Journal articles: '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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Seyoum, Yilfashewa. "Students Perceptions on Distance Education in Ethiopian Higher Education." International Journal of Online Pedagogy and Course Design 2, no. 4 (October 2012): 32–48. http://dx.doi.org/10.4018/ijopcd.2012100103.

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The study explores students’ perceptions in open and distance education at Haramaya University. A total of 120 students (90 male and 30 female) represent the study sample. Data were collected from the audience through a questionnaire which consisted of open ended items with a reliability of a equal to 0.96. The collected data were analyzed using t-test, ANOVA (One-way &Two-way) and the Pearson Product Moment Correlation(r). The results disclosed a considerable proportion of students’ have the perceptions that the quality of distance education system in general and the distance teacher training program in particular ranges from moderate to poor. Female learners’ demonstrate lower perceptions of the quality of the program while their male counterpart demonstrates high quality perceptions. There is a positive correlation between academic score and perceptions score. Married learners show a lower level of academic achievement compared to those who are unmarried. The natural science students have better academic performance and higher perceptions scores than social science and language students. And, high achievers show significant higher perceptions than the low and average achievers. In addition, diploma students demonstrate higher perceptions scores than the BA/BSC or certificate students with regards to the ODL system of education.

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Nilsson, Monica, and Honorine Nocon. "Practicing Invisibility: Women’s Roles in Higher Education." Outlines. Critical Practice Studies 7, no. 1 (April 16, 2005): 14–30. http://dx.doi.org/10.7146/ocps.v7i1.2108.

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In this article, two female academics confront their role in producing their own invisibility and ir-relevance in the practice of higher education. Drawing on feminist standpoint theory, the authors interrogate their participation in articulation work that helped male colleagues to assume roles of higher status. Based on an analysis of personal narratives and the text of an international e-mail exchange that resulted in a successful grant proposal, the authors argue that the hierarchical and patriarchal cultural history of the academy as well as the intrusion of gendered relations from contexts beyond the institution of higher education undermine the democratic intentions of aca-demics, both male and female, who espouse horizontal collaborative relations between academics. This case study illustrates the contradiction between egalitarian institutional rhetoric and value systems of individuals and the hierarchical and gendered power relations that play out in everyday life in the academy. The authors conclude that while both male and female academics must work to change the gendered text of higher education, women in the academy must build both critical mass and mentoring networks in consciously acting to change the institution’s cultural history.

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Jali, Nokwanda, Sachin Suknunan, and Anrusha Bhana. "Challenges impeding women into leadership roles in a student-led organization at a South African higher education institution." Problems and Perspectives in Management 19, no. 4 (December 29, 2021): 508–18. http://dx.doi.org/10.21511/ppm.19(4).2021.41.

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The study shows that a patriarchal society where women are still in the minority when it comes to leadership positions is still dominating. A few studies are exploring the role of women in leadership in government and industry, and very little focus is paid on higher education institutions and more especially – from a female leadership perspective. Therefore, this paper aims to determine the factors that hindered female students from attaining leadership positions and simultaneously make recommendations to create more leadership opportunities in a nationally recognized student-led organization known as the Student Representative Council at a large public South African higher education institution – the University of KwaZulu-Natal. The target population was 16 female leaders who served in the University’s Student Representative Council from 2019 to 2020 of which 13 had responded. A qualitative approach was followed and interviews were conducted. The study employed inductive qualitative thematic analysis using NVIVO 12. Findings revealed that the Student Representative Council structure at the university was patriarchal with little commitment to gender equality. Males outnumbered women in leadership roles. Portfolios assigned to women were mainly administrative rather than leadership. Females were subjected to stereotypical behavior. The study recommended ways to promote female student leadership whereby policy and constitution change is required to facilitate gender equality and the implementation of quotas. Women should be empowered to enhance their leadership skills via effective leadership development programs specifically designed for females to address the leadership gap between males and females.

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Khokhar, Ashar Johnson. "Women Academic Leaders in Higher Education in Pakistan: Perspectives of Female Students Enrolled in Higher Education Degrees." Pakistan Journal of Women's Studies: Alam-e-Niswan 25, no. 2 (December 19, 2018): 59–76. http://dx.doi.org/10.46521/pjws.025.02.0046.

