 5 Medical Sciences groups. Students were involved in five synchronous computer-mediated communication activities. This research used a mixed methods approach which included both quantitative and qualitative data. The data included student written electronic discussion transcripts, written pre and post questionnaires, and interviews with the students. The findings in this study reveal that the synchronous computer-mediated communication context was one that fostered student participation. The results of this study were encouraging as they revealed that all the participants participated in the discussions. However, as everyone participated, the quantitative data showed that participation was unbalanced. Additional results showed that Saudi female language learners were able to sustain a forty minute electronic discussion mostly in English; although the language that they used was simple language based on the type-token ratio and students' accounts.

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Magnuson, Kendyl. "An investigation of academic success among Hispanic female transfer students." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2520.

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This study investigated the social factors affecting female Hispanic transfer students. The importance of the study relates to the relatively low graduation rates for this population and the fact that the Hispanics represent the fastest growing segment of the population in California. This study explored the topic through qualitative inquiry leading to the formation of a grounded theory. The population was limited to female Hispanic students under the age of 30, who transferred from a local 2 year college, and who applied for graduation. There were two groups: (a) neither parent attended college, and (b) at least one parent attended college. Data collection occurred in three stages: (a) collection and review of demographic data, (b) rating importance of involvement factors, and (c) guided questions to facilitate opportunity for discovery. The most universal finding was that family was their most influential social connection regarding support to attend and graduate from college. This finding was true irrespective of parental educational level. Most of the students felt their experience at the 2 year college was an extension of high school . All of the students had at least some fear about transferring and all of the students held down jobs while attending college. Each student had very a different experience in this process. This led the researcher to caution college and university decision makers to be careful not to oversimplify solutions to this issue. Faculty support was found to be particularly important in this study because the time students did spend on campus was almost exclusively in the classroom. This confirmed that faculty provides a key opportunity for individual attention and support for persisting to graduation. Other researchers should further examine the concept of the Three Connections in Social Integration : (a) personal connections, (b) extra curricular connections, and (c) academic connections. Examine the concept of the Five Stages to Graduation : (a) early experiences, (b) decision to attend the 2 year college, (c) the 2 year college experience, (d) transition, and (e) the 4 year college experience.

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Snead-Greene, Cheryle Denise. "The impact of student-faculty interactions on the reentry female students' desire to persist towards academic completion at the community college : a study of student perceptions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Arnašiūtė, Renata. "Klaipėdos universiteto studenčių pasitenkinimo seksualiniu gyvenimu ir savivertės ryšio vertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130604_151512-14436.

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Darbo tikslas – įvertinti Klaipėdos universiteto studenčių pasitenkinimą seksualiniu gyvenimu ir ryšį su saviverte. Tyrimo metodika. Vienmomentiniame tyrime dalyvavo 379 Klaipėdos universiteto 1-4 kurso nuolatinių studijų studentės. Rezultatai. Trys ketvirtadaliai studenčių yra turėjusios lytinius santykius. Daugiau negu trečdalis respondenčių (37,8 proc.) lytinio akto metu visada naudoja apsisaugojimo priemones, o 6,6 proc. merginų visiškai nenaudoja jokių apsisaugojimo priemonių. Dažniausiai naudojama kontraceptinė priemonė – prezervatyvai (81,2 proc.). Dauguma merginų (63,0 proc.) yra patenkintos arba visiškai patenkintos savo seksualiniu gyvenimu. Didžioji dauguma respondenčių nors kartą gyvenime yra patyrusios orgazmą vaginalinio sekso metu. Pasitenkinimą seksualiniu gyvenimu reikšmingai didino antrosios pusės turėjimas, dažnesnis orgazmo patyrimas lytinių santykių metu, gera sveikata bei savęs gerbimas. Beveik visos merginos (94,7 proc.) turėjo vidutinę arba aukštą savivertę. Merginos, turinčios vidutinę ir aukštą savivertę, reikšmingai dažniau nurodė, jog yra patenkintos/visiškai patenkintos seksualiniu gyvenimu. Koreliacinių ryšių tarp pasitenkinimo seksualiniu gyvenimu ir savivertės nerasta. Nustatyti teigiami koreliaciniai ryšiai tarp įvairių seksualinių veiksmų dažnumo ir pasitenkinimo seksualiniu gyvenimu bei tarp savivertės ir įvairių seksualinių veiksmų.
The aim of the study: to evaluate female students‘ satisfaction of sexual life and connection with self-esteem in Klaipeda University. Methods. In epidemiological study involved 379 first-fourth year full-time female students of Klaipeda University. Results. Three quarters of the female students had sexual intercourse. More than a third of respondents (37.8 percent) during sexual intercourse always use contraception, and 6.6 per cent. females do not use any contraception. The most commonly used contraceptive method - condoms (81.2 percent). Most of the females with sexual experience (63.0 percent.) are satisfied or completely satisfied with their sexual life. The vast majority of respondents have experienced vaginal orgasm during sex for at least once in their life. The possession of the „second half“, more frequent orgasm during intercourse, good health and self-respect have significantly increased satisfaction with sexual life. Almost all women (94.7 percent) had medium to high self-esteem. Females with medium and high self-esteem, significantly more often indicated that they were satisfied / completely satisfied with sexual life. Correlations between satisfaction with sexual life and self-esteem were not found. The positive correlation was established between frequencies of different sexual activities and satisfaction with sex life and also between different sexual activities and self-esteem.

