Bibliographies thématiques / For the Higher Education of Women

Littérature scientifique sur le sujet « For the Higher Education of Women »

Auteur : Grafiati
Publié le 26 juillet 2024

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Articles de revues sur le sujet "For the Higher Education of Women"

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CONWAY, JILL K. « Higher Education for Women ». American Behavioral Scientist 32, no 6 (juillet 1989) : 633–39. http://dx.doi.org/10.1177/0002764289032006003.

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Groth, Alexander, et Charles R. Dannehl. « Women in Higher Education : ». Women & ; Politics 12, no 1 (15 octobre 1992) : 53–71. http://dx.doi.org/10.1300/j014v12n01_03.

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Walker, Jean F. « Women in higher education ». Nurse Education Today 12, no 1 (février 1992) : 1–2. http://dx.doi.org/10.1016/0260-6917(92)90002-6.

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SINGH, KUMAR BIGYANANAND. « Empowering Rural Women – the Higher Education Way ». International Journal of Scientific Research 3, no 7 (1 juin 2012) : 1–3. http://dx.doi.org/10.15373/22778179/july2014/184.

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RENJU, ARCHANA. « Higher Education and Women Participation in India ». Global Journal For Research Analysis 3, no 6 (15 juin 2012) : 1–4. http://dx.doi.org/10.15373/22778160/june2014/87.

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Rasheeja, T. K., et C. Krishnan. « Empowering Women Through Higher Education : the Kerala Episode ». Issues and Ideas in Education 1, no 2 (2 juillet 2013) : 221–29. http://dx.doi.org/10.15415/iie.2013.12017.

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Sagaria, Mary Ann D. « Women in higher education administration ». Economics of Education Review 5, no 3 (janvier 1986) : 335–36. http://dx.doi.org/10.1016/0272-7757(86)90093-2.

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SOUZA, Solange de, et Adriana Kroenke HEIN. « TEACHING WOMEN IN HIGHER EDUCATION ». RCMOS - Revista Científica Multidisciplinar O Saber 1, no 3 (22 janvier 2024) : 165–77. http://dx.doi.org/10.51473/rcmos.v1i3.2021.47.

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Throughout the formation of Brazilian society, it is known that women were delegated to conditions of subordination and servitude in relation to men, and their performance was restricted to domestic and maternal activities. But with the Industrial Revolution, and especially from the 1920s, women, in addition to gaining greater rights to study, began to occupy roles in child teaching. This picture changed over the years and the female gender was also present in higher education. With this background, the general objective of this paper aims to understand the condition of female teachers in higher education in an attempt to assimilate the main points of challenges and overcoming to be faced. To this end, exploratory and quantitative research was used, through the study of theoretical framework and the application of online questionnaires, which enabled a better understanding of the points related to female performance in Brazilian university teaching.
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P, Dr Pradeepa. « History of Women and their Role in Higher Education ». International Journal of Research in Arts and Science 5, Special Issue (29 mars 2019) : 203–10. http://dx.doi.org/10.9756/bp2019.1001/21.

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

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

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Beck, Amy C. G. « WHY WOMEN GIVE TO WOMEN : A PORTRAIT OF GENDER-BASED PHILANTHROPY ». VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.

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Abstract WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA By Amy Gray Beck, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2019 Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Students are having to pay more out of pocket for classes and tuition, and institutions rely on private funding support to provide educational opportunities to students in need. Historically, fundraising operations in higher education have focused on a traditional solicitation model, focusing on fundraising from men in households, but savvy institutions have begun to focus on philanthropy from specific populations, including women, to increase dollars raised. Research shows women are more philanthropically generous than their male counterparts, especially when giving to education. The main purpose of this qualitative case study was to highlight the successes of a women and philanthropy program at William and Mary, a public college in Virginia, as it is the first and only women and philanthropy program in the country where the funds donated are given back to benefit women, as well as add to the growing body of literature on women and philanthropy, and the lack of literature that exists on women giving to women in higher education. The alumnae initiatives endowment funded by the Society of 1918 offers alumnae leadership development, networking opportunities, continuing education, empowerment, and more. Private funding in this case is enabling a social justice program to exist that otherwise would not be funded through tuition and state and federal funding. Interviews, observations, and document analysis were utilized to examine contextual factors contributing to the development of the Society of 1918 and motivations for members joining the Society at a $10,000 level. A feminist standpoint theoretical framework helped to develop meaning-making of alumnae’s motivations for joining the Society of 1918. Utilizing portraiture as a qualitative method, findings showed how gender and timely social justice movements played a role in influencing alumnae motivations to join the Society of 1918. Finally, best practices are shared for institutions considering a comprehensive women and philanthropy program whose private gifts benefit women.
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Srivastava, Angela. « Widening access : women in construction higher education ». Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.