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The number of women joining the teaching profession has risen in general. In addition, the number of women academics in other faculties and departments in universities has gone up as Pakistan has opened new women-only universities, some having women Vice Chancellors. However, women are generally absent from higher-up and decision-making positions in higher education, and the current paper investigates this issue. Although several researchers have earlier explored this phenomenon, this study attempts to assess it from the students‘ perspective. Therefore, the question of women as managers in higher education was placed before sixty female students enrolled in postgraduate programmes of four private and two public sector universities. Each research participant was provided enough time to consider and answer the query ―why are there no women in higher leadership positions in universities in Pakistan in co-education set-ups?‖ Each of the in-depth discussion sessions, moderated by the researcher, resulted in creating rich data, which helps in comprehending why academically qualified women are not able to break the glass ceiling and move upward in their professional careers.

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Кенсицька, Ірина, and Марія Пальчук. "Components of healthy lifestyle of higher education institution female students." Theory and Methods of Physical Education and Sports, no. 2 (March 23, 2016): 29–33. http://dx.doi.org/10.32652/tmfvs.2016.2.29-33.

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张, 晶晶. "Research on Gender Segregation in Early American Female Higher Education." Advances in Education 12, no. 01 (2022): 109–14. http://dx.doi.org/10.12677/ae.2022.121021.

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Maurer, Trude. "Russian women in German universities — pioneers of female higher education?" Vestnik of Saint Petersburg University. History, no. 3 (2016): 68–84. http://dx.doi.org/10.21638/11701/spbu02.2016.306.

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Shepherd, Sue. "Why are there so few female leaders in higher education." Management in Education 31, no. 2 (April 2017): 82–87. http://dx.doi.org/10.1177/0892020617696631.

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A significant gender imbalance remains at executive management level within higher education despite a number of initiatives to increase the number of women in the leadership pipeline and ensure they are better prepared for these roles. This article presents findings from a recent study on the appointment of deputy and pro vice-chancellors in pre-1992 English universities that provide fresh insights into why this might be the case. These findings challenge the notion of women’s missing agency - characterized by a lack of confidence or ambition and a tendency to opt out of applying for the top jobs – as an explanation for their continued underrepresentation. Rather, they highlight the importance of three structural factors associated with the selection process: mobility and external career capital, conservatism, and homosociability. An approach of ‘fixing’ the women is therefore unlikely to be sufficient in redressing the current gender imbalance within university executive management teams.

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Timár, Judit, and IldikóFábián Jelenszkyné. "Female representation in the higher education of geography in Hungary." Journal of Geography in Higher Education 28, no. 1 (March 2004): 101–10. http://dx.doi.org/10.1080/0309826042000198675.

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Troutman, Stephanie. "Fabulachia: urban, black female experiences and higher education in Appalachia." Race Ethnicity and Education 20, no. 2 (December 7, 2015): 252–63. http://dx.doi.org/10.1080/13613324.2015.1110340.

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Habashi, Fathi. "Struggle of women for higher education." Metallurgical and Materials Engineering 23, no. 3 (September 30, 2017): 189–95. http://dx.doi.org/10.30544/306.

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Higher education was denied for women in most countries mainly by the clergy till the beginning of the 20th century. Universities in most European countries were closed to female students. Few research centers accepted women researchers and similarly few university professors accepted women students. In spite of this many women chemists and physicists distinguished themselves in great discoveries and women got Nobel Prizes in physics and chemistry. Now, girl graduates from most colleges are twice the number of boys graduates.

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Saleh, Amany, QianQian Yu, Steve H. Leslie, and John Seydel. "Gender Equity, Student Loans and Returns on Investment in American Higher Education." International Journal of Sociology of Education 6, no. 2 (June 25, 2017): 216. http://dx.doi.org/10.17583/rise.2017.2633.

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This study examines practices that impact females’ earnings and, in particular, their ability to repay student loans. Salary inequities experienced by female college graduates along with student loans are addressed. The authors offer a quantitative model for highlighting the inequity in the American workforce considering female’s lower salaries and higher student loans by examining the payback period associated with the investment in college education. Results indicate that, while the payback period for investments on college loans is increasing for both males and females, this trend is significantly worse for females.

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Bukve, Trude. "Students’ perspectives on English medium instruction within higher education." Apples - Journal of Applied Language Studies 14, no. 1 (January 17, 2020): 7–24. http://dx.doi.org/10.17011/apples/urn.202002272211.

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This study aims to explore gender differences in students’ perspectives on language use within higher education (HE), using data from a survey distributed to students at two universities in Norway and Finland. Analysing responses concerning language use in HE, I found that most students were positively inclined towards English medium instruction (EMI). However, while there in both countries were only small differences in attitudes towards EMI between male and female students, in Finland, female students were less confident in their English skills than male students were. Furthermore, female students in both countries reported more difficulties in coping with English in their day-to-day studies, as compared to male students. This article demonstrates the advantages of applying a multidimensional perspective when analysing gendered attitudes in HE. Further, the present study highlights some of the practical challenges that HE institutions should acknowledge in order to implement language policies that meet students’ needs.

