Bibliografías temáticas / Women college teachers – Fiction

Literatura académica sobre el tema "Women college teachers – Fiction"

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Publicado: 25 de julio de 2024

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Artículos de revistas sobre el tema "Women college teachers – Fiction"

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Shields, Stephanie A. y Mary E. Mallory. "Leta Stetter Hollingworth Speaks on “Columbia's Legacy”". Psychology of Women Quarterly 11, n.º 3 (septiembre de 1987): 285–300. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00904.x.

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At the 1983 APA convention in Anaheim, CA, Divisions 1 and 26 co-sponsored a lecture series to commemorate the 50th anniversary of the publication of Edna Heidbreder's Seven Psychologies. Aimed at the general audience, Heidbreder's book described the roots of American psychology and the seven schools of thought most representative of the discipline in this country: structuralism, the psychology of William James, functionalism, behaviorism, Gestalt psychology, Freud and the psychoanalytic movement, and the dynamic psychology of Columbia's Robert Woodworth. At the 1983 APA meetings five scholars with backgrounds in one of the seven psychologies lectured as a figure from the past on the legacy of that school of thought. Stephanie Shields represented Leta Hollingworth (1886–1939), the only woman in the group. Hollingworth was charged with discussing the legacy of Columbia University for contemporary psychology. Her lecture reviews psychological research at Teachers College and Columbia University from 1911 through the 1920s and then evaluates the lasting contribution made by that research to present-day psychology. This paper is the text of that talk, with a few modifications tailored for an audience of feminist psychologists. As an historical fiction the material for this talk is drawn primarily from Hollingworth's own writings, and, insofar as it is possible, it tries to represent accurately the theoretical and ideological concerns she expressed during her career. It attempts to bring her concerns as a psychologist, as an educator, and as a feminist, to bear on the state of present-day psychology, particularly from the perspective of the testing movement between the two world wars. All of the events described here did happen or could have happened. Those that are fictional or represent inference are clearly indicated. Direct quotes from her published work appear within quotation marks.
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Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read". TEFLIN Journal - A publication on the teaching and learning of English 11, n.º 1 (31 de agosto de 2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.

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This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.
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Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College". Organization Studies 14, n.º 2 (marzo de 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.

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In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.
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Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors". Volume-2: Issue-2 (February, 2020) 2, n.º 2 (3 de marzo de 2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.

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I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instructors presuming that students should have known these questions during the time they were students taking these courses above mentioned. These challenges rise when I first meet with my students taking fiction as university requirement. I ask them individually to answer these questions, to which they are unable to answer in good English. They just use words or phrases to answer, which adds a new challenge. There I have to stop and tell them. First, how to answer these questions using good English. Then I proceed with the answering the questions myself, so they are on the right track from the first day of meeting with them. Thus, this paper discusses the challenges of teaching fiction and provides ways, methods or remedies to handle them. It provides benefits of reading fiction for students and teachers. Finally, it demonstrates the delivery plan offered by the college in which I teach and the changes I have made on the original plan so that both can suit and achieve the desired learning outcomes.
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Mercy., HMaryVinora. "OCCUPATIONAL STRESS OF WOMEN COLLEGE TEACHERS IN MADURAI CITY." International Journal of Advanced Research 5, n.º 7 (31 de julio de 2017): 2586–94. http://dx.doi.org/10.21474/ijar01/5001.

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P Karthick, Sheela y B. Dharmalingam. "Challenges and Impediments faced by Women College Teachers in Madurai District". Shanlax International Journal of Arts, Science and Humanities 10, n.º 4 (1 de abril de 2023): 39–46. http://dx.doi.org/10.34293/sijash.v10i4.6170.

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While the teachers in higher education are provided with academic rights and freedom, they are expected to maintain certain standards of responsible professional conduct and growth; otherwise, academic mission established for the progress of society will be at stake. They have to necessarily understand their role of enhancing learning among the students, extending their knowledge of the subject constantly, conducting research in their field to promote utilitarian purpose of education and finally getting awarded for all their service and research in due means. Also, the role of college teachers has changed from mere teaching to curriculum designing, research, publication, e-content writing, conducting online classes, collaborative research, exchange programme, extension activity, add-on/certificate course designing, arranging internship, etc. They have to necessarily come out of their comfort zone; many college teachers find it really challenging to accomplish this change in role expectations while some cross those impediments and emerge achievers. The plight of women college teachers is more challenging and particular due to their gender and the discrimination based on that. The present research proposes to study the challenges and impediments faced by women college teachers in Madurai district from women’s perspective. About 40 women teachers from a Government, a Government-Aided and a Self-financing Arts and Science Colleges are selected for the study and the findings through administering of questionnaire are analysed in this paper.
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Agarwal, Richa y Mukul Jain. "A Study of Financial Planning Behavior of Women College Teachers Working in Delhi-Ncr". ECS Transactions 107, n.º 1 (24 de abril de 2022): 9503–16. http://dx.doi.org/10.1149/10701.9503ecst.