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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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Fowler, Christine Ann. « Nevertheless, She Persists : Women Leadership in Higher Education ». Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554119734528149.

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Cselenszky, Mila P. « Phenomenological Study of Empowering Women Senior Leaders in Higher Education ». ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/995.

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The number of women in senior administrative and leadership roles in higher education is minimal compared to the number of women in higher education jobs in general. This phenomenological study explored pathways women took to advance in their careers and barriers that prevent more women from gaining senior administrative and leadership roles. Research questions addressed perceived barriers participants faced while trying to advance their careers, mentoring and other support strategies women in higher education employed to help them move up the career ladder, and actions female leaders took in order to help establish gender equity. Dambe and Moorad's empowerment-based/transformational leadership theory, Vroom's expectancy theory, and hooks's feminist theory were used as conceptual frameworks for this study. Data collection included in-depth interviews and gestural observations. Data were triangulated through member check, debriefing, iterative questioning, and reflective commentary. Titchen's thematic data analysis and the hermeneutic circle were used to analyze data; analysis was validated by an independent auditor. Mentoring and networking were identified as effective tools for gaining executive skills. Political savvy, determination, and serendipity were factors to which participants attributed success. Based on study results, higher education institutions should focus on succession planning to bring more women into senior leadership roles. The age gap for female senior leaders in higher education is an area for further study. This study may support positive social change by providing female leaders the opportunity to understand the nature of higher education and subsequently to develop strategies and to gain constructive experiences that can improve their status.
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Haley, Karen Jean. « Graduate Education Experience and Career Paths of Women Faculty in Higher Education Administration ». NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-09132006-212041/.

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Although there has been a concerted effort on the part of colleges and universities to increase women?s representation as faculty in higher education, equal representation in all disciplines has not been realized. The purpose of this research is to increase our understanding of the graduate student experience of current women faculty, specifically, their experience as it relates to becoming a faculty member. The investigation of an exemplary case, Higher Education Administration, lends support to the graduate student literature that emphasizes faculty-student interaction as a primary factor in persistence and retention. This interaction is particularly important for Higher Education Administration students as many are enrolled in programs that do not have institutionalized support for future faculty. While most participants in this investigation did not follow the traditional academic career path that began as an undergraduate, they did display commonalities within the group. What characterized all of the participants was the ability to create their own path to the professoriate. Given the academy?s inequitable proportion of women in tenure-track ranks, especially noted in a number of program areas such as science and engineering, the example of Higher Education programs may have salience for institutions that purport to make the academy more equitable.
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Freeman, Pamela Telia Barber. « Presidential profiles in higher education : perspectives from African American women / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.

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Pedone, Maggie Helene. « Persistence of Undergraduate Women in STEM Fields ». Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378899.

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Urban Education
Ed.D.
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women’s persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin’s Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women’s persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.
Temple University--Theses
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Southwell, Deborah Margaret. « Leadership in Australian higher education : lessons from female educational leaders ». Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.

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There is an increasing number of women leaders in higher education. However, a far higher proportion of males than females still fill senior management roles in Australian higher education. Several recent studies have set out to examine and analyse the leadership styles of women leaders in higher education in order to better understand and inform models for women who aspire to positions of leadership in higher education.Most educational leaders are not prepared for their roles and learn through trial and error in, and by surviving, their leadership and management experiences. The term leadership, itself, is used in a variety of ways and means different things to different people. A variety of different theoretical frameworks for conceptualizing and understanding leadership has arisen from these different conceptions and understandings.This study explores the autobiographical perspectives and responses of five respected female figures in educational leadership (i.e. leadership in teaching and learning) in Australian higher education. The identification of significant factors impacting on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Australian higher education.
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Sack, Kathryn Wilkinson. « Primary Lifelines : Friendship Groups of Women in Higher Education ». Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26297.

