Relevant bibliographies by topics / Female higher education

Academic literature on the topic 'Female higher education'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Female higher education"

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LaPan, Chantell, Camilla Hodge, Deidre Peroff, and Karla A. Henderson. "Female Faculty in Higher Education." SCHOLE: A Journal of Leisure Studies and Recreation Education 28, no. 2 (September 2013): 1–15. http://dx.doi.org/10.1080/1937156x.2013.11949702.

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von Alberti-Alhtaybat, Larissa, and Salwa Aazam. "Female leadership in the Middle Eastern higher education." Journal of Economic and Administrative Sciences 34, no. 2 (July 2, 2018): 90–107. http://dx.doi.org/10.1108/jeas-08-2016-0018.

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Purpose Female leadership is a still largely unexplored aspect of the higher education (HE) field. While it is known that barriers to entry exist, few studies have addressed female leadership and have investigated what makes a female academic seek leadership, what their experiences are and how they perceive their positions and the associated responsibilities. The purpose of this paper is to contribute to this lacuna as it provides a qualitative account of female academic leaders’ perceptions regarding their positions in the Middle East (ME) context. It also outlines their main tasks as administrative and academic leaders. Design/methodology/approach Data collection and analysis took place according to grounded theory principles, as outlined in this study. Participants were selected according to theoretical sampling principles, access and willingness to participate. Findings The findings illustrate a core concept, the female academic leadership mindset in the ME, and three emergent concepts that address the main shared perceptions, which are leadership experiences and expectations, differential treatment and work-life balance. The first discusses the different types of leadership and how female leaders experienced their positions, the second addresses the perceived differential treatment female leaders experience and the last addresses the dual pressure of work and home responsibilities that many female leaders have to deal with. Interestingly, several participants felt that fellow females were often unsupportive, which might also provide an explanation as to why women still experience obstacles. Originality/value This study provides in-depth exploratory accounts of female leaders in various Middle Eastern HE sectors, and gives insight into leadership-related perceptions. Furthermore, it explores the effect of the Middle Eastern cultural context on aspects of female leadership.
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Kanyemba, Roselyn, and Maheshvari Naidu Naidu. "‘Sexist Humour’ towards Female Students in Higher Education Settings." International Journal of African Higher Education 9, no. 1 (June 16, 2022): 53–72. http://dx.doi.org/10.6017/ijahe.v9i1.15233.

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Sexism and sexual harassment in educational settings have rightfully gained much attention from researchers. Explicit harassment has seemingly been restrained through the introduction of policies criminalising these acts, but latent or less discernible harassment still occurs through channels such as sexist humour. This study sampled 20 female and ten male students at a university in Zimbabwe. Through interviews and focus group discussions, it explored how gender intersects with ‘culture’, manifesting in sexist humour, and how this contributes to campuses being hostile to females. Grounded on Bourdieu’s theory of practice, the study explored issues of power and powerlessness and the invisible power that underlies sexist humour in education settings. It revealed that females in higher education settings are often subjects of gender ideology and stereotyping where female submission is emphasised, as evidenced by the kind of sexist humour that prevails. The study concluded that sexist language use is related to a particular kind of hegemonic masculinity that condones verbal violence against female students. Key words: Misogyny, sexist humour, patriarchy, harassment, gender
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Amin, Muhammad, Ijaz Ahmad Tatlah, and Arfa Afghani. "Problems Of Females’ Progression In Higher Education: Perceptions Of Female University Students." Pakistan Journal of Gender Studies 16, no. 1 (March 8, 2018): 71–88. http://dx.doi.org/10.46568/pjgs.v16i1.116.

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The study aims to investigate the barriers that hinder in the progress of females’ higher education. The study adopted a mixed methods approach. The quantitative data is collected from 200 female students of a Pakistani public university through a structured questionnaire, whereas to generate the qualitative data semi-structured interviews are conducted from 15 female students from the same group. The findings highlight ignorant parents as major barrier in the way of females’ higher education. Moreover, cultural norms, low socio-economic status, unavailability of universities in remote areas, and stereotype thinking of families are also pointed out as main barriers of females’ progression in higher education. Some implications for policy are offered and suggestions for future research are proposed.
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Duri, Hanan, and Dahabo Ibrahim. "Online Higher Education." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 181–98. http://dx.doi.org/10.32674/jcihe.v12iwinter.1949.

