Relevant bibliographies by topics / Women principals

Academic literature on the topic 'Women principals'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Women principals"

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Oyeniran, Rassidy, Amalaman Franck Severin ANDO, and Isidore Tra Bi Tra. "Overcoming Vulnerability: Life Stories of Two Cases Women Primary School Principals in the District of Abidjan, Côte D’Ivoire (Ivory Coast)." Journal of Studies in Education 11, no. 3 (July 6, 2021): 41. http://dx.doi.org/10.5296/jse.v11i3.18402.

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The present study explores the life story that characterizes each of the selected women and how they get out with challenged conditions to conquer school principal-ship. The study used qualitative data to extract two (2) women principals’ meanings through in-deep interviews. The selected women principals were presented as case studies because of their potential backgrounds and experience. Ten (10) teachers randomly selected also take part in the study. The research employed a phenomenological case study approach based on the following factors: Perceptions, feelings, experiences, and resiliencies. The findings enlightened women principal’s principal-ship experiences, social roles, family and work obligations that they have to deal with in vulnerable situations. The paper also pointed out how these women surpass the barriers they encounter. The article proposes to create the educational, institutional and environmental conditions in order to make use of the potentialities of female, especially women school principals, for the success of the students.
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Tok, Türkay Nuri, and Nesrin Yalçın. "Women School Principals In The Eyes of School Principals." Pamukkale University Journal of Social Sciences Institute 2017, no. 28 (2017): 353–66. http://dx.doi.org/10.5505/pausbed.2017.36025.

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Priatiningsih, Selasi. "Kepemimpinan Wanita Sebagai Kepala Sekolah Studi di SD Negeri Kecamatan Balung Kabupaten Jember." Journal Of Administration and Educational Management (ALIGNMENT) 1, no. 1 (June 17, 2018): 1–10. http://dx.doi.org/10.31539/alignment.v1i1.220.

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The research aims at describing types as well as teachers perception on woman principal leadership in Public Primary School in Balung subdistrict. The research approach was quantitative with survey research to gather a general descrition of woman principal leadership. Data collection was carried out through questionnaire and interview technique to 54 teachers at Public Primary School lead by women principals. The sample was population sample because it used the whole participants as the sample. The results of the research showed that the dominant type of 5 women principals included in personal type of leadership which is indicated by mean 10.147 (SD 1.393) whereas otoriter type became the smallest score included as minor type which was indicated by mean 9.056 (1.224). teachers perception showed that leadership stye of woman principles was inclined to be feminine with mean 3.68 and transformational style indicated by mean 3.11 which was supported bu two insicators by masculine and transactional styles. Keywords: Woman Leadership, Women Principles, Balung Public Primary School
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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 18, no. 6 (November 2008): 583–602. http://dx.doi.org/10.1177/105268460801800602.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 7, no. 3 (May 1997): 246–65. http://dx.doi.org/10.1177/105268469700700302.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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Rashidzadeh, Mohammad Ali. "Burnout among Iranian School Principals." Psychological Reports 90, no. 1 (February 2002): 61–64. http://dx.doi.org/10.2466/pr0.2002.90.1.61.

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This study investigated burnout among Iranian school principals. Also, the relationships of sex, years of administration, age, and marital status were considered. The sample were 200 principals (100 men, 100 women) who completed the Friedman School Principal Burnout Scale. Analysis showed principals who completed the scale felt exhausted, aloof, and deprecated. The women scored lower. There were significant correlationships between marital status and years of administration with the scores on burnout.
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MacKinnon, Kenneth. "‘The women are taking over’: Exploring hegemonic masculinities in elementary principalship." Management in Education 35, no. 1 (July 23, 2020): 32–42. http://dx.doi.org/10.1177/0892020620942505.