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A qualitative study of women in seven informal friendship groups identified the cognitive, affective, and behavioral processes utilized to support women working in higher education and traced the movement of each group through the friendship phases of formation, maintenance, and dissolution. Phenomenological interviews were conducted with 36 women friendship group members in colleges and universities with different Carnegie classifications throughout the country. Case data were transcribed and analyzed using constant comparison with the aid of qualitative research software QSR NUDISTâ ¢ and NVIVOâ ¢. Findings of the study encompass three major areas: (1) results highlighted the influences of context on development of friendship groups at the personal, network, community, and societal levels; (2) the processes which demonstrate trust at cognitive, affective, and behavioral levels of group interaction; and (3) the major role that friendship groups play in providing psychological support, affirmation, and instrumental aid for some women entering academe in professional roles and (4) showed how friendship group phases affect development of cohesive groups through factors such as constant renewal and group interaction style. The continued involvement of women in informal friendship groups depended upon the intersection of context, group cohesiveness, and changing expectations of members as individuals and groups moved through phases of group development from formation to maintenance and possible dissolution. The findings of this study challenge higher education to move toward significant changes in policies regarding hiring and retention all employees, especially women and minorities. Issues of community and context must be addressed in order to retain and support newly hired faculty and staff. Varying forms of support must be initiated institutionally to provide opportunities for productive career development of employees. Recommendations for further study include further inquiry into the impact of context on the development of women's friendships, friendships as a factor of support for retention of women staff and faculty, factors affecting generativity (constant renewal) in friendship groups over time, and the effects of race, class, and confrontational style on friendship group cohesion.
Ph. D.
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Livres sur le sujet "For the Higher Education of Women"

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Talesra, Hemlata. Higher education among women. New Delhi, India : National, 1989.

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Karim, Wazir-Jahan Begum. Women in higher education. [Kuala Lumpur] : Women's Consultative Committee, Penang State Govt. in cooperation with Universiti Sains Malaysia [and] Kanita-Era 21, 1999.

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Parson, Laura. Polygamy, Women, and Higher Education. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02798-8.

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Emily, Davies. The higher education of women. London : Hambledon Press, 1988.

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Emily, Davies. The higher education of women. London : British Library, 1987.

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Gwendoline, Williams, Harvey Claudia, Mukherjee Hena, Kearney Mary-Louise, Commonwealth Secretariat et Unesco, dir. Women in higher education management. Paris : UNESCO, 1993.

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Barnard, Frederick A. P. The higher education of women. New York : [s.n.], 1986.

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1946-, Cox Roger, dir. Women returning to higher education. Buckingham [England] : Open University Press, 1993.

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Klemm, L. R. (Louis Richard), 1845-1925, dir. Higher education of women in Europe. New York : D. Appleton, 1986.

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Tidball, M. Elizabeth. Issues for women in higher education. Nashville, Tenn : United Methodist Board of Higher Education and Ministry, 1986.

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Chapitres de livres sur le sujet "For the Higher Education of Women"

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Lybeck, Eric. « Women and higher education ». Dans The University Revolution, 131–40. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series : Classical and contemporary social theory : Routledge, 2021. http://dx.doi.org/10.4324/9781351017558-5.

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Heffernan, Troy. « Women in Higher Education ». Dans The Marginalised Majority in Higher Education, 129–53. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41432-9_6.

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Varghese, N. V., et Nidhi S. Sabharwal. « Women in higher education ». Dans India Higher Education Report 2022, 1–19. London : Routledge India, 2023. http://dx.doi.org/10.4324/9781003415916-1.

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Parson, Laura. « Higher Education Programs ». Dans Polygamy, Women, and Higher Education, 111–29. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02798-8_7.