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Dobele, Linda. "Female Student-Athlete Golfers’ Use of Online Recruiting Platforms to Seek Scholarships: A Global Perspective." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3910.

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The prospective student-athletes’ use of an online recruiting platform to seek college scholarships has become a norm. College coaches recruit prospective-student athletes often using tools like global personal contacts, on-site recruiting, and online recruiting platforms. Online recruiting platforms offer several services and vary in price. This study examines female student-athlete golfers’ use of the online recruiting platform to seek scholarships from a global perspective. Previous research suggests that prospective student-athletes prefer online recruiting platforms while college coaches often use other outlets which can lead to miscommunication and lost opportunities. The services, price, and usability of 20 sports online recruiting platforms in the United States were examined to find out what is offered to prospective-student athletes. Interviews of NCAA Division I collegiate coaches were conducted to examine the most common recruiting tools used by the coaches and their opinions of the use of online recruiting platforms.

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Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.

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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.

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Klitzky, Julie A. "Nutrition knowledge and eating behaviors among male and female collegiate athletes and non-athletes." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1399186.

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The purpose of the study was to determine if there is a difference in nutrition knowledge and eating behaviors among collegiate male and female athletes and non-athletes. Although a vast majority of research has looked at female athletes, to date there has been limited research comparing athletes and non-athletes, specifically investigations involving males.A sample of male and female collegiate athletes and non-athletes completed an online questionnaire. The questions were formulated based the 2005 Food Guide Pyramid as well as factual nutrition knowledge questions. Once the survey was completed, the data was analyzed using the Pearson Correlation and ANOVA.A total of 1,252 participants completed the survey with a little over 78% being female. Only 7.2% (n=90) of the participants reported they were members of a collegiate sports team. The overall mean score for nutrition knowledge was 11.42 ±2.30 for all participants, representing a correct score of only 57%. Athletes had a mean score of 11.15 +2.55 and non-athletes with a mean score of 11.44 +2.28 showing no statistical difference. When comparing gender, females had a mean nutrition knowledge score of11.56 ±2.31 and males had a mean score of 10.90 ±2.22. Although females had a higher average knowledge score than males, this was not found to be statistically different.Eating behaviors were assessed using the 2005 Food Guide Pyramid. Males ate significantly more meals/day and servings of vegetables, grains, dairy and meats, nuts and beans than their female counter part. When looking at eating behaviors of athletes and non-athletes, very few statistical differences occurred. Athletes ate significantly more meals per day (3.29 ±.69) than non-athletes (2.65 ±.70). Similarly, athletes consumed significantly more (3.00 ±.74) cups of fruit per day than non-athletes (2.68 ±.59). No statistical differences were found between athletes and non-athletes for the amount of vegetables, grains, dairy, meats, nuts, and beans and fast food consumed.
Department of Family and Consumer Sciences

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Sampson, Kristin Morgan. "African-American Female Students and STEM| Principals' Leadership Perspectives." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743506.