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Ullah, Hakim, Chen Xiaoduan, Tariq Mehmood Bhuttah, and Saima Javed. "Female Continue to Face Challenges in Acquiring Higher Education in Pakistan." Journal of Social Sciences Research, no. 58 (August 15, 2019): 1238–48. http://dx.doi.org/10.32861/jssr.58.1238.1248.

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The present study aimed to investigate the challenges, which girls had to face to overcome the cultural obstructions in getting higher education. The study focused on a multitude of cultural barriers and challenges, financial problems, and academic issues that female had to face. Qualitative, as well as a quantitative research approach, was used to know about the experience of respondents which they experienced while getting admission in the university. Questioners were the essential tools to collect the data described by a percentage basis. The study was conducted in Bahauddin Zakariya University Multan (Punjab, Pakistan) because different rural areas surrounded it. The population of the present study consisted of the female students studying in BS (Hons) program and M.sc students of the university. The paper argues that financial constraints included the theme of the scarcity of resources allocated to girls. Due to poor economic conditions, parents preferred their son’s education as compared to the daughter’s school and suggested that due to limited resources, parents choose between daughter’s education and son’s education. “From these excerpts, it was also revealed that families did not invest in girl’s education due to their restricted productivity in generating income for the family. The results also show that various factors are responsible for the social exclusion of girls from the education sector of Pakistan. These factors include the conservative attitude of family and preference to boy’s education. The originality of this paper is that the conservative opinion of the family and community is the primary determinant of low enrollment rate of girls in higher education. In addition to this, the result of the research depicts that little parental education also results in a flat enrollment rate in Pakistan.

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Zander, Lysann, and Elisabeth Höhne. "Perceived Peer Exclusion as Predictor of Students’ Help-Seeking Strategies in Higher Education." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 53, no. 1-2 (January 2021): 27–41. http://dx.doi.org/10.1026/0049-8637/a000235.

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Abstract. Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among N = 418 students in 25 seminar and tutorial groups in the undergraduate introductory courses of two subject domains: computer science and education. Analyses showed that, overall, students reported lower autonomy-oriented help-seeking and higher help-seeking avoidance in computer science than in education. In computer science, perceived peer exclusion predicted more help-seeking avoidance among both male and female students and less autonomy-oriented help-seeking among females. In education, however, perceived peer exclusion was a significant predictor of both male and female students’ lower autonomy-oriented help-seeking. Results suggest that, in computer science, help-seeking appears to have an “image problem” signaling competence-related inferiority rather than being a form of effective self-regulated learning. Implications for enhancing adaptive help exchange cultures in computer science are discussed.

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Iqbal, Khalid, Asif Naveed Ranjha, and Bushra Khursheed. "Role of parent’s education toward female higher education in society (A study of Multan)." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 14, 2022): 1–9. http://dx.doi.org/10.52587/jepps.v1i1.15.

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Education is a process of simple learning and knowledge process. Education begins on the edge of the mother. Education is very important for all people. The existence of a man without education is similar to earthly. Budget resources for education are very low. There are smaller schools and colleges for women's education and training. The importance of training and developing this conference is a group of students who want to attend school. When it comes to the globalization of primary education, both countries have this problem. The researchers' statement about this problem "constitutes a social and cultural barrier for the higher education of women". To find out what's going on in girl education. Examine the barriers facing women's exposure to higher education. This problem analyzes different problems of women in higher education. Strengthening the position of women can be strengthened through higher education. However, increasing access to education does not only mean the academic achievements of girls. The government should have a bigger barrier. The government should have the right to equal funding for women's higher education

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Hong, Gihoon, Soyoung Kim, Geunhwan Park, and Seung-Gyu Sim. "Female Education Externality and Inclusive Growth." Sustainability 11, no. 12 (June 17, 2019): 3344. http://dx.doi.org/10.3390/su11123344.

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Education is generally believed to be beneficial in fostering, independent of gender, higher labor productivity. Female education may, however, cause other socio-economic gains which are not captured by higher wage or better compensation package for the educated female worker in the labor market (positive externality). This paper investigates the casual effect of enhancing female education and reducing gender education inequality on various measures of sustainable development. After addressing the endogeneity issue associated with gender education inequality employing a novel instrumental variable (IV), we find mitigating gender education inequality to be associated with lower infant mortality and poverty rates and improvements in health and environmental conditions. Our IV estimation result reports that a one-standard-deviation increase in the female-to-male ratio of average years of schooling is associated with a lower poverty rate by about 0.98 percentage points. The results indicate that expanding women’s educational opportunities is an effective way to promote inclusive growth.