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This article explores the experiences of both male and female principals in the Greater Toronto Area (GTA) as they navigate principalship through a gendered lens. Interviews with these principals reveal the presence and impact of hegemonic masculinities on the ability of both male and female principals to lead their schools. These conversations reveal a series of discourses that repeatedly emerged: ‘The women are taking over’; ‘The “detached” male principal’; ‘You’re tough, you can handle it, man’; and ‘I’d rather work for a man’. One would think that the influx of more female principals in the GTA over the past 10 years would inspire positive changes to the role of principal, a role that was largely created by and for men to inhabit. Sadly, this is not the case as both male and female principals continue to uphold hegemony while at the same time struggle under its effects. This article takes the position that principalship provides the potential to create a space where women and men can find agency, a place of resistance that works against the gendered discourses at play in their daily work lives. Unfortunately, it appears that this space does not yet exist, and this article suggests that recognition of the problem is the first step towards finding such a space.
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Fennell, Hope-Arlene. "Women Principals as Leaders: A Case Study." Journal of School Leadership 4, no. 6 (November 1994): 672–707. http://dx.doi.org/10.1177/105268469400400605.

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Discussed in this paper are experiences with leadership and power from the points of view of four women elementary school principals and the teachers with whom they work. Focused on the concepts of leadership, communication, decisionmaking, and conflict resolution, data were collected through semi-structured and unstructured interviews with principals, and surveys and structured interviews with teachers. Interview data were analyzed by transcription to determine emergent themes; survey data were analyzed statistically. Findings included descriptions of principals’ uses of facilitative power from their self reports and the reports of those teachers with whom they worked. The paper also provides examples of power as both a multi-dimensional and multi-directional concept.
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Mulawarman, Widyatmike Gede, Laili Komariyah, and Suryaningsi Suryaningsi. "Women and leadership style in school management: Study of gender perspective." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 594–611. http://dx.doi.org/10.18844/cjes.v16i2.5638.

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Women’s representation in leadership positions is still low because there is still an opinion that women are not worthy of being leaders and only men are worthy of being leaders. This condition proves women’s low participation in leadership roles because the patriarchal culture still strongly influences people’s perspective. This paper aims to describe the roles and positions of women in school management. The research data are in the form of observations and interviews with female school principals and four male vice principals. The qualitative method with a gender perspective is used to identify women’s leadership style in Elementary School 002, Muara Badak District. The results showed that the principal in Muara Badak District prefers masculine characters and maintains a feminine character. It has an impact on assertiveness in controlling the school management process. Second, in carrying out school management functions, the principal’s leadership style applies a democratic leadership style. As a leader, participation seeks to provide trust and establish good communication by prioritising teamwork in decision-making. Keywords: Women’s leadership, school management, gender perspective.
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Edwards, Elizabeth. "Women principals, 1900–1960: gender and power." History of Education 29, no. 5 (September 2000): 405–14. http://dx.doi.org/10.1080/00467600050120324.

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Dissertations / Theses on the topic "Women principals"

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Mabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.

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Moore, D. Chanele. "Navigating complex terrain black women school principals and assistant principals negotiating race at work /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 204 p, 2009. http://proquest.umi.com/pqdweb?did=1833625931&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Leblanc, Renée. "The principalship: Five women principals' relationships and responsibilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6390.

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Many women currently occupy the position of high school principal, and the number of studies conducted with women educational administrators has increased to reflect that reality. In the past, women who became school administrators had to have succeeded according to rules that they had no part in making; they were accommodating the demands of administrative roles shaped by men (Young, 1995). Since Young wrote that conclusion in 1995, the landscape has changed, and even more women occupy educational administrative positions. This study attempted to ascertain to what extent and in what ways women are now able to shape administrative roles to suit themselves; in terms of their leadership approach, and their conception of power, and authority. The qualitative study is based on data collected from semi-structured, open-ended interviews with five women high school principals, as well as observations conducted at their work place. The aim of the study was to further our understanding of how they enact their role as the principal of a high school. (Abstract shortened by UMI.)
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EBY, BEVERLY J. "EFFECTIVE WOMEN PRINCIPALS: TRANSFORMATIONAL LEADERSHIP IN URBAN SETTINGS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1084832335.

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Roane, Tanya. "The Experiences of Young African American Women Principals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.

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The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.
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Eby, Beverly J. "Effective women principals transfromational leadership in urban settings /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1084832335.

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Karamanidou, Maria. "Women principals in Cyprus primary schools : barriers to accession." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42894/.