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Online higher education has been a critical element in the lives of refugees trying to create a better future for their families and community (Kekwaletswe 2007; Crea and McFarland 2015; Giles 2018). Education programs in refugee and humanitarian contexts have been inadequate for a variety of reasons such as: a lack of resources and poor infrastructure, shortage of trained teachers, overcrowding, lack of funding from national governments and NGOs (LWF, 2015). In the last 10 years we have seen an influx of educational institutions and Northern-based universities partnering with development organizations to provide online higher education to bridge the gaps in quality education (Kirk 2006). There have been studies that speak to the potential of higher education for refugees from the perspective of development organizations. However, little has been said from the perspective of refugees themselves about their educational experiences in their local contexts. There are major differences in how men and women experience online education that deserves attention. Higher education equips refugees with the practical skills and qualifications to obtain employment opportunities within the camps or in their home countries should they return. It also enables them to think critically about their lives in a meaningful way. For women the impact goes even further, as it creates a path towards self-sufficiency, independence and empowerment (i.e., economically, politically and socially) (Kabeer, 1999). The gendered nature of access to technology has had significant impacts in the rates of participation (Kekwaletswe, 2007). Furthermore, it is also a pathway for creating female refugee scholars which is an area that is under-researched. Much of the writing on refugees by refugees themselves and development practitioners have been primarily male-dominated. The purpose of this article is to give the opportunity to heighten the female refugee scholar voice from the lens of a recent graduate of the Educational Studies program provided by York University under the Borderless Higher Education (BHER) project online higher education model. The purpose of this article is to explore the empowering potential of BHER’s online teacher education program that has allowed women (and men) to be critical, thoughtful scholars speaking about their experiences, on their own terms. BHER is a development project that seeks to build the capacity of untrained refugee teachers in the Dadaab refugee camps by delivering gender-sensitive teaching and learning skills that can build the capacity of future leaders and teachers in their communities. The findings shared in this article are from the direct experiences of Dahabo Ibrahim, who is a recent graduate of the Educational Studies program. It will highlight the unique experiences of women in Dadaab pursuing tertiary education, through their own lens. The value of women authoring their own lives, and what is meaningful to them in a patriarchal society and development industry. Our aim is to ultimately examine how female scholarship shifts the way we think about refugee education in the humanitarian context.
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Piussi, Anna Maria, and Remei Arnaus. "Higher Education in Europe: A Comparative Female Approach." Research in Comparative and International Education 5, no. 4 (January 2010): 366–81. http://dx.doi.org/10.2304/rcie.2010.5.4.366.

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Mouzughi, Yusra. "Reflection on Female Leadership Experience in Higher Education." Journal of Higher Education Policy And Leadership Studies 3, no. 3 (September 1, 2022): 126–31. http://dx.doi.org/10.52547/johepal.3.3.126.

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He, Annie, and Katie Leeman. "Female Leadership Program Evaluation in Higher Education: A Strategy for Female Career." Academy of Management Proceedings 2021, no. 1 (August 2021): 15426. http://dx.doi.org/10.5465/ambpp.2021.15426abstract.

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Amin, Muhammad, Muhammad Islam, and Humera Amin. "What supports Females in Higher Education Progression? A Pakistani Public University Context." Pakistan Journal of Gender Studies 20, no. 1 (March 8, 2020): 89–106. http://dx.doi.org/10.46568/pjgs.v20i1.39.

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The paper is focused on exploring the factors that support females’ progression in higher education. The mixed methods approach is taken to conduct the research, consequently the study falls in pragmatic paradigm. The structured questionnaire is used to collect quantitative data from 200 university female students, and semi-structured interview protocol is used to generate qualitative data from 15 female students of the same university. Descriptive statistics (frequency and percentage) has been used to analyse quantitative data, whereas content analysis has been used to analyse qualitative data. The data highlight that literate parents, global trend of females’ acquisition of higher education, media, availability of jobs and scholarships are supportive factors in females’ progression in higher education. An interesting finding revealed from the data is that ‘Islamic Perspective’ of education is also considered as encouraging factor; generally in Pakistani societal context, especially in remote areas, people use ‘Islamic Perspective’ in a distorted way to restrict their girls from getting higher education.
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Jan, Sameer Ul Khaliq, Ahmad Ali, and Muhammad Niqab. "Cultural Constraints To Female Higher Education In Malakand Division, Pakistan." Pakistan Journal of Gender Studies 17, no. 1 (September 8, 2018): 203–18. http://dx.doi.org/10.46568/pjgs.v17i1.17.