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Kanyumba, Blessing, and Melanie Lourens. "Talent retention strategies for female academics in the higher education sector." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 7 (November 7, 2021): 142–49. http://dx.doi.org/10.20525/ijrbs.v10i7.1422.

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This study aimed at identifying talent retention strategies for female academics in the higher education sector, paying particular attention to the Sub-Saharan context. Higher education institutions rely on the knowledge, abilities, and skills of their academics in order to keep abreast of the changing nature of higher education globally. These institutions of higher learning are required to be competitive and achieve their strategic goals in order to remain relevant in the sector. Studies have shown that female academics are leaving the higher education sector for the private sector for numerous reasons, including better salaries and further development. Additionally, some female academics are emigrating to European countries in search of greener pastures. Therefore, higher education institutions have to ensure that talent retention strategies are implemented to retain female academics, as well as to facilitate their progress to top leadership positions. The study utilized four crucial retention strategies identified in Kenya by Mutiria, Rukangu and Kubaison in 2015. These retention strategies include compensation and benefits, formal succession planning, training and development and career development opportunities. A quantitative research design was adopted for this study, whereby online questionnaires were completed by 112 female academics at a Sub-Saharan university. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27 for Windows. The results revealed a significant relationship between the four identified strategies and retention. Thus, institutions of higher learning should effectively implement these strategies in order to retain talented female academics, considering the dynamics in the sector.

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Kelly, Regina, Oliver McGarr, Louise Lehane, and Sibel Erduran. "STEM and gender at university: focusing on Irish undergraduate female students’ perceptions." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 770–87. http://dx.doi.org/10.1108/jarhe-07-2018-0127.

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Purpose The purpose of this paper is to identify whether or not females believe they associate with the culture of science, technology, engineering and mathematics (STEM) by investigating the perceptions of female students currently enroled in STEM courses. Design/methodology/approach The paper presents data from a survey on female STEM students’ “Perspectives of women in STEM”, “Parents’ Science qualification”, “Supports in their STEM Course” and their “Science identify” through a social capital lens. Both qualitative and quantitative methods were used to analyse the data. Findings The main findings were that female STEM undergraduates believe social bias, balancing work and family life and lack of role models are the main cause of less women in STEM professions and leadership positions. There were statistically significant differences between how male and female students identified with certain traits, with less females claiming to be intelligent and know about latest discoveries than males. Research limitations/implications To eradicate stereotypical views of scientists, it is recommended that Irish higher-education institutions introduce initiatives to increase the socialisation of STEM females within female networks and develop female students’ self-awareness of their own capabilities. The expansion of STEM networks could act as a means to facilitate female students adopting positive science identities, increasing their science capital. Originality/value In Ireland, there is a paucity of literature relating to females’ experience of STEM in higher education. This paper provides evidence that despite their engagement with STEM, female undergraduate students subscribe to the stereotypical image of the scientist. This study highlights the need to change the culture experienced by female STEM undergraduates in Ireland so as to improve the experiences and trajectories of women in higher education.

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Cahyo Adi Kistoro, Hanif, Badrun Kartowagiran, Eva Latipah, Ngainun Naim, Himawan Putranta, and Darmanto Minggele. "Islamophobia in education: perceptions on the use of veil/niqab in higher education." Indonesian Journal of Islam and Muslim Societies 10, no. 2 (December 21, 2020): 227–46. http://dx.doi.org/10.18326/ijims.v10i2.227-246.

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The phenomenon of the development of the veil in Indonesia, especially among higher education has become a concern lately. This is due to the view of the public about the relationship between the use of the veil with the influence of certain ideologies. This research aims to determine the reasons and motivations for the use of the veil among female students, perceptions received in the surrounding environment, and obstacles encountered. This research uses a phenomenological approach as part of qualitative research. Participants in this research were 12 female students from private universities in Yogyakarta. The method of in-depth interviews using interview guide instruments becomes a technique in collecting data. Data analysis using semantic reduction is done by identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole experience of veiled students. The results showed that there were five main themes in the use of the veil in higher education, namely the average age of female students who used veil, motivation and reasons for using a veil, perceptions from within themselves and their environment, constraints encountered, and consistency in wearing a veil. Some of the findings obtained are certainly new references that need to be further developed. Therefore, knowledge about Islamophobia especially the perception of the phenomenon of the veil is important for educational institutions in determining policy and for the community to be a reference in dealing with the phenomenon.

