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Books on the topic 'Female higher education'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

T, Mertz Norma, ed. Breaking into the all-male club: Female professors of educational administration. Albany: State University of New York Press, 2009.

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12

Porterfield, Amanda. Mary Lyon and the Mount Holyoke missionaries. New York: Oxford University Press, 1997.

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13

ERIC Clearinghouse on Higher Education. and Association for the Study of Higher Education., eds. Higher education leadership: Analyzing the gender gap. Washington, DC: Graduate School of Education and Human Development, George Washington University, 1997.

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14

McFadden, Anna Hicks. Speak softly & carry your own gym key: A female high school principal's guide to survival. Thousand Oaks, Calif: Corwin Press, 1996.

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15

Phagan, Patricia A. Profile of the female president in higher education. 1986.

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16

Unesco. Division of Statistics on Education., ed. Female participation in higher education: Enrolment trends, 1975-1982. Paris: Unesco, 1985.

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17

Women's Retreat: Voices of Female Faculty in Higher Education. University Press of America, Incorporated, 2013.

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18

Seto, Atsuko. Women's Retreat: Voices of Female Faculty in Higher Education. University Press of America, Incorporated, 2013.

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19

Baur, Marian Krogman. A STUDY TO INVESTIGATE PERCEPTIONS HELD BY MALE FACULTY MEMBERS ABOUT LEADER BEHAVIOR OF FEMALE NURSING FACULTY MEMBERS AS COMPARED TO THEIR PERCEPTIONS OF LEADER BEHAVIOR OF FEMALE FACULTY MEMBERS IN OTHER DISCIPLINES (ROLE THEORY, DEVELOPMENT, ATTRIBUTION THEORY, BELIEF ACQUISITION, INTERPERSONAL BEHAVIORS). 1986.

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20

Lasting Female Educational Leadership Leadership Legacies Of Women Leaders. Springer, 2012.

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21

Board, Illinois Community College, ed. Female student participation at Illinois public community colleges. Springfield, Ill. (509 S. 6th St., Rm. 400, Springfield 62701): Illinois Community College Board, 1987.

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22

Simard, Denise A., and Heidi L. Schnackenberg. Challenges Facing Female Department Chairs in Contemporary Higher Education: Emerging Research and Opportunities. IGI Global, 2017.

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23

Castner, Linda. COGNITIVE STRATEGIES OF FEMALE NURSING STUDENTS USING A COMPUTER SIMULATION INDIVIDUALLY AND IN DYADS TO IDENTIFY A NURSING DIAGNOSIS. 1992.

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24

Williams, Myra Dee. EPISTEMOLOGICAL PERSPECTIVES AND EDUCATION EXPERIENCES OF FEMALE REGISTERED NURSE BACCALAUREATE STUDENTS. 1993.

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25

Nagatomo, Diane Hawley, Kathleen A. Brown, and Melodie L. Cook, eds. Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/11.

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The goal of this book is to provide information, inspiration, and mentorship to teachers (namely foreign women, but not restricted to such) as they navigate the gendered waters of teaching English in Japanese higher education. Such a book is timely because foreign female university teachers are outnumbered by their foreign male colleagues by nearly three to one. This imbalance, however, is likely to change as reforms in hiring policies (which have until recently generally favored male applicants) have been widely implemented to encourage more female teachers and researchers. The narratives by the contributors to this book offer a kaleidoscope of experiences that transverse several loosely connected and overlapping themes. This book is, in a sense, a “girlfriend’s guide to teaching in a Japanese university” in that it provides much practical information from those who are already in the field. It covers areas such as gaining entry into Japanese higher education teaching, searching for and obtaining tenure, managing a long-term professorial career, and taking on leadership responsibilities. The personal side of teaching is examined, with authors describing how individual interests have shaped their teaching practices. Family matters, such as negotiating maternity leave, reentering the workforce, and difficulties in balancing family and work are discussed by those who have “been there and done that”. The darker issues of the job, such as harassment, racism, and native-speakerism are introduced, and several chapters with practical and legal information about how to combat them are included, as well as a list of valuable resources. The contributors to this volume have drawn upon their own unique experiences and have situated their stories in areas that are of great personal importance. The individual narratives, when taken together, highlight not only the complexity of the professional identity of EFL teachers but also the myriad of issues that shape the careers of women in Japanese higher education. These issues will resonate with all female EFL faculty, regardless of their geographical location.
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26

Shields, Sam. Working Class Female Students' Experiences of Higher Education: Identities, Choices and Emotions. Springer International Publishing AG, 2021.

