Academic literature on the topic 'Women's Association for Educational and Social Advancement'
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Journal articles on the topic "Women's Association for Educational and Social Advancement"
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Metz, Isabel. "Organisational Factors, Social Factors, and Women's Advancement." Applied Psychology 58, no. 2 (April 2009): 193–213. http://dx.doi.org/10.1111/j.1464-0597.2008.00376.x.
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Agarwal, Utkarsh, Bharti Shukla, and Sudhir Singh. "ASSESSING GLASS CEILING AND GENDER INEQUALITY FOR WOMEN EMPLOYEE IN SERVICE SECTOR." Sachetas 2, no. 2 (May 8, 2023): 58–66. http://dx.doi.org/10.55955/220006.
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The glass ceiling is a barrier to the advancement of capable female professionals in the workplace, primarily due to gender or racism (Abidin, Z. Z. 2009). Carol Hymowitz and Timothy Schellhardt of the Wall Street Journal developed the term "glass ceiling" in 1986. Many researchers like (Shukla, 2015) have confirmed the presence of a glass ceiling based on various constructs such as social, cultural, and individual constraints. In India, there is no substantial proof on this topic. In their workplaces, the majority of the respondents had experienced some form of prejudice. Despite increases in women's education and knowledge, the percentage of women who advance in their careers is still quite modest. There are few studies that indicate the major impediments to women's advancement in the workplace. The study's sample size was set at 200 people. Data was obtained from female responders to eliminate any type of bias. So, sample were 145 respondents (Women Employee). SPSS was used to examine the data. Individual factors, social and societal factors, organizational factors, cultural aspects, family factors, and gender related issues were investigated using exploratory factor analysis. The effect of the factors on the respondents' job performance was calculated using percentages. According to the findings, women employees can only break through the glass ceiling if positive factors impacting their professional advancement are boosted. This can be done by improving their economic power by updating their abilities, educational qualifications, communication skills, and having competent mentors who can guide and counsel them in the right direction. The study's goal is to see, if there is a glass ceiling in different service industries. This research also looks into the effects of the glass ceiling on women's advancement in the workplace. The purpose of this study is to look for glass ceiling effects, which limit women's professional opportunities and advancement at a particular point.
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KRZYŻANOWSKA, MONIKA. "INTER-GENERATIONAL EDUCATIONAL ADVANCEMENT AND BODY HEIGHT." Journal of Biosocial Science 39, no. 3 (May 2007): 321–39. http://dx.doi.org/10.1017/s0021932006001672.
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Summary.This study investigates the association between body height and inter-generational social advancement through education. Questionnaire data were collected from 2800 students (1023 men and 1777 women) from the universities of Wrocław, Poland. The questions referred to three generations: the students and their parents and grandparents. Information was collected on the age, body height and weight of the students and their parents, and on the parents’ and grandparents’ education. The lowest body heights were typically found for individuals from families with the lowest educational levels, whereas the greatest body heights were found for those brought up in families with a high educational status or in families who had upgraded their status. The size of the change in the educational level of parents is only associated with fathers’ and female students’ body height. Individuals who had advanced from a middle educational level or who came from families with this type of advancement were found to be significantly taller, on average, than those upgrading their educational level from the lowest position. The results show that, for men, educational advancement during the course of their lives or in the earlier generation is more favourable to achieving higher stature, whereas for women, the multi-generational tradition of a high educational status is of greater significance.
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P, Vijayakumar. "Tamizh Maathu Ko Swappaneshwari Ambal." International Research Journal of Tamil 4, SPL 2 (February 28, 2022): 160–66. http://dx.doi.org/10.34256/irjt22s225.