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Women constitute nearly half of the world population; more Indian women are joining the service sector especially teaching. Financial planning awareness among them will ensure more gender equality through financial independence. It will also reduce inequality in society. Women teachers’ active participation in financial markets will help financial resources to be channelized in the system through capital generation, which is essential to ensure trending economic growth. It is important to understand the financial behavior of female college teachers to ensure quality education by preparing more fiscally aware and responsible youth. An attempt is being made to examine the personal financial planning behavior of women teachers in higher education in Delhi-NCR. The data of 428 women teachers of Delhi-NCR colleges analyzed using the percentage method, correlation, and factor analysis revealed a satisfactory level of financial planning awareness among them. The study will prove beneficial to agencies and institutions to draft policies to strengthen the country both economically and socially.
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Agbofa, Francis Justice Kwesi, Dominic Kwaku Danso Mensah, Anitha Oforiwah Adu-Boahen y Sender Kyeremeh. "Female student teachers’ political participation in a Ghanaian College of Education; a Myth or Reality". African Social Science and Humanities Journal 1, n.º 1 (11 de diciembre de 2020): 101–13. http://dx.doi.org/10.57040/asshj.v1i1.23.

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All over the world, women are underrepresented at socio-political levels. This study investigated the political interest and engagement of female students of the Seventh-Day Adventist College of Education, and the rationale for their low political engagement. The study adopted the transformative philosophical worldview with quantitative backing. Employing stratified and convenience sampling approaches, the study considered 405 female student teachers. Data from questionnaires were analysed descriptively and inferentially with means, standard deviation, multiple linear regression, and Pearson two-tailed correlation using SPSS V.20 and are presented in tables. The study found that female student teachers moderately involve themselves in politics-related issues and activities. The study also found that the society around student teachers is responsible for their lower political engagement. Demographic characteristics of female student teachers were found to be significant predictors of their political engagement. The study found a statistically inversed relationship between female student teachers’ political engagement index and both their academic performance and their level in college. The study also found that with higher Commutative Grade Point Average (CGPA), there is a significant chance that female student teachers will maintain their political interest as they progress to advanced levels in the College. It has been recommended that society should rethink gender roles and as such, strengthen women empowerment programmes to groom women and build their competence and interests in the field of politics.
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Warde, Mirian J. y Ana Cristina Santos Matos Rocha. "Professionals in Brazil, Students in the United States: Brazilian Women at Teachers College". Teachers College Record: The Voice of Scholarship in Education 124, n.º 10 (octubre de 2022): 111–33. http://dx.doi.org/10.1177/01614681221137138.

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Background/Context: The article is part of a line of historical studies on training and improvement travels of Brazilian educators to foreign institutions. These studies have recently increased with the introduction of transnational history approaches. Purpose: This article discusses the training travels of seven Brazilian women, carried out centrally in the 1920s, and the impacts of these trips on their professional careers. Among these women were five teachers and two nurses. Research Design: Through historiographical research, personal and institutional documents are the primary sources to reconstruct their professional and intellectual trajectories. Documents from the institutions involved, particularly from Teachers College, Columbia University, were used, and documents belonging to personal collections, such as diaries, letters, and notebooks. Conclusions: The article gathers the intellectual impressions of the seven Brazilian women provoked by their teachers, colleagues, and experiences in the United States, especially the appropriations they made of their experiences abroad and at Teachers College in particular.
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D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression". History of Education Quarterly 55, n.º 3 (agosto de 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.

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From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.
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Tesis sobre el tema "Women college teachers – Fiction"

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Zhang, Lili. "Stress and coping among women academics in research universities of China /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.

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Zheng, Runping. "Chinese academic women in economic transformation". access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.

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Davis, Matthew. "Derivation: Excerpts From a Novel". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804864/.