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Morley, Louise, et Daniel Leyton. « Queering Women in Higher Education Leadership ». Dans Queering Higher Education, 157–82. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003257431-7.

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Griffin, Casey, et Dawn Berk. « What women want ». Dans Academic Belonging in Higher Education, 31–47. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003443735-4.

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Gandhi, Meenakshi. « Women in leadership ». Dans India Higher Education Report 2022, 265–78. London : Routledge India, 2023. http://dx.doi.org/10.4324/9781003415916-17.

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Sinha, Sachidanand, et Biswajit Kar. « Women enrolment in higher education ». Dans India Higher Education Report 2022, 47–66. London : Routledge India, 2023. http://dx.doi.org/10.4324/9781003415916-5.

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Coluzzi, Federica. « The Higher Education of Women ». Dans The Palgrave Encyclopedia of Victorian Women's Writing, 1–5. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-02721-6_287-1.

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Dhiman, Satinder K., et Gursharan Kaur. « Women Leadership in Higher Education ». Dans The Routledge Companion to Leadership and Change, 351–60. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003147305-30.

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Actes de conférences sur le sujet "For the Higher Education of Women"

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« Enhancing Women Entrepreneurship through Islamic microfinance in Bangladesh ». Dans Higher Education and Innovation Group. Higher Education and Innovation Group in Education (HEAIG), 2017. http://dx.doi.org/10.15242/heaig.h0117516.

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Chand, Sushini. « Indo-Fijian American Women in Higher Education Leadership ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1692244.

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Wilkerson, Amanda. « Political Socialization, Black Women Voters, and Higher Education ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2013726.

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Lozano Albalate, María Teresa, Ana Isabel Allueva-Pinilla, José Luis Alejandre-Marco,, Raquel Trillo-Lado, Sergio Ilarri-Artigas, Carlos Sánchez-Azqueta, Lorena Fuentes-Broto, Susana Bayarri-Fernández et Concepción Aldea-Chagoyen. « Projects to encourage female students in STEM areas ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9474.

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Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.
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Amilia, Dinda Lisna. « Future Economic Involvement of Indonesian Women in Postgraduate Education ». Dans 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.162.

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Nicolini, Rosella. « Women and foreign students in teams : the key players ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9102.

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The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.
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Ingole, Kapil, Vicent Caballer et Stephanie Gallear. « Recent trends and status of women in Higher Education in India ». Dans HEAd'15. Conference on Higher Education Advances. Editorial Universitat Politècnica de València, 2015. http://dx.doi.org/10.4995/head15.2015.541.

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McCarthy, Maureen. « Somali Bantu Women Navigating Higher Education the United States ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2016132.

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Sart, Gamze, Hatice Funda Sezgin et Ercan Saridoğan. « WOMEN IN HIGHER EDUCATION : GENDER DIFFERENCES IN CAREER CHOICES ». Dans 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2695.

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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela et José Ramón Vitoria. « Self-efficacy in first-year university students : a descriptive study ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.

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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.
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Rapports d'organisations sur le sujet "For the Higher Education of Women"

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Stampini, Marco, et Sophie Gardiner. Returns to Education in Suriname. Inter-American Development Bank, juillet 2013. http://dx.doi.org/10.18235/0009119.

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We analyze the relationship between education and employment in Suriname, using data from a 2007 IDB household survey (representative nationally and at the level of three macro areas: Urban Coast, Rural Coast and Interior). We find that education brings returns in terms of both likelihood of employment (particularly for women) and higher earnings. Completed primary, junior secondary, senior secondary and tertiary education increase the probability of employment by 12%, 19%, 86% and 84% respectively, relative to the base category of no-schooling or incomplete primary. In addition, senior secondary and tertiary education lead to 46% and 81% higher earnings, relative to peer individuals with junior secondary education or less. These returns to education are relatively high in the context of the Caribbean. Nonetheless, higher educational achievements are associated with a transition towards public sector jobs, suggesting that the private sector is scarcely dynamic, and unable to attract skilled workers.
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Brown, Megan. "A College for Women, or Something Like It" : Bedford College and the Women's Higher Education Movement, 1849-1900. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.209.