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The current study was aimed to analyze the Pakhtun cultural constraints in the way of female higher education. For this purpose, the data was collected through a survey instrument by snowball sampling and selected 384 respondents from Malakand division, Khyber Pakhtunkhwa, Pakistan. The collected data were analyzed through SPSS. A Chi-Square test was applied in order to find out the association between independent (Pakhtun culture) and a dependent variable (low female higher education). The results show that there is a high and significant relationship between the low ratio of female higher education and sub-dimensions of Pakhtun culture i.e. early puberty, conservatism, Pardah, home related factors, Son preference, male dominancy, lack of freedom of expression for female, early/child marriage, noninvolvement of female in decision making, spending money of parents but benefits goes to husband family, non-acceptance of co-education, living in hostel of female and cultural interpretation of religion are various risk factors for low female higher education in Pakhtun society. The study recommends that the government should focus on women education, create awareness regarding female education and provide better educational facilities and incentives for women. Besides, more employment opportunities should be created to enhance female higher education.
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Dissertations / Theses on the topic "Female higher education"

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Southwell, Deborah Margaret. "Leadership in Australian higher education: lessons from female educational leaders." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.

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There is an increasing number of women leaders in higher education. However, a far higher proportion of males than females still fill senior management roles in Australian higher education. Several recent studies have set out to examine and analyse the leadership styles of women leaders in higher education in order to better understand and inform models for women who aspire to positions of leadership in higher education.Most educational leaders are not prepared for their roles and learn through trial and error in, and by surviving, their leadership and management experiences. The term leadership, itself, is used in a variety of ways and means different things to different people. A variety of different theoretical frameworks for conceptualizing and understanding leadership has arisen from these different conceptions and understandings.This study explores the autobiographical perspectives and responses of five respected female figures in educational leadership (i.e. leadership in teaching and learning) in Australian higher education. The identification of significant factors impacting on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Australian higher education.
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Ragadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.

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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.
Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
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Hope, Zack. "An Exploration of Two-year College Female Basketball Athletes Experiences of Being Coached by Male and Female Coaches." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931115.

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Purpose. The purpose of this phenomenological study was to understand and systematically describe the essence of the experience of two-year college female basketball athletes coached by male and female coaches.

Methodology. A phenomenological design was used to explore two-year college female basketball athletes’ experiences being coached by male and female coaches. The researcher interviewed 10 two-year college female basketball athletes from Los Angeles, San Bernardino, and Riverside Counties in southern California. The researcher chose the hermeneutic approach because it was grounded in interpretation. As defined by Wojnar and Swanson (2007), “hermeneutic phenomenology is the interpretation of the structures of experience and with how things are understood by people who live through these experiences” (p. 173).

Findings. Transcripts from interviews were reviewed and common themes emerged from statements made by the participants. Four major themes emerged from the interpreted meanings, and supported by the participants. The essence of the two-year college female basketball athletes’ experiences of being coached by male and female coaches was described.

Conclusions. The results of the study supported previous findings on this topic. However, the results explored an underrepresented group of two-year college female basketball athletes. The key themes that emerged were fundamental basketball (being taught the rudiments of the game, discipline, and structure); perceived authority; coaching preference (male coaching qualities viewed more positively than female coaching qualities), and coaching characteristics (fostering relationships and building trust).

Recommendations. Future studies could involve more participants, random sampling, or other qualitative or quantitative methods that would provide results more generalizable to a larger population. This study was performed after two-year college female basketball players completed their first year of sports eligibility and required the athletes to recall their past experiences. Further phenomenological research could be conducted looking at two-year college, high school, travel ball (AAU), and four-year college female players in different regions. Finally, the researcher recommended exploring the male and female coaches’ backgrounds in basketball to explore their experiences and training methods, and how those played into the coaching relationship.

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Collum, Tracy Lovejoy. "Conceptualization of Effective Leadership Indicators Among University Female Leaders." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647574.