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The dissertation consists of a critical preface and excerpts from the novel Derivation. The preface details how the novel Derivation explores the tension between the artist and the academy in the university, as well as the role memory plays in the construction of fictional narratives. The preface also details how narrative voice is used to expand the scope of Derivation, and ends with a discussion of masculine tropes in the novel. Derivation traces the path of a woman trying to rebuild her life in the wake of the 2008 financial crisis, returning first to her blue collar roots before pursuing a career as an academic.
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Ward, Beverley Lorraine. "The female professor: a rare Australian species, the who and how". Thesis, Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /". Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.

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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'? A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection. The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.

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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.
Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.
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Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

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Vest, Cynthia Ann. "Job Satisfaction Among Women Accounting Educators". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.

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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.
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Li, Yaling. "Women instructors in higher education in China". online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.

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Spellman, Natasha Brown. "A case study of nontraditional females in teacher education programs". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Libros sobre el tema "Women college teachers – Fiction"

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Hekkanen, Ernest. The last thing my father gave me. Vancouver: New Orphic Publishers, 1998.

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Skom, Edith. The Charles Dickens murders. New York: Delacorte Press, 1998.

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James, Sibyl. The adventures of Stout Mama. Watsonville, Calif: Papier-Mache Press, 1993.

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Prondzynski, Heather von. The quest. Dublin: Attic press, 1992.

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James, Sibyl. The adventures of Stout Mama. Nairn: Balnain Books, 1994.

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Moore, Susanna. Tatuaż̇. [Poland]: Zysk i S-ka, Wydawnictwo, 1998.

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Dobson, Joanne. The Northbury papers. New York: Bantam Books, 1999.

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Crider, Bill. Murder is an art. New York: Thomas Dunne Books, 1999.

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Rendell, Joanne. Crossing Washington Square. New York: Penguin USA, Inc., 2009.

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Three women. New York: HarperTorch, 2000.

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Capítulos de libros sobre el tema "Women college teachers – Fiction"

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Gwynne, Joel. "Good Teachers, Bad Teachers, and Transgressive Comedic Performance in Popular American Cinema". En Bad Girls and Transgressive Women in Popular Television, Fiction, and Film, 121–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47259-1_7.

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Daugherty, Beth Rigel. "Contexts". En Virginia Woolf's Apprenticeship, 1–12. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781399504515.003.0001.

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The introduction discusses three contexts for this study’s focus on Virginia Woolf’s apprenticeship: Virginia Stephen’s education at home as described in biographies; as compared to three groups of other women writers; and as a non-fiction writer during journalistic expansion. It organizes the book into three parts – Virginia Stephen’s homeschooling, Morley College teaching, and essay writing and book reviewing – and organizes each part into a wider historical context, teachers and lessons, practice, and resulting outcomes. The book argues that during her apprenticeship, Virginia Stephen experienced gender’s isolating impact and learned to create community through writing; she observed class’s damaging impact and learned to make her writing more welcoming; and she grasped readers’ generative impact and learned to create mutual writer and reader relationships. Virginia Stephen’s struggle to educate herself between 1882 and 1912 shaped Virginia Woolf into an essayist who believed ‘literature is common ground’.
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"Teaching, Teachers’ Pensions, and Retirement across Recent Cohorts of College Graduate Women". En Women Working Longer, 217–38. University of Chicago Press, 2018. http://dx.doi.org/10.7208/chicago/9780226532646.003.0007.

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Flores, Glenda M. "“I Just Fell into It”". En Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0003.

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This chapter explains the forces that channel Latinas into the teaching profession. The changing opportunity structure of the economy, familial social networks, and social structural forces of racial, class, and gender inequalities creates a situation in which gender and race refracts working-class status, such that primary and secondary teaching has emerged as the top occupation drawing Latina college graduates. Many of these women are the first person in their families to graduate from college, and this chapter suggests that a strong obligation to help their families financially influences their choices. These forces, at work in their families and universities, both constrain and enable their pathways into teaching and influence the emergence of cultural guardianship. For this reason, “class ceilings” help to explain how Latina college graduates navigate their educational and career choices with collectively informed agency and filial obligations to family members.
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"Teaching Chemistry to Women". En The Case of the Poisonous Socks: Tales from Chemistry, 211–13. The Royal Society of Chemistry, 2011. http://dx.doi.org/10.1039/bk9781849733243-00211.

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Brown, Jeannette. "Marie Maynard Daly". En African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0007.