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Naich, Moula Bux, Naeem Ahmed Junejo, Akhtar Hussain Lashari, Akhtar Hussain Lashari, and Muhabat Ali Shah. "Equity Issue in Pakistan: A Study on Higher Education." RMC Journal of Social Sciences and Humanities 1, no. 3 (December 2, 2020): 21–28. http://dx.doi.org/10.46256/rmcjsochum.v1i3.98.

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This study has examined the equity issue in higher education in Pakistan that boys and girls have treated based on equitable access to education. While the social status of female students is very diverse in higher education than males. If compared with around the world, the current educational status of women has increased in the different fields on the bases of equity. Because women play a vital role in the growth of the economy by the dint of their professional skills. However, the role of women in Pakistan is different from around the world. If the compared relationship between urban and rural female students or women in Pakistan that women still face difficulties in several areas. Such as field engineering and math teaching as well as a public place. Therefore, this study aimed to explore the equity issue in already published literature by taking into account higher education in Pakistan. To, different studies’ findings have shown that there are many problems present in the educational system of Pakistan, such as a policy implementation with an international perspective, curriculum standards, and the use of technology in education. However, equity is also a core issue in higher education, which impact on female students. In this regard, those female students cannot reward easily their fundamental rights. Because of restrictions and some, important factors have linked to equity barriers. This study has used different sources of methods and materials through Google Scholar, Research Gate, and an Elsevier journal. Finally, significant results have described in this study by the dint of discussion and conclusion, which have drawn in the light of previously published literature.

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López García, María del Carmen. "Double Working Day in Female Higher Education Teachers in Mexico City." Journal of Social Sciences 13, no. 4 (April 1, 2017): 229–32. http://dx.doi.org/10.3844/jssp.2017.229.232.

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Khan, Younas, Fazal Hanan, Abdullah, Habib ur Rahman, and Asad Ullah. "EXPLORING THE SOCIOCULTURAL IMPEDIMENTS TO FEMALE IN GETTING HIGHER EDUCATION IN PUKHTUN SOCIETY." Humanities & Social Sciences Reviews 9, no. 3 (May 23, 2021): 477–83. http://dx.doi.org/10.18510/hssr.2021.9349.

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Purpose of the study: This study was designed to explore the socio-cultural impediments to females getting higher education in pakhtun society. Methodology: A cross-sectional quantitative research method was conducted in district Dir lower Pakistan. A well-structured interviewed schedule (encompassing all the study attributes) was used for primary data collection from 375 female respondents after the pre-test procedure. The data were analyzed through descriptive statistics and inferential statistics(x2 test) to ascertain the association between dependent (female higher education) and independent (sociocultural impediments) variables. Principal Findings: Based on the study results, a significant association (P=0.000) was found between the dependent variable and sociocultural attributes; the prevalence of patriarchal norms (P=0.00), preferences of early marriages (P=0.00), fear of sexual harassment (P=0.00), parents carelessness (P=0.00), Parda (veiling for women and protecting their honour) and lack of decision-making power (P=0.00) impedes women from getting their higher education. Applications of this study: Early marriage is a symbol of female exploitation under the man-made unwritten codes of conduct (Pukhtoonwali) which, should be banned through formal (legislation) and informal agencies (familial and religious) level; with a collaboration of educating female to ensure dethroning the partisan character in the form of patriarchal norms, which women faced since the dawn of the history. A slogan or any other campaign through mass media and print media is the order of the day. The government should ensure to play their role on macro and micro level to eliminate the negative stigmatization of women generally while in getting higher education particularly. Novelty/Originality of this study: This study is an attempt to insight into the socio-cultural barriers to female attainment of higher education in pukhtun society through perceptional based study along with quantitative research designs to measure the association between the variables as mentioned above with an amalgamation of an addition to the existing stock of knowledge in the field of sociology of education.

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Nawangsari, Dyah, Aminullah Elhady, and Norodin Salam. "Women’s Access to Islamic Higher Education." Jurnal Pendidikan Islam 6, no. 2 (December 31, 2020): 193–204. http://dx.doi.org/10.15575/jpi.v6i2.9760.