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As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program.

The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals.

A case study approach was an appropriate method to answer the two research questions, 1) How do principals feel they support African-American female students in their STEM programs? and 2) What practices do principals engage in that support underrepresented students in STEM? This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals’ means of communication.

I found that principals supported African-American female students by engaging the community, and exhibiting leadership practices that align with the school culture. The results of this research bring voice to principals who lead schools with thriving STEM programs with majority African American female students. Leaders that exhibit transformative leadership practices by acknowledging race, and recognizing obstacles students of color face, support negating color-blinding ideologies that could impede the progress of all students.

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Catalan, Cristina. "AIDS education and female university students, a feminist perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33350.pdf.

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Peritore, Nicole Rachael. "FACTORS RELATING TO HPV BEHAVIORS OF FEMALE COLLEGE STUDENTS." UKnowledge, 2012. http://uknowledge.uky.edu/khp_etds/2.

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This study examined the knowledge, sources of information, reasons for and against Gardasil® uptake, and possible relationships between unhealthy behaviors and vaccination for undergraduate college females at a public university. Utilizing an online survey, 2400 random students were emailed as well as recruited through online classes. The final sample size was 516 females. The study determined how many participants had been vaccinated and their rationale for or against vaccination. The majority of study participants were knowledgeable about HPV and Gardasil®. The primary sources of information about HPV and Gardasil® were doctors and television; however parents and friends were also common sources of information. Predictors for HPV inoculation included race, the belief that the vaccine would protect against HPV, alcohol use, and engagement in anal intercourse. Over 50% of participants had received at least one dose of Gardasil®, and 82% had completed the series. The most common rationale for not getting the vaccine, or not completing the vaccination series, was concern about side effects. The most common rationale for completing the vaccination or intending to complete the series was protection from cervical cancer. In conclusion, there is a continued need provide health education about HPV and HPV vaccination for college females.

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Suzukawa-Tseng, Sophia. "Contributing Factors to Academic Motivation in Female Undergraduate Students." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/494.

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The present study examined whether type of college (i.e., women’s colleges with cross-gender enrollment with other colleges or co-educational colleges) influences academic self-efficacy, general self-efficacy, and academic motivation, and whether or not academic self-efficacy and general self-efficacy are directly related to academic motivation. The sample consisted of 144 female college students who attend colleges or universities in the U.S. Social networking cites (i.e., Facebook and LinkedIn) were employed to recruit participants. The study showed general self-efficacy and academic motivation, as well as academic self-efficacy and academic motivation to be directly related. Type of college was not found to predict differences in academic self-efficacy, general self-efficacy, or academic motivation. Students of both school types were comparable in terms of academic self-efficacy, general self-efficacy, and academic motivation. The findings may help female high school students in their college selection process. Overall these findings add to the growing literature on the importance of self-efficacy for academic motivation.

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Flood, Marguerite Joan. "Mentoring and Self-Efficacy in Female Undergraduate Business Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354311701.

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Kroon, Sally, and Sarah Binsalamah. "Nursing students’ views on female genital mutilation in Tanzania." Thesis, Röda Korsets Högskola, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-2340.

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Female genital mutilation (FGM) has been illegal in Tanzania since 1998; nonetheless this procedure is still being performed in some regions of the country. Since the prohibition of this practice it has become harder to detect the practitioners. Nurses are one of the professions who can identify the women who have been exposed to FGM, which creates an opportunity to provide care for these women and educate them about the practice. The aim of this study is to describe Tanzanian nursing students’ views on FGM. Data was collected with focus group interviews with second and third year students at a nursing school in northwest Tanzania. Data was analysed inductively by content analysis. The results, the students’ views on FGM, were categorised into four themes; ‘FGM creates suffering’, ‘the right to sexual integrity’, ‘the role of nurses’ and ‘educating the patient and the community’. The findings clearly demonstrate that the students’ negative attitudes toward the practice are based on their knowledge of its harmful implications on health. For further research, it may be of interest to study nursing students’ views of the practice in more FGM-prevalent regions of Tanzania.