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Tamil Maadhu Swapneswari Ambal was a pioneer of feminism who had been doing various works for the advancement of women in the early twentieth century. He was the editor of Tamil Maadhu (1905). Thereby striving for the advancement of women. Born in 1846, he was heavily involved in the work of Iyothee Thass Pandit, a pioneer of the Buddhist renaissance. Pandit Rayapettai also attended the Sunday evening sermon at the Buddhist Association and delivered a sermon. He was presented with a section in the Tamil magazine 'Pengal Patthi' which was reserved for women. He wrote a series of short articles on a number of topics. After the demise of the Pandit, he converted to Buddhism and continued to practice Buddhism. Thus, he is identified by the Buddhists as 'Maha Upasaki'. She has run many organizations for the advancement of women, including the 'Women's Education Development Association' and the 'Widow Care Monastery' for widows. He put forward the idea that women who have lost their husbands should come forward to remarry without being paralyzed at home. He was keen to realize that women are enslaved by ignorance and to become rational thinkers. He protested against child marriages taking place at that time. He said that women in family life should not be dependent on others but should be meant to help others. Thus, she has been a voice for the advancement of women on many levels. Swapnaneswari Ambal. Today's Tamil world should know and praise her extensive social work and women's liberation work
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Brondi, Sonia, Francesca Emiliani, Lydia Piscitelli, and Lelia Valdré. "Challenges and worries in life stories of women with bleeding disorders." PSICOLOGIA DELLA SALUTE, no. 2 (June 2023): 118–34. http://dx.doi.org/10.3280/pds2023-002008.
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Women with bleeding disorders have rarely been studied. Recently, thanks to the advancement in treatment options and the recognition that women can also suffer from haemo-philia, new research lines have been developed. This study investigated the experiences of women affected by bleeding disorders (patients, healthy or symptomatic carriers), specifically focussing on disease diagnosis and management in daily life, relational issues, and reproductive options. Age, family history, educational qualification and religiosity were also considered. Thirty-two women were interviewed, and their narratives were analysed with lexical-metric and qualitative content analysis. The results showed some key themes, which refer to cognitive, affective and behavioural responses to the disease. They included both sex-neutral and female-specific contents, offering a new reading of the phenomenon. Although the aware-ness of female bleeding disorders has increased in recent years, sick women stressed late di-agnosis paths and symptom underestimations, while female carriers discussed psychosexual issues and motherhood choices, with related implications on physical and psychological well-being, and relational life. Alongside commonalities, some differences emerged depending on women's socio-cultural situations. Overall, they suggested the importance of developing early patient-centred psycho-educational paths in order to tailor interventions to specific women's needs, promote disease and self-acceptance, and enhance effective management.
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Alridge, Derrick P. "Of Victorianism, Civilizationism, and Progressivism: The Educational Ideas of Anna Julia Cooper and W.E.B. Du Bois, 1892–1940." History of Education Quarterly 47, no. 4 (November 2007): 416–46. http://dx.doi.org/10.1111/j.1748-5959.2007.00108.x.
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Anna Julia Cooper and W.E.B. Du Bois were two of the most prominent African-American educators of the late nineteenth and early twentieth centuries. During this period, they both envisioned a broad education tailored specifically to the critical intellectual and vocational needs of the entire black community. They also participated in international affairs, attended and worked together at some of the same conferences and meetings, and shared a belief that education should encourage blacks to place their situation and struggles within a global context. In developing their educational ideas, they both addressed a wide range of educational issues (black women's education, education of the black masses, and the history curriculum in black schools) that spoke to the universal as well as the local realities of black life in America. At the core of their educational thought was their belief that social advancement would result in equality for blacks.
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Schneirov, Richard. "The Odyssey of William English Walling: Revisionism, Social Democracy, and Evolutionary Pragmatism." Journal of the Gilded Age and Progressive Era 2, no. 4 (October 2003): 403–30. http://dx.doi.org/10.1017/s1537781400000517.
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In the history of American socialism William English Walling occupies a special place. Born into a wealthy Midwestern family, Walling was educated at the University of Chicago and Harvard, but soon found a calling as a social reform activist when he learned first hand about the conditions of working people as an Illinois factory inspector and a habitué of turn-of-the-century social settlement houses and the Jewish ghetto scene. From that point forward Walling was a major influence wherever he directed his fertile mind and instinct for provoking controversy and precipitating new movements. In 1903, Walling helped found the National Women's Trade Union League and became president of its New York chapter. Six years later he cobbled together a group of anti-racist socialists to found the National Association for the Advancement of Colored People – then invited W.E.B. DuBois to become editor of its journal, The Crisis.