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27

Shields, Sam. Working Class Female Students' Experiences of Higher Education: Identities, Choices and Emotions. Springer International Publishing AG, 2022.

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28

Cook, Melodie, Diane Nagatomo, and Kathleen Brown. Foreign Female English Teachers in Japanese Higher Education: Narratives from Our Quarter. Independently Published, 2020.

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29

Hills, Laura. Lasting Female Educational Leadership: Leadership Legacies of Women Leaders. Springer London, Limited, 2012.

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30

Hills, Laura. Lasting Female Educational Leadership: Leadership Legacies of Women Leaders. Springer, 2014.

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31

It's Cold and Lonely at the Middle, Discrimination Against Female Graduate Teaching Assistants. University Press of America, 2003.

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32

Kenty, Janet Rogers. MATCHING SOCIAL SUPPORT AND STRESS: AN INVESTIGATIVE STUDY OF FEMALE NURSING FACULTY PURSUING DOCTORAL STUDY. 1995.

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33

Slaninka, Susan C. SELECTED ACADEMIC AND NONACADEMIC CHARACTERISTICS OF FEMALE GRADUATE NURSING STUDENTS WHO HAVE COMPLETED THEIR GRADUATE NURSING PROGRAM IN PENNSYLVANIA IN 1988 (NURSING). 1989.

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34

Puja, Grace Khwaya. Moving against the grain: The expectations and experiences of Tanzanian female undergraduates. 2001.

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35

Frank, Patricia S. Female re-entry community college students: Stress factors they encounter and support services they require. 1991.

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36

Grant, Harriett Joan. Continuous learning: The connection between work, school, and adult education in the lives of female social service workers. 1998.

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37

Harr, Kathleen L. SELF-PRESERVING: PATTERNS GUIDING THE EXPERIENCE OF INTERPERSONAL CONFLICT FOR FEMALE NURSING FACULTY (NURSING FACULTY). 1991.

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38

University of Ghana. Development and Women's Studies Programme., ed. Study on developing feasible strategies to increase female participation in tertiary education particularly science and technology: Report. Legon [Ghana]: The Programme, 1995.

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39

Grace, Hendrix Katherine, ed. Neither white nor male: Female faculty of color. San Francisco, CA: Jossey-Bass, 2007.

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40

Durand, Elizabeth Victoria. Prevalence and sources of mentoring relationships experienced by female undergraduate merchandising management students. 1991.

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41

Lathrop, Anna H. Elegance and expression, sweat and strength: Body training, physical culture and female embodiment in women's education at the Margaret Eaton Schools (1901-1941). 1997.

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42

Yacovazzi, Cassandra L. Textbook Popery. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190881009.003.0004.

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By the 1840s, convent narratives gained more middle-class, respectable readers, moving away from descriptions of sex and sadism and focusing instead on convent schools and the education of young women. Popular works such as Protestant Girl in a French Nunnery described "tricks" used by nuns to convert female pupils and lure them into convents. Such literature warned that as neither wives nor mothers, nuns could not train the right kind of women for America. The focus on convent schools converged with the common or public school movement. At the same time, teaching became an acceptable occupation for women, prompting more women to seek opportunities for higher education. This chapter compares the approach to education among nuns and other female teachers alongside the caricatures of convent schools in anti-Catholic print culture. I seek to answer why convent schools faced such heightened animosity even as teaching became feminized.
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43

Platt, R. Eric, and Holly A. Foster, eds. Persistence through Peril. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496835031.001.0001.

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Literature that recounts the history of nineteenth-century Southern higher education includes Civil War-related issues as part of a larger, longitudinal narrative. In cases concerning the war years (1861-1865), existing publications focus on the closure, destruction, and reformation of regional colleges and universities due to student enlistment, the burning of buildings by Union troops, campus conversions to military barracks or army hospitals, etc. Few, however, focus completely on the Civil War South—even fewer provide detailed case examples that extol the persistence of some Southern colleges during the fray. Though most Southern institutions of higher education did close during the war, a handful of academies remained open, weathering the storm and providing instruction to remaining students. While related literature provides interesting insights regarding college student military service, the role some professors played as Confederate officers, and the reemergence of Southern higher education following the war, this text showcases how some colleges and universities remained open while battles rages in nearby fields, towns, and ports via in-depth case “episodes” of eleven Southern institutions of higher education: South Carolina Military Academy (The Citadel), Wofford College, Mississippi College, Spring Hill College, Tuskegee Female College, (present-day Huntingdon College), Mercer University, Wesleyan College, the University of Virginia, the Virginia Military Institute, the University of North Carolina, and Trinity College (now known as Duke University). This volume provides pertinent information that underscores events that occurred at each institutional site prior to, during, and after the deadliest internal conflict in American history.
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44