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The purpose of the study was to identify perceived effective leadership in higher education by examining the indicators of effective leadership in a holistic viewpoint from an executive female leaders approach. Theoretical studies have examined female leadership development; however few have statistical data to address the concept. In addition, leadership competencies in four year higher education institutions have not been clearly stated; therefore evaluations are not consistent and have no baseline by which to begin. The study addressed both leadership competencies in four year institutions as well as female leadership. The study utilized Q Methodology with a two tier approach to conceptualize the perception female leaders in higher education have on effective leadership. Participants received a concourse of 61 statements to sort according to their perception of effective leadership indicators which they have observed in others they have worked alongside with a ranking system of “most effective leadership indicator” (+5) through “least effective leadership indicator” (-5). Participants were also asked to sort the same statements, with the same ranking scale, based off the perception of their own leadership indicators. Participants included 18 (for Qsort1) and 15 (for Qsort2) female vice-presidents/chancellors from higher educational institutions in North Carolina and Maryland. In addition, participants completed post-sort questions for demographic purposes as well as to further explain their rankings of the top three and lowest three statements in each of their sorts. For both Qsort1 and Qsort2, two factors emerged from each as effective leadership indicators: Adaptive Leadership and Enabling Leadership.

The results of this study indicate that effective leadership in higher education needs to be both adaptive and enabling to the environment in which one is placed. A primary need for effective leadership is the ability to provide long-range planning through objective analysis, thinking ahead, and planning. In addition, using frameworks to analyze complex situations and understanding complexities as well as emerging trends in higher education are important for effective leadership in higher education. The overarching areas which the participants point toward in their rankings of the statements are the need for flexibility, adapting to circumstances, and helping others learn their roles to be self-sufficient. The area which did not appear as important for effective leadership was the theme of administrative leadership. These statements encompassed following procedure and process to complete tasks.

The insight provided by the female executive leaders in higher education regarding effective leadership indicators are relevant to several areas. Gaining a deeper understanding of what areas females can pursue in order to be effective leaders can only strengthen their positioning in the higher education career ladder. In addition, higher education institutions seeking to utilize more accurate performance standards for those in leadership positions could utilize the results to place a threshold for executive leaders to adhere to. The current study should be utilized as a springboard for future leadership studies in the areas of higher education and female leadership to further provide empirical information which could enhance the leadership skills of future female leaders.

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Jones, Tinner LaShanta Y. Ph D. "The Spiritual Journey: Black Female Adult Learners in Higher Education." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334101.

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Kea-Carroll, Kelli. "Leadership Qualities of Female Presidents Serving the Tennessee Colleges of Applied Technology System." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3921.

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The purpose of this qualitative, phenomenological study was to examine the leadership styles and characteristics of leadership of 11 female presidents in the Tennessee Colleges of Applied Technology system. The administrators’ perceptions of successful leadership, desirable outcomes of institutional leadership, and improvements resulting from perceived successful leadership styles that guided each participant’s work as a technical college president were examined. Using the research questions guiding this study, data were collected from individual, in-depth interviews with each female, technical college president. The analysis of the interviews identified the leadership styles of democratic, situational and participative as being the most common among the female presidents. Also, the leadership characteristics of communication and vision were identified as being the most common leadership characteristics. These results may benefit women in evaluating effective leadership styles and characteristics that were displayed by successful technical college presidents.
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Costello, Carla A. "Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618900.

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This qualitative phenomenological case study examined the intersection of organizational structures and gender, as well as perceptions of climate, and their collective impact on professional advancement opportunities of women working in lower-level positions in higher education, namely classified and professional staff (Acker, 1990; Allan, 2011; Kanter, 1977). Kanter's (1977) theory of the role of structure in organizations posits that position in the organizational hierarchy and work role influence the amount of access an employee has to information, resources, promotional opportunities, and support. In gendered organizations (Acker, 1990, 2006), women face barriers in advancement. While Kanter (1977) argued that structure not gender creates an imbalance of power within organizations, this study found that both structure and gender bias (Acker, 1990) act as intersecting promotional barriers for women, in particular for women located at the bottom of the hierarchy. Confidential interviews were conducted at two case sites with 10 female professional staff and 10 female classified staff. Findings showed that women in lower-level positions perceive a hostile work climate which perpetuates an us vs. them atmosphere; supervisors hold much power over the perceptions of climate and seem to be the key to access; the sticky-floor is alive and well for women in higher education; and the intersection of gender and position significantly impact women's ability to advance professionally. Methods of improving policy and practice are discussed to include investing in people, shifting values, breaking down the caste system, supervisory training, communication, and career progression plans.
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Tollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.

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African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.
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Fuller, Nekita. "Factors Affecting Minority Female Success as Professors in Higher Education." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/46.

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This applied dissertation was designed to provide university presidents with information on how to best address the shortage of minority female professors through understanding the factors that affect minority female success as professors in higher education. Essentially, this study sought to (a) identify factors that hindered or enhanced female minority success in their current career as professors and (b) identify factors that hindered or enhanced their success in preparation for their current careers as professors.
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Deal, Andrea Allen. "NAVIGATING THE CAREER PIPELINE: EXPERIENCES OF FEMALE COMMUNITY COLLEGE PRESIDENTS." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/53.