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Nawaz, Faiza, Ali Sajjad, and Muhammad Waqas Farooq. "Financial Inclusion (FI) Mediates the Relationship Between Financial Literacy (FL) and Women’s Economic Empowerment (WEE)." Bulletin of Business and Economics (BBE) 12, no. 3 (November 30, 2023): 761–69. http://dx.doi.org/10.61506/01.00118.
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This examination expects to investigate the relationship between financial literacy (FL) and financial inclusion (FI), and to dissect how FI goes about as a mediated in the relationship between FL and women's economic empowerment. Furthermore, the review dives into the control impact of social capital (SC) use as a moderating variable in FL and FI. Used positivism philosophy and deductive approach, and variables scale was adopted. The study collected 350 reliable answers from women working in private universities in the educational sector in Lahore through self-filled surveys using a simple random sampling method on a five-point Likert scale. This research used the AMOS-21 software. This software runs different types of tests e.g., “confirmatory factor analysis (CFA)” which confirms the variable items, and also uses “structural equation modelling (SEM)” to confirm or reject the research hypotheses. A p-value < 0.05 supports the first hypothesis (H1), which states that there is a substantial and beneficial relationship between financial inclusion (FI) and financial literacy (FL). Going on to the second hypothesis (H2), it is established that financial inclusion (FI) and women's economic empowerment (WEE) have a favourable and significant relationship. The third hypothesis (H3) suggests a partial mediation effect by arguing that financial inclusion is mediated by the association between financial literacy and women's economic empowerment. According to the fourth hypothesis (H4), social capital has a moderating effect on the importance and strength of the relationship between financial inclusion and financial literacy. The study's conclusions highlight social capital's strong moderating effect on this relationship. The study emphasises how important financial inclusion and financial literacy are to enhancing women's economic empowerment. It highlights the importance of policymakers and educational institutions recognizing the factors and providing opportunities and resources to enhance women's financial knowledge and skills. The findings underscore the need for proactive measures in the education sector to empower women economically.
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Paudel, Deepak Raj, and Tek Bahadur Malla. "Women's Managerial Level Involvement in Tourism Sector in Pokhara." Journal of Nepalese Business Studies 7, no. 1 (July 9, 2012): 39–52. http://dx.doi.org/10.3126/jnbs.v7i1.6402.
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This study examines the factors that have effect on women’s managerial level involvement in hospitality sector of tourism industry in Lakeside, Pokhara; a popular tourism area in Nepal using a census survey of 100 women. The schedule questionnaire and 10 key informants’ interview (KII) were employed in order to collect primary data and to triangulate the results. Significance tests have been performed to determine the association between women’s level of participation with all other possible variables using Chi-square test. Demographic factors such as age and marital status; socioeconomic factors like educational level, prior family involvement, condition of work enviournment, household headship, and social barriers have been identified as independent variables that might have effect on level of women’s participation. The findings revealed that women’s participation in managerial position is low (29%) comparing to the operative level (71%). All socioeconomic factors have significant influence on women’s levels of participation.The Journal of Nepalese Business Studies Vol. Vii, No. 1, 2010-2011Page :39-52Uploaded date: July 7, 2012
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Antonovics, Janis, Mary Gibby, and Michael E. Hood. "John Leigh, Lydia Becker and their shared botanical interests." Archives of Natural History 48, no. 1 (April 2021): 62–76. http://dx.doi.org/10.3366/anh.2021.0687.
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This article examines the relationship between John Leigh (1812–1888) and Lydia Becker (1827–1890). Leigh was a prominent figure in the scientific circles of Manchester in the mid-nineteenth century and the city's Medical Officer for Health. Becker was a botanist and Leigh's second cousin. She corresponded with Charles Darwin and became a pioneer in the women's suffrage movement. Previous studies have argued that Leigh patronized and discouraged Becker's botanical interests. However, newly-discovered correspondence shows that Leigh respected her abilities and encouraged her development as a botanist, including attendance at the British Association for the Advancement of Science meetings where she presented one of the first scientific papers by a female botanist in Britain. While social and institutional norms in the Victorian era discouraged women from entering science, these norms could be transgressed in interactions involving specific individuals.
Dissertations / Theses on the topic "Women's Association for Educational and Social Advancement"
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Walker, Sarah. "Place and Education : expanding the conversation within adult ESL and other educational contexts." Thesis, 1999. http://hdl.handle.net/2429/9801.