Chliwniak, Luba. Higher Education Leadership: An Analysis of the Gender Gap (J-B ASHE Higher Education Report Series (AEHE)). Jossey-Bass, 1996.

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45

Cheng, Margauerita M., and Sameer S. Somal. The Psychology of Women Investors. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190269999.003.0013.

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The role of financial decision maker in a household has evolved over time. Decades ago, women held traditional roles of caregiver, housekeeper, and wife. Today, more women are pursuing higher education and female professionals and entrepreneurs are making great strides in business. Women are taking on more responsibility, such as managing family life, careers, and education. Understanding what women customers’ value helps to bridge the gap between financial literacy and application. Training and mentoring women should be a priority agenda for every financial institution. Women expect customized service and clear communication from financial experts. This chapter discusses the financial, psychological, and personal needs of women clients. It also explains how financial advisors should communicate with women to create favorable client experience.
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46

Bogumil, Jewsiewicki, Kabedi wa Nsumpi Jacqueline, Kasandji Kameke Aimé, and Malu Muswamba Rosalie, eds. Devenir universitaire, demeurer femme: Défi congolais. Paris: L'Harmattan, 2003.

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47

Spence, Kenny, and Gary Clapton. Gender balance in the childcare workforce: Why having more men in childcare is important. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0010.

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The care and education of young children comprise one of the most gender-segregated occupations in the UK. Many a child in Scotland has no positive male influence in education until secondary school. Concerning pupils with behavioural or emotional difficulties, 71% are boys, and of those children excluded from school, 91% are boys. Boys who are doing much worse than girls educationally may be more likely to be involved in crime and have mental health problems and higher rates of suicide. They need positive role models who understand their actions and feelings. A boy may go from pre-school to primary with only female teachers, and not until secondary school may they develop a relationship with a male teacher. In such a world it is difficult for a child to experience the benefits of equality or fairness in relationships, and to develop a responsive male self-confidence.
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48

Ware, Susan. 3. The challenges of citizenship, 1848–1920. Oxford University Press, 2015. http://dx.doi.org/10.1093/actrade/9780199328338.003.0004.

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‘The challenges of citizenship, 1848–1920’ outlines the pressing issues of American life from the Civil War through to World War I. The activism of women such as Ida Wells-Barnet describes the struggle for African Americans to find political and economic justice after emancipation. Jim Crow segregation and hardening racial attitudes made free life for African Americans very difficult. The Civil War also acted as an important spur to industrialization. Immigration and female wage labor was central to this surge. The growth of higher education was an important precondition for women's new public engagement. The final push for suffrage, which was part of the larger Progressive era reform movement, is also described.
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49

De Bel-Air, Françoise. An Emerging Trend in Arab Migration. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190608873.003.0008.

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The growing share of skilled and highly-skilled, often unmarried, young Arab women immigrating to the GCC is generally un-documented. Shedding some light on this population, therefore, will not only emphasize a new phenomenon, but it also, first, points at a new structural trend within Arab populations: the emergence of educated female professionals in Arab societies characterized by low female activity rates. Second, it challenges the dominant assumption that Arab migration to Gulf countries is a “male-only” phenomenon in which women are married dependents. This contribution aims at laying some ground to bridge the knowledge gap regarding Arab female highly-skilled workers in the Gulf. The study explores the proximate determinants—rise in age at marriage, development of female celibacy in the Arab world, expansion of female education levels—and structural conditions compelling an increasing number of Arab citizens, male and female, to seek better futures abroad. Findings, such as the widespread denial that patriarchal pressures are important factors in determining Arab female migration, question the categories used, including Arab, female, and Gulf migration patterns. The study also concludes that such partial results beg to be completed by a wider-scale survey involving highly-skilled female migrants from several Arab countries and systematically comparing their migratory patterns and experience.
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50

Growing up Female in Multi-Ethnic Malaysia. Taylor & Francis Group, 2014.

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