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Dr. Marie Maynard Daly was the first African American woman chemist to receive a PhD in chemistry. In addition, she was part of a research team that was working on the precursors to DNA . Marie was born Marie Maynard Daly on April 16, 1921, to Ivan C. Daly and Helen Page, the first of three children. Her father, who had emigrated from the West Indies, received a scholarship from Cornell University to study chemistry; however, he had to drop out because he could not pay his room and board, and he became a postal worker. Daly’s interest in science came from her father’s encouragement and the desire to live his dream.” He later encouraged his daughter to pursue his dream, even though she was a woman and had brothers who were twins. In the 1920s, as a result of the women’s suffrage movement, some women began to aspire to achievement in areas outside the domestic sphere. Marie’s mother encouraged reading and spent many hours reading to her and her brothers. Marie’s maternal grandfather had an extensive library, including books about scientists, such as The Microbe Hunters by Paul De Kruff; she read that book and many others like it. Growing up in Queens, one of the boroughs of New York City, she attended the local public school, where she excelled. She was able to attend Hunter College High School, an all girls’ school affiliated with Hunter College for women. Since this was a laboratory school for Hunter College, the faculty encouraged the girls to excel in their studies. Since Marie had an aptitude for science, the teachers there encouraged her to study college-level chemistry while still in high school. One of the many advantages of living in New York City during that time was that students who had good grades could enter one of the tuition-free colleges run by the City of New York. As a result, Daly enrolled in Queens College, then one of the newest institutions in the City College system, in Flushing, New York.
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Lamm, Bob. "Learning From Women". En Feminism and Masculinities, 50–56. Oxford University PressOxford, 2004. http://dx.doi.org/10.1093/oso/9780199267248.003.0005.

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Abstract I want to begin by stating how much of a pleasure and an honor it is for me to be speaking here at the invitation of the Women’s Student Union. Sometimes, when speakers make these declarations, it’s a matter of form and courtesy. But it’s a very special honor for me to be here, because I owe a very great debt to the women I ’ve known at Queens College—many of whom have worked with the Women’s Student Union, with Queens Women Against Rape, and on the Women’s Festivals. Officially, in many cases, I was the teacher for these women. But, in reality, they were my teachers, and I come here today to try to express a little of what I ’ve learned from them. Despite all my male and professorial resistance, they taught me quite a bit about their lives and oppression as women, about feminism, and about my own sexism.
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Motrescu-Mayes, Annamaria y Heather Norris Nicholson. "Webs of Production and Practice". En British Women Amateur Filmmakers, 30–56. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474420730.003.0002.

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Chapter 2 explores women’s strategic role as clubs grew up to support amateur activity. Unlike the early colonial cine club scene that was largely male dominated, Britain's cine club scene involved women from the outset and echoes other gendered patterns of associational and voluntary activity. Previously unavailable films, club records and interviews identify significant contributions by award-winning women practitioners, as mentors, adjudicators, writers, teachers and committee members that facilitate local to international events and bridge the transition from analogue into digital activity. Interviews reveal how healthier, personally wealthier and active retirees still sustain roles carved out by their pioneering predecessors. Background, education, marital status, paid employment and domestic roles contextualise how women maintained local groups during wartime, filmed club life and made films alone or with other members. Some became fundraisers, all became keen advocates and for some, film became part of their identity, whether working in non-fiction, fiction, experimental filmmaking or animation.
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Daugherty, Beth Rigel. "Teaching at Morley College". En Virginia Woolf's Apprenticeship, 125–34. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781399504515.003.0007.

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This chapter describes Morley College’s origins in 1885 and its history, founders, location, and mission: to provide evening classes in subjects not directly related to trades or business to working men and women, to assist those needing elementary instruction, and to promote collegiality through social organizations. It offered humanistic courses, though no course of study or degrees, to adults in the Lambeth/Southwark area of London, ninety percent of whom were working-class, with half of that population under the poverty line. This chapter also discusses the occupationally diverse Morley students, who ranged from servants to artists, nurses to porters, milliners to journalists, teachers to engineers, and ranged from the labouring working class through the lower middle class. Two large Morley occupational groups, shop girls and clerks, and details of their working conditions, obstacles, aspirations, and depictions, provide insight into Morley, Virginia Stephen’s challenges, and students. Those students, without access to libraries and taught under the rigid Revised Code of 1862, needed more than knowledge. They needed context, the ability to acquire it, and skill in connecting new learning to that context. Virginia Stephen had to learn about the gap between her students’ educational background and hers and how to decrease it.
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Small, Helen. "Mrs Humphry Ward and the First Casualty of War". En Women’s Fiction and the Great War, 18–46. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780198182832.003.0002.