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In a world replete with many views of education, it is perhaps easier to notice the
differences amongst educational perspectives rather than the interconnections. The role of this
thesis is to bring together some of these perspectives through a conceptual analysis of place and its
links to education, self, and ESL. Place is a term used in environmental philosophy to refer to a
particular space or region as experienced by a person, and to the relationships and responsibilities
which connect that person to the world in which he or she lives. Environmental philosophers argue
that the relationships bound up in place intimately shape who we are as individuals and the life
choices that we make. I will differentiate further between four aspects of place, and address what it
could mean to allow a sense of place to influence my life more deeply: what it means to be
placeful. Investigation of the politics of place and the impact of race, class, power, and global
inequalities on place experiences — areas I cannot explore deeply here - are important areas of
research to continue to expand this conversation.
The role of place in education is dynamic. I come to the classroom as an educator with two
main passions: concern for the learners and concern for the environment. Through an
understanding and awareness of place, environmental education and cornmunity/experience-based
pedagogy can come together to develop an educational system which will address the needs of the
learners, help them develop their understanding of self and place, and encourage care for and
awareness of the environment. Jane McRae and Winnie Tarn, two educators of the Association for
the Advancement and Promotion of Science Education (APASE), shared with me in a set of
interviews their perspectives on place in ESL education. The discussion of APASE's Community
Mapping Project which concludes the thesis is presented as an example of how one association has
done this: a place-centred curriculum which incorporates feminist pedagogy, understanding and
awareness of place, and the importance of addressing environmental issues.
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Van, Ginkel Aileen, Brian J. Walsh, Don Posterski, Gary Duim, and Nicholas Terpstra. "Perspective vol. 17 no. 3 (Jun 1983)." 2013. http://hdl.handle.net/10756/251284.
Full textBooks on the topic "Women's Association for Educational and Social Advancement"
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Daugherity, Brian J. Keep on Keeping On: The NAACP and the Implementation of Brown V. Board of Education in Virginia. University of Virginia Press, 2016.
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Kandel, Robert S. Earth and Cosmos: A Book Relating the Environment of Man on Earth to the Environment of Earth in the Cosmos. Elsevier Science & Technology Books, 2013.
Find full textBook chapters on the topic "Women's Association for Educational and Social Advancement"
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Nemenoff, Erin K., and Julia Schenk. "Creating Brand Ambassadors." In Social Media Marketing, 508–32. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5637-4.ch025.
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Membership associations can face specific challenges when it comes to marketing and brand recognition. This case describes how the National Panhellenic Conference (NPC), a membership association for 26 national and international women's fraternal organizations, or “sororities,” addresses these challenges. NPC's mission is to be the premiere advocacy and support organization for the advancement of the sorority experience. However, NPC has traditionally struggled with brand recognition and identity, hampering their mission fulfillment. This chapter illustrates the social media techniques used to engage and inform NPC's key constituents through a virtual event, using a two-pronged approach. The first prong involves deepening engagement to move stakeholders to higher levels of interaction with the association. NPC must effectively communicate with its vast network of members and stakeholders to help generate greater awareness of NPC and promote sorority life in general. The second prong involves using its existing network to amplify NPC's key messages and spread it to those beyond its current network. Outputs and outcomes for the virtual event were used to determine that a defined strategy, as provided in the organization's strategic plan and logic model, impacted overall outcomes.
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Dr. Sourav Madhur Dey and Sri Sohan Das. "Women Education in India: Exploration into the Ground Realities." In CONTEMPORARY SOCIAL RESEARCH: PEOPLE, SOCIETY AND ENVIRONMENT: [VOLUME 1]. REDSHINE London, 2019. http://dx.doi.org/10.25215/1387453440.010.