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Despite holding a majority of lower and middle management positions in public two-year institutions, women still hold only one-third of current community college presidencies. This study explored the gendered phenomenon of navigating the career pipeline in higher education to reach the office of community college president. The purpose of the study was to examine the educational backgrounds and career paths of recently-appointed female community college presidents, as well as the barriers and sources of support they encountered while navigating the career pipeline. A phenomenological approach was utilized for this qualitative study. Data was primarily collected using semi-structured interviews. Additional sources for data collection include reflection logs, memos, and document analysis. A modified van Kaam method of data analysis was used to code participant data and identify recurring thematic elements. These recurring thematic elements provided the foundation for individual descriptions of the phenomenon, which were later synthesized to create a composite description. Results suggest that study participants encountered three types of barriers while navigating the career pipeline in higher education: institutional, birdcage, and internal. The term “birdcage barriers” was coined here to describe scenarios in which aspiring female leaders could identify opportunities for professional growth or advancement, but were unable to access these opportunities because of situational boundaries. Findings also suggest study participants benefited from three sources of support: institutional, personal, and individual traits/strategies. Additional findings include: participants were reluctant to label gender a barrier; most of the institutional bias encountered by participants was second-generation; and, as aspiring leaders in higher education, participants required intrusive recruitment.
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Books on the topic "Female higher education"

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Shields, Sam. Working Class Female Students' Experiences of Higher Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88935-7.

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1844-1924, Brainerd Ezra, ed. A plan for improving female education: By Emma Willard. And, Mrs. Emma Willard's life and work in Middlebury. Marietta, Ga: Larlin Corp., 1987.

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Rollinson, Lynn. The experience of female mature students during their first year at Nene College: A P.C.F.C. sponsored project. Northampton: Nene College, 1995.

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Faehmel, Babette. College women in the nuclear age: Cultural literacy and female identity, 1940-1960. New Brunswick, N.J: Rutgers University Press, 2012.

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Support systems and services for diverse populations: Considering the intersection of race, gender, and the needs of Black female undergraduates. Bingley, UK: Emerald, 2011.

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Keetz, Mary A. The status of female faculty in Pennsylvania's state system of higher education: An historical perspective, 1974-1989. [Harrisburg]: Women's Consortium of the Pennsylvania State System of Higher Education, 1991.

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College women in the nuclear age: Cultural literacy and female identity, 1940-1960. New Brunswick, N.J: Rutgers University Press, 2012.

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Neumark, David. Women helping women?: Role-model and mentoring effects on female Ph.D. students in economics. Cambridge, MA: National Bureau of Economic Research, 1996.

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III, Gross John R., ed. Dissatisfaction and attrition among female faculty in American universities: An analysis of the national study of postsecondary faculty. Lewiston: The Edwin Mellen Press, 2013.

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Smith, Edith. The process as empowerment: The case of female re-entry students. Ottawa: Women's Studies Programme, University of Ottawa = Programme en études des femmes, Université d'Ottawa, 1991.

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Book chapters on the topic "Female higher education"

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Hills, Laura. "Developing Generative Higher Education Leaders." In Lasting Female Educational Leadership, 93–126. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5019-7_5.

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Hills, Laura. "Leadership Legacies: Immortal Higher Education Leadership." In Lasting Female Educational Leadership, 1–13. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5019-7_1.

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Hills, Laura. "Tools for Crafting a Leader’s Higher Education Leadership Legacy." In Lasting Female Educational Leadership, 127–46. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5019-7_6.

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Rogers-Adkinson, Diana, and Heather Feldhaus. "Understanding and Overcoming Female-to-Female Oppression in Higher Education." In Voices from Women Leaders on Success in Higher Education, 95–105. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003219897-11.

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Akarçay, Ayça. "Higher Education and Female Labor Market Outcomes in Six Muslim Countries." In Intercultural Studies in Higher Education, 315–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15758-6_12.

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Ward, Wanda E. "The Success of Female Scientists in the 21st Century." In Gender Equality Programmes in Higher Education, 27–44. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91218-9_3.

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Skurzewski-Servant, Missy, and Marilyn J. Bugenhagen. "Career Navigation of Female Leaders in Higher Education." In Surviving Sexism in Academia, 225–32. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315523217-23.