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This study aims to describe women's access to PTKI (Perguruan Tinggi Keagamaan Islam/Islamic Higher Education) and ma'had aly institutions. The method used was a qualitative approach with a gender perspective. Interviews, observations, and documentary studies were applied to collect the data. This research was conducted in PTKI and ma'had aly institution that are located in East Java. The results show that there are gaps in accessing education between male and female students in the national context which can be seen from the net enrollment rate. This gap also occurred in women's educational participation at PTKI and ma'had aly institutions. The disparity of education access can be observed in terms of women’s participation in intracurricular and extracurricular activities at ma’had aly institutions. There is a difference in the level of women's participation in Islamic higher education for Islamic studies compared to ma'had aly.

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Brent, Robert J. "Female Education, HIV/AIDS and the Education Vaccine in Sub-Saharan Africa: The Condom Piece of the Puzzle." Journal of African Development 16, no. 2 (October 1, 2014): 41–71. http://dx.doi.org/10.5325/jafrideve.16.2.0041.

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Abstract There are many recent studies that indicate that female education and HIV are still positively related in sub-Saharan Africa (SSA). So education is not a vaccine as claimed and there exists a puzzle that needs to be resolved. In this study, by focusing on the use and non-use of condoms by females, we provide one piece of the puzzle. That is, we identify one transmission mechanism by which female education leads to higher rates of HIV infection. We find that educated females are less likely to use condoms with their spouses and regular partners than less education females.

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Aurangzeb, Wajeeha, Azhar Mehmood, and Sumaira Khan. "Gendered Perceptions’ regarding Career Guidance Needs at Higher Education Level." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 48–62. http://dx.doi.org/10.35993/ijitl.v6i2.810.

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Career guidance had been a strong variable for consideration in democratic societies at global level. Individual autonomy and choice making is imperative for indulging in better market economy. Career guidance programs, if introduced at university level are very helpful for students in overcoming hesitation in career choices and selecting desirable study paths. The study compared career guidance needs among students at higher education level in Pakistan with reference to gender. Mix method design was adopted to extract data from graduating students enrolled in Management Sciences through questionnaire and semi structured interviews (male=100, female=100). Findings illuminated that male students (μ=4.1) have a clear idea about career guidance through internship programs whereas female students (μ=3.1) differed in their views about it. Male students suggested that career planning strategies, if implemented in their course may help designing lifelong careers whereas female students’ focus was towards development of effective career skills only. It is suggested that career guidance is on the brink of coming a national reality at all of the educational levels, so it may be included as a vital part in curriculum. Furthermore, as female students in our society are given less projection so they may be provided with more chances of exposure towards their future careers. Keywords: Perceptions, career guidance, career skills, career planning

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Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4–5. http://dx.doi.org/10.6017/ihe.2018.0.10553.

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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).

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Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.94.10513.

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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).

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Rubagiza, Jolly, Jane Umutoni, and Innocent Iyakaremye. "Gender-Related Factors Influencing Female Students’ Participation in Higher Education in Rwanda." International Journal of African Higher Education 9, no. 2 (July 13, 2022): 124–49. http://dx.doi.org/10.6017/ijahe.v9i2.15377.

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Rwanda is widely seen as one of the most progressive countries in the world with regard to promoting gender equality and women’s empowerment. In education, for example, girls’ access to primary and secondary education is among the highest in Africa. However, female students’ participation remains limited in public universities and they constitute only around a third of the student population at the University of Rwanda. This article explores the factors that influence female students’ participation in public higher education in the country. It draws from a study commissioned by the University of Rwanda on the causes of low female enrolment at the institution that was conducted between 2016 and 2017. The study employed a mixed methods approach, and data was gathered by means of questionnaires, in-depth interviews, and focus group discussions. The results revealed interlinked structural (such as university policies) and socio-cultural factors that contribute to the exclusion of female students from Rwanda’s top university. Given the complexities involved, this calls for a multi-pronged approach to address the issue of female representation at the University. Key words: Gender disparities, female students, higher education, Rwanda

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Victorynie, Irnie, Ismail Sheikh Ahmad, Riski Munandar Hutapea, and Saddam Husein. "FACTORS INFLUENCING INDONESIAN MARRIED FEMALE STUDENTS PURSUING A HIGHER EDUCATION DEGREE OVERSEAS." Jurnal Cakrawala Pendidikan 40, no. 2 (June 15, 2021): 457–66. http://dx.doi.org/10.21831/cp.v40i2.35078.