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This thesis focuses on the barriers that women principals face in Cypriot primary schools. This research had six aims including the overarching aim. The overarching aim of this research is to examine the career progress of female principals in Cyprus primary schools and to address the apparent under-representation of women in leadership positions. The research also aimed to establish the barriers that female leaders face in order to be promoted as principals, and how they can be overcome. Another aim was to establish how gender issues play a part in creating barriers to promotion as a school principal and how these may subsequently affect them in leading the school. A third consideration was to comprehend what barriers women may have faced in their childhood years and to establish whether, and to what extent, female leaders face internal and external barriers in Cyprus schools. The research also sought to identify the support or enablers that may facilitate women’s career progression. The enquiry was conducted using mixed method approaches, including both surveys and interviews. These quantitative and qualitative methods were combined to facilitate methodological triangulation. The data were collected sequentially, with the surveys preceding the interviews. This sequence was planned to obtain generalisable data first and to secure self-selected participants for the interviews. The quantitative data were collected through a whole population questionnaire survey administered to all women principals (C.187) in Cyprus primary schools, using Survey Monkey. Qualitative data were collected, from all twenty women principals who agreed to be interviewed. The findings show that societal culture and discrimination, the influence of the patriarchal family, family and domestic responsibilities, the intersection between women’s age, sex and the location of schools and professional development, were powerful influences on the career trajectory of these women primary school principals. These themes recur in several places, showing the pervasive nature of these influences on women principals in Cyprus. The thesis reports these findings and connects them to other literature on women principals. The present work is informed by contemporary feminist and gender theories.
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Al-Shaibani, Hama. "Leadership behaviour of public primary school principals in selected schools in the UAE." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312420.

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This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider context of the educational system within which they work. The major findings and conclusions were that Principals perceived themselves as exhibiting leadership behaviour, in most of the 12 leadership behaviour categories, more often than their teaching staff. In particular Principals perceived their leadership behaviour to be significantly higher than did their teachers in the areas of : 1. Demand Reconciliation 2. Initiating Structure, 3. Tolerance of Freedom, 4. Role Assumption, 5. Production Emphasis and 6. Integration And lower than teachers in Predictive Accuracy. No significant differences existed in the other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more related to consideration of their staff, than to issues surrounding the initiating of structure in the school. There were significant differences between non-trained and trained Principals in leadership behaviour in the following areas : 1. Tolerance of Uncertainty and 2. Superior Orientation No significant differences were found between teacher's perceptions of their principals' behaviour regarding the demographic variables being investigation except for years of experience. However, significant differences were perceived in principals' leadership behaviour based on different school size, in terms of : 1. Persuasiveness and 2. Integration. Finally major recommendation and implication include: 1.The re-design of training programmes to improve principals' technical, human relations and conceptual skills. 2.The Ministry of Education should consider upgrading the criteria by which Principals are selected, and encourage higher education to participate more actively in preparing school administrators. Efforts to improve performance among the Principals starts with the recruitment, selection and training of both teachers and administrators. It is also hoped that in the future Principals and Administrators in schools will be given a greater role in the decision making process.
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Mulbrandon, Charla Ann Weibel Lynn Mary Ann. "Selected variables that contribute to career patterns of female administrators." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514780.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 9, 2005. Dissertation Committee: Mary Ann Lynn (chair), Kenneth H. Strand, Ronald L. Laymon, Samuel T. Price, Larry D. Kennedy. Includes bibliographical references (leaves 100-104) and abstract. Also available in print.
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Bertl, Mary F. "A Study of the Job Satisfaction of Female Principals and Vice-Principals in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330717/.

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This study is designed to determine the degree to which female principals and vice-principals in Texas derive job satisfaction from their work and to identify those factors, both negative and positive, which affect the job satisfaction of these principals and vice-principals. A single questionnaire was used to collect the data for this study. Usable questionnaires were returned by 331 vice-principals and 504 principals. These represented 336 school districts throughout the state. Respondents were compared as to their view of their overall job satisfaction, the importance assigned to intrinsic and extrinsic job facets, their satisfaction with intrinsic and extrinsic job facets, and the differences in facet satisfaction connected with various personal characteristics.
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Books on the topic "Women principals"

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Conference of Religious of Ireland. Education Commission. Women for leadership in education. Dublin: Education Commission of the Conference of Religious of Ireland, 1994.