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Jiménez, Patricia, Jimena Pascual, and Andrés Mejía. "Mentoring Female Students in Engineering as a Way of Caring." In Women in STEM in Higher Education, 143–64. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_8.

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AbstractIn this chapter, we report on a mixed research study about the ways mentors attribute meaning and purpose to the practice of mentorship in a program for first and second-year female students of industrial engineering at Pontificia Universidad Católica de Valparaíso (Chile). A quantitative analysis (principal components) of 28 mentors’ responses to a questionnaire about their motivations to be mentors prompted us to examine more deeply one of the factors found. Motivations constitutive of this factor referred to mentors’ ways of attributing meaning and purpose to their practice, which can be understood in terms of caring. Four focus groups with 13 mentors in total allowed us to advance further into the examination of what the good pursued by this practice of mentorship meant for them. In our analysis, we drew from Tronto’s four phases of care: caring about, caring for, caregiving and care receiving, and their corresponding defining moral elements: respectively, attentiveness, responsibility, competence, and responsiveness.
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Ling, Huping. "Chinese Female Students in the United States, 1880s–1990s." In Women’s Higher Education in the United States, 93–116. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59084-8_5.

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Perkins, Linda M. "The Black Female Professoriate at Howard University: 1926–1977." In Women’s Higher Education in the United States, 117–37. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59084-8_6.

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Conference papers on the topic "Female higher education"

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Lozano Albalate, María Teresa, Ana Isabel Allueva-Pinilla, José Luis Alejandre-Marco,, Raquel Trillo-Lado, Sergio Ilarri-Artigas, Carlos Sánchez-Azqueta, Lorena Fuentes-Broto, Susana Bayarri-Fernández, and Concepción Aldea-Chagoyen. "Projects to encourage female students in STEM areas." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9474.

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Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.
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Brown, Walter. "Perceptions of Female Minority Administrators on Mentoring in Higher Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569421.

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Mensah, Esi Akyere. "THE DISHARMONY IN HARMONY: EXPERIENCES OF FEMALE LEADERS IN HIGHER EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0235.

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Förtsch, Silvia. "Yes you can, follow your goals! Individual Coaching for female Computer scientists on career development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8031.

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Abstract Earlier results show that female computer scientists show a lower self-efficacy compared to male colleagues. Similarly, gender-typical attributions, in the sense of gender stereotypes, are considered a disorder. As a result, a coaching program that supports computer scientists after a re-entry into professional life also, in a new orientation or with regard to management ambitions has been developed at the University of <blinded>. The measure strengthens computer scientists in their motivational resources and enables them to take advantage of professional opportunities. A scientifically founded analysis of their potential helps the coachees to become aware of their abilities and competences. The coaching program based on the potential analysis, takes important life goals of the coachees into account. Individual career plans are developed in coaching sessions, including a clear definition of the objective and implementation strategy. An open and modern corporate culture offers new opportunities of career paths for female computer scientists. If the company philosophy is based on appreciation of good performance, women in computer science are more motivated strengthen their career ambitions. Keywords: Women in computer science; self-efficacy beliefs; potential analysis; individual coaching;career development
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Sien, Ven Yu, Grace Yanchi Mui, Eugene Yu Jin Tee, and Diljit Singh. "Perceptions of malaysian female school children towards higher education in information technology." In the 52nd ACM conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2599990.2600007.

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Calvo-Iglesias, Encina, Eva Cernadas Garcia, and Manuel Fernandez-Delgado. "Providing female role models in STEM higher education careers, a teaching experience." In 2022 XII International Conference on Virtual Campus (JICV). IEEE, 2022. http://dx.doi.org/10.1109/jicv56113.2022.9934681.

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Kuchumov, Dmitry, and Galina Yamaletdinova. "Health Surveillance in Female Students Practicing Martial Arts." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-68.