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Married female students face different learning experiences in higher education compared to unmarried female students. This research was conducted to determine the experiences of Indonesian married female students. The aims of this study are to identify the various factors which encourage Indonesian married female students to continue their studies, to examine the obstacles that they experience during their studies, and to identify the efforts to overcome the obstacles which are faced by the students. This research uses a qualitative approach using a case study. A total of two Indonesian married female students were interviewed. The data were analyzed using thematic analysis. Then, data from the interviews were transcribed and keywords were identified. To analyze the data, the researcher also identified the themes for further exploration. The findings showed that the factors to pursue higher education could be categorized into push factors and pull factors. The results indicate that the students not only need strength of the intention, but also need to make targets and strategies during studies, as well as to build a support system with family member, relatives, and friends to complete their studies.

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Silva, Uyara Ferreira, Deller James Ferreira, Dirson Santos de Campos, and Anderson Cavalcante Gonçalves. "Perceptions of students about Problems in Computing Higher Education." International Journal for Innovation Education and Research 9, no. 5 (May 1, 2021): 1–17. http://dx.doi.org/10.31686/ijier.vol9.iss5.3062.

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Female students face various problems in the undergraduate computer science environment. In this paper we investigate undergraduate computer science students' perceptions of discrimination, harassment, drop out intention, gender devaluation, sense of belonging, gender stereotype, and self-efficacy. It also collects information about unpleasant facts that happened to students. A questionnaire was applied to two hundred and fifty students from undergraduate computer science courses from more than twenty universities in Brazil. Data from the questionnaire were analyzed using statistical methods. A comparison between men and women experiences is provided. In addition, we examine correlations between issues reported by the female students and their intentions to leave university. The results show that the majority of students in both sexes have a low sense of belonging and also that men bear some of the problems. Nevertheless, women suffer more from discrimination and gender stereotype than men.

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Moswela, Emmanuel, and Sourav Mukhopadhyay. "Double Jeopardy: Plight of Female Students with Disabilities in Botswana’s Higher Education." Indian Journal of Gender Studies 25, no. 3 (August 13, 2018): 384–409. http://dx.doi.org/10.1177/0971521518785721.

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Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with disabilities in their struggle to access and participate in three HE institutions in Botswana. Seven female students with disabilities participated in this research. Multiple methods, such as focus group discussions, photovoice and solicited journals, were used to collect data. The data were analysed using Atlas.ti 7.5 qualitative data analysis software. Three themes emerged, and they are (a) socio-cultural issues and disability identity, (b) access and participation in HE and (c) empowerment of female students. These findings served to inform Botwana’s HE institutions that include female students with disabilities, to help them to promote participation as well as quality of experiences.

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Biswas, Chandra. "Present Status of Enrolment of Female Students in School Education and Higher Education in India." RESEARCH REVIEW International Journal of Multidisciplinary 6, no. 1 (January 17, 2021): 71–78. http://dx.doi.org/10.31305/rrijm.2021.v06.i01.016.

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Maqbool, Sara. "A Study On The Equity Of Higher Education In Punjab In Context Of Equal Opportunities In Higher Education." Contemporary Issues in Education Research (CIER) 2, no. 2 (January 10, 2011): 23. http://dx.doi.org/10.19030/cier.v2i2.1093.

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Higher education is central to the development of a country. Without it, countries are bound to lag behind others in the race for development. Without human resources development and institution building, a nation cannot dream of progress and prosperity. The investment in higher education does not go unrecorded and its neglect does not get ignored. The policies of the Government are placing greater stress on upgrading the skills of the vast resources of human capital in the country through measures promoting access to education, with a focus on enhancing the knowledge distribution power of the economy through collaborative network and the diffusion of technology, and providing the enabling conditions for change in the science system to maximize the benefits of technology.The objective of the study was to investigate the extent of equal opportunities in higher education in Punjab.The study was descriptive and survey type. The study was delimited to the higher education institutions of Punjab. The population included 18 public universities in Punjab. A random sampling technique was applied for selection of sample. Ten public sector universities were randomly selected for the above population. Ten teachers (5 male and 5 female) and 20 students (10 male and 10 female) were further selected from the sample universities.Data were collected through questionnaires developed with the help of experts. Data collected were tabulated, analyzed using the Likert’s five-point scale and chi-square. After drawing the conclusions, some workable recommendations were made for the improvement of higher education, bringing equity and access in higher education. The following conclusions were drawn from responses. (1) The concept of gender bias is prevailing in the developing countries of the world. (2) The study showed that there is indifferent attitude of teachers towards male and female students.(3) It was also found that the behaviour of the teachers was indifferent to rural and urban students. It creates region differences to breed. (4) The results showed that girls are not preferred to boys in selection of technical or scientific subjects. (5) The majority of the respondents pointed out those admission criteria effects the students with average grade to get enrolled in higher education. (6) Age restrictions keep the students with genuine problems away from higher education.The following recommendations were made on the basis of conclusions: (1)The authorities must assure that fair access to higher education is provided without gender bias.(2) There should be establishment of public universities in rural areas to promote equity region wise. (3)There should be equal opportunities for girls in selection of the subjects of their own choice. (4) Teachers should be trained in a way that student belonging to any group or sex have equal behaviour of teachers.(5) Admission criteria must have some relaxation for deprived students.(6) There should be an alternate way in the selection of medium of instruction.