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Wingård, Britta. Att vara rektor och kvinna. Uppsala: S. Academiae Ubsaliensis, 1998.

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Sheḥiḳah ṿe-hitḥadshut: Sipur ḥayehen shel menahalot bate-sefer be-Yiśraʾel. Beʾer Sheva: Universiṭat Ben-Guryon, 2002.

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Hervé, Hamon, ed. Madame le proviseur. Paris: Seuil, 1988.

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With a pen in my hand: Memoirs of Ruth Flashoff. Wellington, N.Z: Steele Roberts, 2000.

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Charol, Shakeshaft, ed. Women and educational leadership. San Francisco, CA: Jossey-Bass, 2010.

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Shan ye de ying guang: Xi bu xiang cun nü xiao zhang shou ji. Beijing Shi: Zhongguo jing ji chu ban she, 2013.

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Josei kōchō no tōyō to kyaria ni kansuru kenkyū: Senzenki kara 1980-nendai made no kōritsu shōgakkō o taishō to shite. Tōkyō: Kazama Shobō, 2006.

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Searing, Helen. Equal partners: Men and women principals in contemporary architectural practice. Northampton, Mass: Smith College Museum of Art, 1998.

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Women as headteachers: Striking the balance. Stoke-on-Trent, UK: Trentham, 2002.

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Book chapters on the topic "Women principals"

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Towns, Deborah. "Women Principals." In Women of Influence in Education, 29–44. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-815-0_3.

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Reynolds, Cecilia, Carol Brayman, David Burgess, Shawn Moore, and Robert E. White. "The Effects of Cultural Contexts on Leadership Succession: Participation of Women and People of “Difference” in Educational Administration." In Principals in Succession, 139–55. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1275-1_9.

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Akar, Bassel, and Maha Mouchantaf. "Social [In]Justices of Women as School Principals in Lebanon." In International Handbook of Educational Leadership and Social (In)Justice, 705–27. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_37.

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Chan, Anita K. W. "Making Sense of Their Career Pathways: The Work Narratives of Women Primary School Principals in Hong Kong." In Inequalities in the Teaching Profession, 157–78. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137328601_9.

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O’Brien, Anne. "‘Homeless women’." In Practical Justice: Principles, Practice and Social Change, 25–37. Title: Practical justice : principles, practice and social change / [edited by] Peter Aggleton, Alex Broom, Jeremy Moss. Description: 1 Edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351010498-3.

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Dey, Papri, and Hema Srinivasan. "Principal Matrices of Numerical Semigroups." In Association for Women in Mathematics Series, 233–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91986-3_9.

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Ramsey-Portolano, Catherine. "In Dialogue with Neera." In Biblioteca di Studi di Filologia Moderna, 57–68. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-597-4.07.

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This essay examines the evolution of my twenty-year interest in the work of Italian nineteenth-century woman writer Neera (pseudonym for Anna Radius Zuccari), an interest that has culminated with the recent publication Nineteenth-Century Italian Women Writers and the Woman Question: The Case of Neera (2021). My attention to this writer has shifted from an initial exploration of the various characteristics of her production to what I now view as the principal lens for interpreting Neera’s role and work: positioning her inside a matrilineal family tree within the Italian literary landscape, one that recognizes the importance of her legacy as literary mother to the numerous Italian women writers that followed. My essay considers Neera’s significance today from this perspective while also reflecting upon evolving critical trends within Italianistica.
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Martin, Susan K., Caroline Daley, Elizabeth Dirnock, Cheryl Cassidy, and Cecily Devereux. "Some General Principles of Good Citizenship." In Women and Empire, 1750–1939, 202–3. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003101864-39.

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Edwards, Lionel D. "Drug Development Research in Women." In Principles and Practice of Pharmaceutical Medicine, 207–25. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325263.ch17.

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Hansen, Nora, and Monica Morrow. "Breast Cancer in Elderly Women." In Principles and Practice of Geriatric Surgery, 331–42. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3432-4_24.

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Conference papers on the topic "Women principals"

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Stassen-Smith, Lize-Mari, June Palmer, and Edwin de Klerk. "ACTIONING AUTONOMY: WOMEN PRINCIPALS SUPPORTING TEACHERS IN TRANSFORMING LEARNING SPACES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0160.