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To improve women's status in society, education is a need. Women with education can contribute significantly to the socioeconomic advancement of society. As a means of regaining their standing both inside and outside of their families, education decreases gender inequalities. It is a crucial element for the welfare, prosperity, and empowerment of women. Both the government and civic society in India have been particularly concerned about the education of women, as educated women can contribute significantly to the country's growth. Women's empowerment focuses on education since it gives them the tools to respond to difficulties, accept their conventional roles, and improve their lives. Rural areas have very slow educational growth for women. Rural areas have very slow educational growth for women. This clearly indicates that a significant portion of women in our nation are still uneducated, frail, ignorant, and exploited. The most effective instrument for changing a woman's standing in society is education of women. After enacting the 86th Constitutional Amendment, which declared that every Indian child had a basic right to education from ages 6 to 14, the Indian government introduced the EFA programme in 2002. However, the status of girls' education is not increasing in accordance with the criteria set for women. The current article aims to explain the current state of women's education in India.
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Singh, Vandana, and Pallavi Mathur. "Women Empowerment Through ICT." In Advances in Educational Technologies and Instructional Design, 72–81. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4972-8.ch005.
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ICT has the biggest potential today to become a key vehicle for the socio-economic advancement of women. There exists a plethora of opportunities for ICTs to improve women's economic activities in the field of trade, governance, education, health, crafts, employment in formal as well as informal sectors. It can be used to fight many social issues and to empower weaker segments of society. The purpose of this chapter is to examine the opportunities which ICT can provide to improve the life of a woman in India. It will include the voices which speak of how women can fully participate and benefit from ICT and how ICT can be used as a tool to empower women. Women also should have an equal advantage of technology and the use of ICT should not be restricted to the upper section of the society. The aim here is to explore how women in India can improve their lives by using ICT. At last, it will also suggest ways on how all the segments of the female population can have benefited from technology.
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"Research." In Blueprints For Reform, 79–104. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195124279.003.0004.
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Abstract What Knowledge Is Needed to allow the ideas in Science for All Americans (American Association for the Advancement of Science [AAAS], 1989) to become common practice? What kinds of research are needed to ensure informed decision making that will lead to the kind of science literacy for all envisioned by Project 2061 and other science reform efforts? These are .critical questions for a research agenda. The definition of science literacy in Science for All Americans and Benchmarks for Science Literacy (AAAS, 1993) is not limited to the natural sciences; mathematics, technology, and the social sciences are also included. Adding to the complexity of a broad definition of science literacy is the deeper understanding of curriculum that has developed during the last two decades. Correspondingly, educational research has also become far more complex. Together, these factors all contribute to the challenge of developing a blueprint for needed research.
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M, Sachu, and Dr Lizy P.J. "PROSOCIAL BEHAVIOR IN THE EDUCATION SYSTEM FOR SOCIETAL WELL-BEING." In Realms of Equitable and Inclusive Education: Exploring Policy Perspectives and Social Work Practice, 2022, 29–35. BONFRING, 2022. http://dx.doi.org/10.9756/bp2022.10/06.
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School social workers play an invaluable and critical role in the educational settings that help students to become socially conscious as well as emotionally empowered humans. It is very important for our younger generations to grow up socially awakened and emotionally strong. The function of school social workers in educational systems is to successfully and methodically assist our kids down this road. School social workers provide activity-based programmes that improve our childrens academic performance and emotional wellbeing. In the whole process of social and psychological upbringing of the students, the contributions made by these school social workers are equally important to other socialization agents. The socialization process of a child, as well as the roles of parents, social workers, teachers, and school administration, shape a childs general social, mental, and emotional behaviour. The educational process contributes significantly to its advancement. This time has a significant impact on a childs personality, and hence all socialization agents contribute significantly to this endeavor. This necessitates an inclusive strategy that fosters social and moral growth in students. The most recent study interest in this area has positively affected social acceptability by thoroughly assessing school-based programmes and their effects on the social well-being of students. In the process of growing up strong and healthy in social and moral behavior, the role played by the association of school and social workers with other agents of socialization is inevitable. This conceptual research review paper analyses and interprets the importance and the role and relevance of school social workers in cultivating prosocial behaviour among schoolchildren. School social workers bring unique knowledge and assistance to the school system, and they are trained mental health professionals who can assist with prosocial behavioral support. In view of the collective suggestion states that young childrens prosocial behaviour makes important contributions to their long-term school adjustment, academic success, and overall wellbeing in society. The superlative mode of social work education endorses school social workers as a part of any schools objectives to foster the very harmonious and integral development of schoolchildren for the welfare of our humanity.