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Antón-Sancho, Álvaro, Diego Vergara, Elsy Medina, and María Sánchez-Calvo. "Digital Pandemic Stress in Higher Education in Venezuela." European Journal of Investigation in Health, Psychology and Education 12, no. 12 (December 13, 2022): 1878–900. http://dx.doi.org/10.3390/ejihpe12120132.

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The COVID-19 pandemic had a great impact on the process of integrating digital technologies in higher education and caused digital stress among professors, mainly in countries with a lower level of digitalization. In this work, quantitative research was carried out on the stress of professors in Venezuela due to the digitalization of their teaching activities caused by the pandemic, and gender gaps were identified in this regard. This digital stress was compared with that of professors in other countries with a low level of digitalization. For this purpose, a questionnaire designed by the authors was used. The questionnaire was distributed to a sample of 129 Venezuelan professors and 132 professors from countries with low digitalization levels. As a result, it was found that Venezuelan professors have lower digital competence and lower digital stress than their colleagues in weakly digitized countries, and that digital stress decreases as digital competence increases. Moreover, among Venezuelan professors, there was a strong gender gap in digital stress, which was higher among females in all subject areas, except for Health Sciences. This gender gap is specific to Venezuela since it differs from that in countries with low digital levels. According to the results, we urgently recommend investing resources in the digital training of faculty members, especially in regards to the integration of female professors.

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Kalpazidou Schmidt, Evanthia, and Stine Thidemann Faber. "Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions." Mentoring & Tutoring: Partnership in Learning 24, no. 2 (March 14, 2016): 137–57. http://dx.doi.org/10.1080/13611267.2016.1170560.

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Zhao, Yezhu. "An analysis on the status of female faculty in Chinese higher education." Frontiers of Education in China 2, no. 3 (July 2007): 415–29. http://dx.doi.org/10.1007/s11516-007-0034-7.

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Toren, Nina. "Women at the top: Female full professors in higher education in Israel." Higher Education 17, no. 5 (1988): 525–44. http://dx.doi.org/10.1007/bf00130544.

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Hirsu, Lavinia, Zenaida Quezada-Reyes, and Lamiah Hashemi. "Moving SDG5 forward: women’s public engagement activities in higher education." Higher Education 81, no. 1 (September 8, 2020): 51–67. http://dx.doi.org/10.1007/s10734-020-00597-0.

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AbstractUniversities play a critical role in the delivery of the Sustainable Development Goals through the third mission, i.e. public engagement activities. However, female academics miss opportunities to be part of this mission because they are caught in many roles that prevent them from getting involved in the SDGs. In light of SDG5, Achieve gender equality and empower all women and girls, we conducted interviews with twenty female academics from Iran and the Philippines to investigate their aspirations, opportunities and experiences with public engagement activities. Our findings show that, while recent gender policies have enabled female academics to develop robust careers, their contributions beyond the walls of the university remain limited because of longstanding patriarchal structures, distrust in women’s professional expertise and unchanged systemic constraints. By bringing women’s engagement activities forward and supporting them in the delivery of the SDGs, we reframe current debates on women’s roles in academia. We argue that HE institutions may enhance their third mission and better achieve the targets of SDGs by valuing women’s work and facilitating their engagement activities that may lead to significant societal impact. We conclude our paper with a series of recommendations for policy and practice that support women’s journeys in academia.

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Crombie, Gail, Tracy Abarbanel, and Anne Trinneer. "All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data." Journal of Educational Computing Research 27, no. 4 (December 2002): 385–409. http://dx.doi.org/10.2190/vrd4-69af-wpq6-p734.

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In a three-year study, female students from all-female computer science (CS) classes were compared to male and female students from mixed-gender CS classes. Participants were 250 students enrolled in an elective Grade 11 CS course (63 females from three all-female classes and 155 males and 32 females from nine mixed-gender classes). Participants completed a questionnaire assessing perceived support from teachers and parents, computer-related attitudes, and future academic and occupational intentions. Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes. Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions. The present study provides some initial empirical evidence supporting the positive effects of all-female classes in CS at the high school level.

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Journal articles on the topic 'Female higher education'

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