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Zhang, Hong, Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "Al Adsorption on Ir (111): A First-Principles Study (abstract)." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137897.

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Molteni, Carla. "Modeling Complex Systems From First Principles: From Nanocrystals to Biomolecules." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128355.

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Rengaraj, G., U. Prathwiraj, and Urbasi Sinha. "On measuring the deviation from the superposition principle in interference experiments." In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110125.

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Yu, Jaejun. "First-Principles Simulations of Carbon Nanoclusters: Bucky-Diamond Clusters and Magnetic Graphitic Fragments." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128371.

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Milson, Ana Luísa S., Luísa M. Laboissiere, Marcella D. Ferreira, Rodrigo Cardoso, and Michele A. Brandão. "Relato de Projeto para Disseminação e Apoio à Participação de Mulheres em Áreas da Ciência." In Women in Information Technology. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wit.2021.15880.

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O projeto DAMA objetiva apoiar a participação feminina em áreas de tecnologia e ciência. Diversas ações foram realizadas para ajudar meninas a se sentirem acolhidas em áreas consideradas masculinas e mostrar que há espaço para elas, além de contribuir para o crescimento pessoal e profissional das integrantes. Este artigo descreve as principais ações desenvolvidas no projeto e seus resultados.
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Karaman, Ebru. "Government’s Responsibility to Prevent the Violence against Women in Turkey." In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01228.

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Violence against women, which is accepted as a violation of human right in Turkey and in whole world for many years, causes physical and mental harms by practicing all kind of personal and collective behavior including force and pressure. Femicides have increased 1400% in the last seven years and one of every three women is subjected to violence. It is doubtful that in international law; Convention on the Elimination of All Forms of Discrimination against Women and Council of Europe Convention and in additional to this in national law; The 1982 Constitution and The Law to Protect Family and Prevent Violence Against Women can provide effective guarantee to protect the place of woman in Turkish Society or not? Despite all of the legislative regulations, the violence against women in Turkey increasingly goes on. For this reason it is crucial to evaluate the articles no 5th, 10th, 17th, 41st and 90th of Constitution which compose the legal basis for preventing violence against women. Republic of Turkey’s founding philosophy bases on equality of women and men, which means equal rights for every single citizen. To end this violence against women; can be achieve only through provide this equality legally and defacto, and also, apply social state’s principles in real life. Because in social states, struggling against this violence should be accepted as government’s policy. The state should be in cooperation with all women's organizations and provide training for related trade bodies.
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Oliveira, Ana Cristina, Karolyne Oliveira, Edlane Alves, Marcela Tassyany, Yngrid Cabral, Thayanne Sousa, and Fanny Batista. ""Você é o melhor menino desse grupo!"." In Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2016. http://dx.doi.org/10.5753/wit.2016.9713.

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Este artigo expõe um relato de experiências de um grupo de mulheres que se uniu buscando ocupar posições de trabalho no universo da tecnologia. O principal propósito é apresentar suas experiências pessoais e quais fatores influenciaram e motivaram o ingresso dessas mulheres na área de Tecnologia da Informação, visando contribuir com a elaboração de ações que possam atrair e estimular uma maior atuação feminina nesse meio.
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Holanda, Maristela, Aleteia Patrícia F. De Araújo, Maria Emília T. Walter, and Carlos Alberto Jesus De Oliveira. "Meninas.comp: Um Relato da Experiência de Integração entre o Ensino Médio e a Universidade de Brasília." In Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2016. http://dx.doi.org/10.5753/wit.2016.9706.

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Este artigo relata atividades de integração entre meninas de escola de Ensino Médio e a Universidade de Brasília (UnB), em computação. As atividades foram desenvolvidas como parte das ações do projeto Meninas.comp, coordenadas por docentes mulheres do Departamento de Ciência da Computação da UnB. O projeto Meninas.comp tem como principal objetivo a divulgação da área de computação para meninas do ensino médio de escolas públicas do Distrito Federal, no Brasil.
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Milson, Ana Luíza S., Indra Matsiendra C. D. Ribeiro, Izabela A. Andrade, Julia M. M. Gonçalves, Luísa M. Laboissiere, Marcella D. Ferreira, Daniel H. Dalip, Michele A. Brandão, and Mirella M. Moro. "Elas na Ciência: Website com Jogos para Divulgar Personalidades Femininas." In Women in Information Technology. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wit.2020.11271.