Röda Korsets sjuksköterskeförening stipendium 2017

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Martinez-Metcalf, Rosario. "Concerns of Hispanic Women Who Attend Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331036/.

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This study is concerned with the problem of determining and analyzing the characteristics and concerns of Hispanic women who are enrolled in a large metropolitan community college district. The purposes include (1) the description of demographic data on these Hispanic women in terms of (a) specific group ethnicity, (b) marital status, (c) estimated total income, (d) age, (e) number of hours currently enrolled, (f) number of dependent children, (g) number of hours employed per week, and (h) language usage (English or Spanish); (2) identification of the concerns of these students; (3) determination of the degree of concern as reported by these Hispanic women students regarding specific problems; (4) assessment of the relationships between the demographic characteristics and the degrees of concern about specific problems. The study population sample is composed of 748 Hispanic female students from the Tarrant County Community College District enrolled for at least one credit hour during the Fall Semester of the 1984-1985 academic year. The sample for the study is 400 randomly selected students from this population. A survey instrument originally developed by Kathie Beckman Smallwood was revised for this study and produced a 52.25 per cent response return. Response frequencies and percentages were gathered to show degree of concern for each problem and the characteristics of the Hispanic female students. Mean scores to show the average degree of concern are also reported for each potential problem. Chi square contingency coefficient was used to show every possible association between concerns and demographic variables. The findings indicate that Hispanic female students concerns are academically and career oriented. Respondents indicate that getting a good job after graduation is their primary concern. Ability to succeed in college is the second highest reported concern followed by knowing how to study efficiently. Seventy four per cent of the respondents are Mexican-American, three-fourths are part-time students, over half are working from 21-40 hours per week, and over half report an estimated total family annual income of under $15,000. The lower the income, the greater the degree of concern for several problems.

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Miyafusa, Sumiko. "Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371592.

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Moncree-Moffett, Kareem T. "Educating our African American students." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.

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Woodard, Steven P. "Discourses, campus-based social networks, and career maturation : a case study analysis of African American female college students /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7831.

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Azimi, Shakera. "Female Muslim-American students' perceptions of socio-cultural accommodation in California public high school." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/795.

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This study examined the perceptions of a sample of female Muslim-American students regarding their socio-cultural accommodation in California public high schools. The research provides insight into the daily lives of female Muslim-American high school students to be available to counselors, teachers, and administrators. It also illustrates female Muslim-American students' struggle in trying to adjust to the school environment. The study used perspectives from the theoretical framework of social and psycho-social development, principles of multi-cultural education, and education in Islam. The research was based on data gathered through focus groups and individual interviews with six female Muslim-American first-year university students. The study findings suggested the following: Stereotypical assumptions among fellow students, teachers, and administrators exist with regards to female Muslim-American students on California public high school campuses. Also, despite the lack of accommodation for their religious and socio-cultural practices and the fact that they are socially marginalized, the female Muslim-American students interviewed during this study were able to graduate from high school and attend university. The students attributed their success in high school to the support of their families and religious life, which prepared them to be resilient and to overcome the challenges presented by common misconceptions during their high school years.

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Pisesnakornkit, Asaya. "Relationship Between Acceptance of Sexual Double Standard Among Male and Female Students and Attitude Toward Sexual Harassment Involving Instructor and Student." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5811/.

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The study assessed the relationship between acceptance of sexual double standard and attitude toward sexual harassment among students (N = 426, 141 males and 285 females). A principal components factor analysis with varimax rotation extracted 4 harassment factors: student blame, professor blame, reactions, and feelings about harassment. Controlling for marital status, age, race, and sexual double standard, one-way ANOVA revealed that gender significantly (p=.0001) affected attitude toward sexual harassment. Males reported less sensitivity toward harassment than females. Multiple regression analyses indicated that as acceptance of sexual double standard increases, sensitivity to sexual harassment decreases (p=.001), controlling for marital status, age, race, and gender. Controlling for marital status, age and race, two-way ANOVA revealed an interaction effect between gender and sexual double standard for student blame (p<.0001) and professor blame (p<.0044), where males reported higher levels of blame for both groups under the low sexual double standard condition.

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Dissertations / Theses on the topic 'Femal students'

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