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In the modern world, health is ranked among the most significant human life values at any age. Young students are in a period of social and physiological maturity and are at high risk of health problems. Therefore, this article examines the matter of health preservation and improvement in female students in the course of their physical education at higher education facilities. The main goal is to investigate trends in health indicators of female students in the process of educational and training sessions in Kudo (full-contact hand-to-hand combat). We planned to highlight that martial arts are a powerful tool of physical education that has an impact on improving physical fitness and health levels, and that full-contact martial arts classes help to develop the ability to manage one’s lifestyle. The main methods of research were the theoretical and comparative analysis of scientific and methodological literature on physical education and sport, the study and synthesis of teaching experience, self-observation, physical health testing, pedagogical experiment, methods of mathematical statistics. At the end of the formative experiment, improvements were found in all physical condition indicators for female students in both groups. However, the results in the experimental group were substantially higher than in the reference group. The improvement rate was within the range of 19.21 to 126.09% and 6.24 to 40.63%, respectively. Thus, the results obtained confirm the positive impact of training sessions for female students engaged in martial arts on their health status.
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Carvalho, Teresa, Sónia Cardoso, and Maria João Rosa. "CHANGES IN HIGHER EDUCATION INSTITUTIONS: DO FEMALE ACADEMICS SEE THE GLASS HALF FULL?" In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0250.

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Fertig, Jan, and Subha Kumpaty. "Gender Issues in Engineering Education: What Systemizing and Empathizing Have to Do With It." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72597.

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More than half of U.S. students entering college are female, but female students are still largely absent from engineering fields. The persistent absence of females in engineering may owe itself, at least in part, to a fundamental difference in cognitive approaches between males and females. Although there is a significant amount of cross-over, males are more likely than females to have a systemizing brain, which is associated with a drive to understand how the world works through the identification and creation of patterns and rules. Females are more likely to be born with an empathizing style, which lends itself to a natural aptitude for identifying others’ thoughts and emotions. This systemizing-empathizing dichotomy is based on the work of Simon Baron-Cohen at the University of Cambridge in the UK. Engineering programs are geared toward those with a higher SQ (systemizing quotient). This paper reviews relevant research on how systemizing-empathizing (S-E) theory applies to engineering education and examines current research on the reasons behind the dearth of females in engineering, finding that the contemporary engineering culture in college is also characterized by subtle forms of discrimination that systematically direct women away from engineering. Finally, some recommendations are made for how engineering programs might engage a broader base of students.
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Rothkopf, Cathrin, Theresa Stark, and Silke Schworm. "Attitude towards and Interest in Dog-Assisted Interventions of Students in Higher Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9402.

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The mental health of students is a critical issue facing institutions of higher education, as a majority of college and university students report suffering from stress and anxiety. Studies have shown that interacting with animals can enhance the mental health. Consequently, animal-assisted interventions can be used to cover the concerns of students. This study evaluated German university students´ attitude towards dogs, animal-assisted interventions and their interest in its use at their own university. Additionally, possible predictors were investigated. Another aim was the validation of the questionnaire. 560 university students answered a questionnaire consisting of the Coleman Dog Attitude Scale (C-DAS), a modification of the Attitude Towards Animal-Assisted Therapy Scale and a translated and modified version of the Cuestionario de Actitudes ante las Intervenciones Asistidas por Perros (CAINTAP). Results showed a slightly positive attitude towards dogs, animal-assisted interventions and interest in its use at the university. Furthermore, students´course of studies and sex have proven to be predictors. Thus, especially female students of educational science would welcome an implementation of animal-assisted interventions at the university. The questionnaire showed high quality with a Cronbach’s alpha α = .936.
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Reports on the topic "Female higher education"

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Kolster, Renze, and Frans Kaiser. Study success in higher education: male versus female students. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.07.

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van der Erve, Laura, and Chris Belfield. The impact of higher education on the living standards of female graduates. The IFS, October 2018. http://dx.doi.org/10.1920/wp.ifs.2018.2518.

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Otero-Cortés, Andrea, Ana María Tribín-Uribe, and Tatiana Mojica-Urueña. The Heterogeneous Labor Market Effects of the Venezuelan Exodus on Female Workers: Evidence from Colombia. Banco de la República, July 2022. http://dx.doi.org/10.32468/dtseru.311.

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We study the labor market effects of the Venezuelan migration shock on female labor market outcomes in Colombia using a Bartik-instrument approach.For our identification strategy we leverage regional variation from pull factors and time variation from push factors. Our findings show that in the labor market, female immigrants can act as substitutes or complements for native-born women depending on native women’s education level; immigrant workers are substitutes in the labor market for native-born low-educated women as they compete for similar jobs. Hence, the low-educated native women’s labor force participation decreases. At the same time, time spent doing unpaid care increases for low-educated native women, possibly further preventing the job search for this group. On the other hand, we find an increase in labor force participation of 1.6 p.p. for highly educated women with minors at home and a 1 p.p. higher likelihood of becoming entrepreneurs due to the migratory shock, which supports the complementary-skill hypothesis. Finally, we don’t find evidence that the migratory shock induced households to outsource more home-production as a means for high-educated women to spend more time at paid work.
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Schulz, Florian, Jörg Wolstein, and Henriette Engelhardt-Wölfler. The choice of indicators influences conclusions about the educational gradient of sex-specific alcohol consumption. OPUS, 2019. http://dx.doi.org/10.20378/irbo-55267.