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Existe uma grande diferença na participação de homens e mulheres em diferentes setores da sociedade, incluindo acadêmico, mercado e doméstico. Por isso, diferentes estudos têm sido desenvolvidos para entender os principais fatores e soluções para tal cenário. Este trabalho contribui para minimizar essa discrepância ao desenvolver um website com jogos que permitem a divulgação de personalidades femininas das Ciências. Um teste de usabilidade foi conduzido, e os resultados mostram que o site e os jogos são atrativos e realmente capazes de ensinar sobre o tema abordado.
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Reports on the topic "Women principals"

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Chauhan, Dharmistha, and Swapna Bist Joshi. Care Principles: Guidelines for promoting care-responsive institutional strategies. Oxfam, September 2021. http://dx.doi.org/10.21201/2021.8038.

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Care work, both unpaid and underpaid, is mostly carried out by women, and still remains largely invisible in policies and projects across many organizations. The principles outlined in this guide aim to influence institutional policies towards recognizing, planning, adopting and monitoring strategies that reduce and redistribute care work.
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Hessini, Leila. Living on a Fault Line: Political Violence Against Women in Algeria. Population Council, 1996. http://dx.doi.org/10.31899/pgy1996.1005.

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This study raises three questions to better comprehend the crisis women face in Algeria today: how are the state and the opposition groups addressing and defining women’s contemporary status, what is the link between women’s status and violence against them, and what are the tactics both of resistance and accommodation that Algerian women are using to survive in such a context? Throughout this study, the term “Islamic Fundamentalists” refers to movements and people in Algeria who use the “recovery” of early principles of the Ideal Muslim Community to develop their idea of a future Islamic “social order,” with the ultimate desire of achieving political power, often using violent means. This study discusses the general characteristic of these movements and the surge of political Islam in post-independence Algeria. This study investigates how violence—or the threat thereof—has become acceptable as a legitimate instrument to control women and force them to conform to a vision of an “Ideal Islamic Society.” As this report states, this type of violence, unlike state violence, is exclusively perpetuated by members of militant Islamist movements.
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Ridgway, Jessica L., and Jean L. Parsons. “There is magic in the principles of ‘optical illusion’”: An historical analysis of advice to women on dressing for their body shape. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1117.

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David, Raluca. Advancing gender equality and closing the gender digital gap: Three principles to support behavioural change policy and intervention. Digital Pathways at Oxford, March 2022. http://dx.doi.org/10.35489/bsg-dp-wp_2022/02.

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Worldwide, interventions and policies to improve gender equality or close gender gaps often struggle to reach their targets. For example, women lag considerably behind in use of even simple digital technologies such as mobile phones or the internet. In 2020, the gap in mobile internet use in low- and middle-income countries was at 15%, while in South Asian and Sub-Saharan African countries, it remained as high as 36% and 37% respectively (GSMA, 2021). Use of the internet for more complex activities shows an even wider gap. In Cairo, in 2018, only 21% of female internet users gained economically, and only 7% were able to voice their opinions online (with similar statistics for India, Indonesia, Kenya, Uganda and Colombia, Sambuli et al., 2018). This is despite the fact that empowering women through digital technologies is central to global gender equality strategies (e.g. Sustainable Development Goals, United Nations, 2015), and is believed to facilitate economic growth and industry-level transformation (International Monetary Fund, 2020). Progress is slow because behaviours are gendered: there are stark dissociations between what women and men do – or are expected to do. These dissociations are deeply entrenched by social norms, to the extent that interventions to change them face resistance or can even backfire. Increasingly, governments are using behavioural change interventions in a bid to improve public policy outcomes, while development or gender organisations are using behavioural change programmes to shift gender norms. However, very little is known about how gendered social norms impact the digital divide, or how to use behavioural interventions to shift these norms. Drawing on several research papers that look at the gender digital gap, this brief examines why behavioural change is difficult, and how it could be implemented more effectively. This brief is addressed to policymakers, programme co-ordinators in development organisations, and strategy planners in gender equality interventions who are interested in ways to accelerate progress on gender equality, and close the gender digital gap. The brief offers a set of principles on which to base interventions, programmes and strategies to change gendered behaviours. The principles in this brief were developed as part of a programme of research into ways to close the gender digital gap.
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LI, jianhong, Zhuang LI, Yalin SHE, and Guohua LIN. Assessment of acupuncture for treating herpes zoster:a protocol for an umbrella systematic review and meta analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0010.