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Abstract As he sat there thinking, he began in an absent-minded way to look at his evening paper. He read the news on the front page, then turned to the inner sheets. His eye fell on these words printed at the head of the column next to the leading article: To the Women of the Empire. Thoughts in War-Time. By Pearl Bellairs.’ Underneath in brackets: ‘The first of a series of inspiring and patriotic articles by Miss Bellairs, the well-known novelist.’ Dick groaned in agony ... ‘Inspiring and patriotic’: those were feeble words in which to describe Pearl’s shrilly raucous chauvinism. And the style! Christ! ... She was a public danger. It was all too frightful. (Aldous Huxley, ‘Farcical History of Richard Greenow’). Aldous Huxley’s ‘Farcical History of Richard Greenow’ (1920) is a satirical account of the life and death of a young Englishman in the first two decades of the twentieth century. Dick Greenow’s outstanding academic promise first becomes evident at preparatory school when he devours all three volumes of Mrs Humphry Ward’s Robert Elsmere (‘No length or incomprehensibility could put him off’). After studying at Aesop College (Eton), Dick goes on to read Classics at Canteloup College, Oxford, where he becomes a leading light of the Fabian Society. But at Oxford, a strange psychological disorder, first apparent at Aesop, begins to take over his life.
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Actas de conferencias sobre el tema "Women college teachers – Fiction"

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Misra, Santa. "Occupational Stress of Working Women in a Specific Culture". En International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/wdqm3678.

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The occupational stress of the working-woman in a specific orthodox socio-cultural milieu and the effects of personality traits, which are considered as preventive, protective as well as assailing factors, that influence the stress in the workplace, is now a burning issue in organizational sectors. Thus the study sought to examine the relationship of personality attributes on the management of occupational role stress in the working woman(N=550) from 11 occupational groups varying in age, level of employment and working hours in Bhubaneswar, Odisha, India. For each subject, data were collected on 10 measures of occupational stress, 4 measures of coping resources, and 5 measures of big five personality traits by using Occupational Stress Inventory-R and NEO Personality Inventory-3. Findings of the study revealed that four groups of women employees, namely police professionals, bureaucrats, corporate engineers and employees in the unorganized sector, have both strong maladaptive role stress as well as psychological stress and strain. Bank employees and Government Engineers have mild maladaptive role stress and psychological stress and strain. All other groups namely, doctors, nurses, administrative staff, school-teachers, and college teachers have both normal adaptive role stress and psychological stress and strain. It was concluded that occupational stress and the coping resources of women employees were significantly influenced by their types of jobs, and factors of individual differences. Each of the Big Five Personality Traits have significant influence on occupational stress and coping resources of the employees. While four of the traits namely openness to experience, conscientiousness, extraversion, and agreeableness helped to control and manage occupational stress by enhancing coping resources. Neuroticism increased the stress and decreased coping resources. The study implicates - exploring, prohibiting and managing the cause and effect relationship of occupational role stress of women in a workplace situation.
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Habibullah, Saleha Naghmi. "“KISC” and “CODAK”: An Indirect Yet Effective Way Of Promoting Statistical Thinking Among The General Community Of Students And Teachers". En Statistical Literacy- Material From Some of the Talks. International Association for Statistical Education, 2001. http://dx.doi.org/10.52041/srap.01104.

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The Kinnaird Inter-collegiate Statistical Competition (KISC) and the Competition Of Data- Analysis At Kinnaird (CODAK) are two initiatives of the Department of Statistics at Kinnaird College for Women, Lahore which invite undergraduate students to carry out small-scale data-based studies and to presient their findings in the form of colourful and attractive posters. KISC and CODAK thus culminate in a beautiful exhibition of statistical posters which contributes to the promotion of statistical thinking among the general community of students and teachers. The significance of such an activity is better understood keeping in view the fact that the educational system of Pakistan is highly textbook-oriented, and there is very little emphasis on the inter-disciplinary approach.
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Informes sobre el tema "Women college teachers – Fiction"

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, septiembre de 2016. http://dx.doi.org/10.3386/w22698.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, enero de 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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