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There has been considerable public interest in reports on harmful alcohol consumption of higher educated females. This study assesses the robustness of this finding with representative German data using ten different indicators of alcohol consumption. This cross-sectional study used data of the Epidemiological Survey on Substance Abuse from 2012. 4,225 females and 3,239 males represent the German population aged 18–64. It presents ten indicators of alcohol consumption by sex and education and provides group specific means and 95 %-confidence intervals. The main results are: (1) Higher educated males and females are drinking alcohol more frequently than lower educated males and females. (2) When drinking, higher educated males and females tend to drink less alcohol than lower educated males and females. (3) Only when using an indicator for hazardous alcohol consumption with different thresholds for males and females, the results indicate a pattern that significantly exposes hazardous alcohol consumption in the group of higher educated females. Concerning the choice of indicators, this study shows that sex-specific threshold-based indicators of alcohol consumption may lead to different conclusions as the majority of other indicators.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Putriastuti, Massita Ayu Cindy, Vivi Fitriyanti, Vivid Amalia Khusna, and Inka B. Yusgiantoro. Crowdfunding Potential: Willingness to Invest and Donate for Green Project in Indonesia. Purnomo Yusgiantoro Center, August 2022. http://dx.doi.org/10.33116/pycrr-1.

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Highlights • Individual investors prefer to have an investment with high ROI rather than a low-profit investment with environmental and social benefits. • Males invest and donate more money than females in terms of quantity and frequency. • People with a level of education above an associate degree (D3) have a significantly higher level of willingness to invest and donate to green project, compared to people with a lower level of education. • In general, people with a higher income level have a higher willingness to invest. However, there is no proof on the relationship between level of income and willingness to donate. • The age increases have a positive correlation with the willingness to invest in green project. Nevertheless, people >44 years old are more interested in donating than investing. • The younger generation (<44 years) tends to pick higher returns and short payback periods compared to the older generations (>44 years). • The respondents tend to invest and donate to the project located in the frontier, outermost, and least developed region (3T) even though the majority of the respondents are from Java, Madura, and Bali. • A social project such as health and education are preferable projects chosen by the respondents to invest and donate to, followed by the conservation, climate crisis, region’s welfare, and clean energy access. • Clean energy has not been seen as one of the preferred targets for green project investors and donors due to the poor knowledge of its direct impact on the environment and people’s welfare. • The average willingness to invest and donate is IDR 10,527,004 and IDR 2,893,079/person/annum with desired return on investment (ROI) and payback period (PP) of 5–8% 24 months, respectively. • Respondents prefer to donate more money to reward donations than donations without reward. • There is an enormous potential of crowdfunding as green project alternative financing, including renewable energy. The total investment could reach up to IDR 192 trillion (USD 13.4 billion)/annum and up to IDR 46 trillion (USD 3.2 billion)/annum for donation. • The main bottlenecks are poor financial literacy and the lack of platforms to facilitate public participation. • COVID-19 has decreased willingness to pay and invest due to income reduction and the uncertain economic recovery situation. However, it makes people pay more attention to the sustainability factor (shifting paradigm in investment).
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Expanding workplace HIV/AIDS prevention activities for a highly mobile population: Construction workers in Ho Chi Minh City. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1013.

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In Ho Chi Minh City, the locus of the HIV epidemic in Vietnam, efforts have been under way for several years to implement prevention efforts for migrant worker populations. The main activity has been volunteer health communicators (HCs) visiting workplaces and conducting HIV education activities. These efforts have reached only a small number of the intended audience, and the impact is unclear. Local authorities want to scale up their efforts but need information on the most effective and least costly activities, and their potential for scale up. The Horizons Program, the Population Council/Vietnam, and partners compared two programs for highly mobile construction workers: the existing HC workplace program, where social work students deliver HIV-prevention education, and a new peer-education program. Concerns exist about the turnover of health communicators in the HC program and whether social work students, about half of whom are female, are the most effective HIV-prevention educators for a largely male construction worker population. The new program uses construction worker peer educators to promote HIV risk reduction. Findings noted in this report indicate that the peer-educator program reached a higher proportion of workers than the health-communicator program.
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