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Review question / Objective: Patients who suffer from HZ in line with the consensus of Chinese experts will be included, regardless of sex, race and time of onset . Those who diagnosed with PHN, auto-immune diseases, pregnant women will be excluded.Acupuncture, electroacupuncture, fire needle, skin acupuncture, plum blossom needle, auriculo-acupuncture all these such therapies in treating herpes zoster will be included.The control group’s treatment includes drug therapy (such as antiviral acyclovir nutritional nerve medicine or traditional Chinese medicine, etc.) ，sham acupuncture, placebo, no treatment, and so on except acupuncture therapy. efficacy rate (with reference to the guiding principles of Clinical Research of New drugs in China (trial)).pain evaluation (pain relief time, pain intensity, visual analogue score, VAS), incidence of residual neuralgia PHN.
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Huntington, Dale. Anti-trafficking programs in South Asia: Appropriate activities, indicators and evaluation methodologies. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1019.

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Throughout South Asia, men, women, boys, and girls are trafficked within their own countries and across international borders against their wills in what is essentially a clandestine slave trade. The Congressional Research Service and the U.S. State Department estimate that between 1 to 2 million people are trafficked each year worldwide with the majority originating in Asia. Root causes include extreme disparities of wealth, increased awareness of job opportunities far from home, pervasive inequality due to caste, class, and gender bias, lack of transparency in regulations governing labor migration, poor enforcement of internationally agreed-upon human rights standards, and the enormous profitability for traffickers. The Population Council, UNIFEM, and PATH led a participatory approach to explore activities that address the problem of human trafficking in South Asia. A meeting was held in Kathmandu, Nepal, September 11– 13, 2001 to discuss these issues. Approximately 50 representatives from South Asian institutions, United Nations agencies, and international and local NGOs attended. This report summarizes the principal points from each paper presented and captures important discussion points that emerged from each panel presentation.
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Kelly, Luke. Lessons learnt from humanitarian negotiations with the Taliban, 1996-2001. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.11.

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This rapid literature review finds that humanitarian actors responded in a variety of ways to Taliban actions limiting principled aid in the country during the period of their rule (1996-2001). The report is focused on the findings around humanitarian negotiation and the strategy of humanitarian actors in response to Taliban policies limiting women's ability to work for humanitarian organisations or access services. The findings are not intended to imply parallels with the current situation in Afghanistan. Evidence is in the form of a number of evaluations, academic articles and lessons learned papers on negotiating with the Taliban. It discusses the methods of negotiating with the Taliban (e.g. co-ordination, working with the leadership or rank-and-file), the content of negotiations and particularly the question of reaching agreement on women’s rights, as well as humanitarian actors’ negotiating capacity. There is less discussion on the negotiation of specific programmes (e.g. anti-gender-based violence programmes). Due to the different goals and principles of humanitarian actors, as well as different ideas of feasibility, conclusions on the effectiveness of negotiating tactics vary. Strategies therefore cannot be judged as 'successful' without reference to a conception of what is most important in humanitarian programming, and the constraints of the situation. The review highlights lessons on good negotiating practices. The main issue being negotiated was the clash between the Taliban's restrictions on women and humanitarian actors' aim of providing aid to all, including women, according to need. Various strategies were used to persuade the Taliban to consent to principled aid. This review considers aid agency negotiating strategy and tactics, as well as the underlying interests and constraints that may make negotiations more or less successful.
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Kelly, Luke. Lessons Learnt from Humanitarian Negotiations with the Taliban, 1996-2001. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.126.

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This rapid literature review finds that humanitarian actors responded in a variety of ways to Taliban actions limiting principled aid in the country during the period of their rule (1996-2001). The report is focused on the findings around humanitarian negotiation and the strategy of humanitarian actors in response to Taliban policies limiting women's ability to work for humanitarian organisations or access services. The findings are not intended to imply parallels with the current situation in Afghanistan. Evidence is in the form of a number of evaluations, academic articles and lessons learned papers on negotiating with the Taliban. It discusses the methods of negotiating with the Taliban (e.g. co-ordination, working with the leadership or rank-and-file), the content of negotiations and particularly the question of reaching agreement on women’s rights, as well as humanitarian actors’ negotiating capacity. There is less discussion on the negotiation of specific programmes (e.g. anti-gender-based violence programmes). Due to the different goals and principles of humanitarian actors, as well as different ideas of feasibility, conclusions on the effectiveness of negotiating tactics vary. Strategies therefore cannot be judged as 'successful' without reference to a conception of what is most important in humanitarian programming, and the constraints of the situation. The review highlights lessons on good negotiating practices. The main issue being negotiated was the clash between the Taliban's restrictions on women and humanitarian actors' aim of providing aid to all, including women, according to need. Various strategies were used to persuade the Taliban to consent to principled aid. This review considers aid agency negotiating strategy and tactics, as well as the underlying interests and constraints that may make negotiations more or less successful.
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Kelly, Luke. Lessons Learnt from Humanitarian Negotiations with the Taliban, 1996-2001. Institute of Development Studies, September 2021. http://dx.doi.org/10.19088/k4d.2021.119.

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This rapid literature review finds that humanitarian actors responded in a variety of ways to Taliban actions limiting principled aid in the country during the period of their rule (1996-2001). The report is focused on the findings around humanitarian negotiation and the strategy of humanitarian actors in response to Taliban policies limiting women's ability to work for humanitarian organisations or access services. The findings are not intended to imply parallels with the current situation in Afghanistan. Evidence is in the form of a number of evaluations, academic articles and lessons learned papers on negotiating with the Taliban. It discusses the methods of negotiating with the Taliban (e.g. co-ordination, working with the leadership or rank-and-file), the content of negotiations and particularly the question of reaching agreement on women’s rights, as well as humanitarian actors’ negotiating capacity. There is less discussion on the negotiation of specific programmes (e.g. anti-gender-based violence programmes). Due to the different goals and principles of humanitarian actors, as well as different ideas of feasibility, conclusions on the effectiveness of negotiating tactics vary. Strategies therefore cannot be judged as 'successful' without reference to a conception of what is most important in humanitarian programming, and the constraints of the situation. The review highlights lessons on good negotiating practices. The main issue being negotiated was the clash between the Taliban's restrictions on women and humanitarian actors' aim of providing aid to all, including women, according to need. Various strategies were used to persuade the Taliban to consent to principled aid. This review considers aid agency negotiating strategy and tactics, as well as the underlying interests and constraints that may make negotiations more or less successful.
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Chhoeung, Norinmony, Sesokunthideth Chrea, and Nghia Nguyen. Cambodia’s Cash Transfer Program during COVID-19. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/rrmz8095.

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In 2019, Cambodia had been enjoying its steady economic growth until the coronavirus disease (COVID-19) pandemic hit the country from February 2020 in the form of severe infectious diseases, causing both economic and social problems for people from all walks of life, especially poor and vulnerable families. The IDPoor Equity Card, a poverty identification and registration system, was introduced in Cambodia to provide cash to poor pregnant women and children since 2016. Given its continued success, Cambodian Prime Minister Samdech Hun Sen announced the implementation of the Cash Transfer Program (CTP) using the IDPoor Card system. The CTP provided cash to poor and vulnerable households across the country affected by the pandemic. Executing the first large-scale cash transfer program in history presented significant challenges for the Government of Cambodia. In addition to implementing the program, which had to adhere to the three principles of equity–equality–efficiency, the government had other challenges to overcome, such as the limited number of tablets and facilities to accommodate the many people waiting in line to withdraw cash. Under the guidance of the central government, particularly the Economic and Finance Policy Committee, a technical working group was established to lead the implementation process; coordination among local governments, local councils, agencies, and the poor and needy; review of the IDPoor database; establishment of the digital payment system; and training of local government staff. This enabled the CTP to effectively distribute cash to poor and vulnerable households during the pandemic.
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