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Bustelo, Monserrat, Verónica Frisancho et Mariana Viollaz. What Are the Gaps in Health and Education That Women Face Throughout Their Lives ? Inter-American Development Bank, décembre 2023. http://dx.doi.org/10.18235/0005344.

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In recent years, significant progress has been made toward implementing policies and programs to support gender equity in Latin America and the Caribbean. However, large disparities continue to exist between men and women in educational and health outcomes. In the region, girls perform better than boys in soft skills and language at an early age and the school attendance gaps favor women at all levels. However, once in school, male students tend to perform better in mathematics in standardized tests compared to their female peers at age 15, with important implications for womens decisions on their future educational and career paths. At the same time, a large proportion of women in the region still lack access to reproductive technology. The maternal mortality rate remains high and tends to correlate with both low income levels and lack of prenatal care. Also, the rate of teen motherhood (1519 years old) is very high.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, juillet 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Martínez, Claudia. Research Insights : What Are the Financial Impacts of Disability in Terms of Income and Expenditure ? Inter-American Development Bank, novembre 2023. http://dx.doi.org/10.18235/0005303.

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In Chile, 15.1% of adults under 65 have a disability, with higher prevalence among women and older individuals. Disability is associated with reduced levels of income and education. Even after controlling for observable characteristics like education and gender, individuals with disabilities experience 21% lower income than individuals without disabilities. Their health expenditures are also twice as high as those of persons without disabilities. Individuals with disabilities thus face both reduced income and increased expenditure levels.
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Gentile, Elisabetta, Nikita Kohli et Nivedhitha Subramania. Barriers to Entry : Decomposing the Gender Gap in Job Search in Urban Pakistan. Asian Development Bank, décembre 2023. http://dx.doi.org/10.22617/wps230551-2.

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Using matched data from three sources in Lahore, Pakistan, the paper finds that employers’ gender restrictions are a larger constraint on women’s job opportunities than supply-side decisions. At higher levels of education, demand-side barriers relax, allowing women to qualify for more jobs but at lower salaries. On the supply side, educated women become more selective in their search.
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Avis, William Robert. Participation Rates in HE and TVET and Socio-economic Development. Institute of Development Studies, décembre 2023. http://dx.doi.org/10.19088/k4dd.2024.015.

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This rapid evidence review examines women's participation rates in Higher Education (HE) and Technical and Vocational Education and Training (TVET) across the Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions, alongside socio-economic development indicators. It highlights link between gender equality and sustainable development, stressing the need for equal access to education, economic resources, and political participation for women. Drawing on UNESCO and UNDP data, the review outlines global commitments and provides country-level data, categorised by income groups.
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Kruger, Diana, Marcelo Ochoa, Dante Contreras et Daniela Zapata. The Role of Social Networks in the Economic Opportunities of Bolivian Women. Inter-American Development Bank, octobre 2007. http://dx.doi.org/10.18235/0011264.

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This paper explores the role of social networks in determining the participation of Bolivian women in income-generating activities. The empirical analysis intends to explore the impact of this new social variable on the economic choices of women and its relative importance with respect to other individual characteristics, such as education or number of children in the household. The empirical framework defines social network as the average outcome of people living in the same neighborhood. Estimation results suggest that social networks are an effective channel through which women obtain access to salaried jobs, which are of higher quality than jobs as self-employers. In contrast, their male counterparts find a positive but statistically insignificant effect from social networks. When considering the sex of the contact, it is found that women in urban areas benefit from other women being employed, while in rural areas women benefit from the presence of more employed male workers.
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Castillo, Rafael, Matteo Grazzi et Ezequiel Tacsir. Women in Science and Technology : What Does the Literature Say ? Inter-American Development Bank, février 2014. http://dx.doi.org/10.18235/0009164.

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Skill gaps are a key constraint to innovation, hindering productivity growth and economic development. In particular, shortages in the supply of trained professionals in disciplines related to Science, Technology, Engineering, and Mathematics (STEM) may weaken the innovation potential of a society. A wide gender gap has persisted over the years at all levels of STEM disciplines throughout the world. Although the participation of women in higher education has increased, they are still underrepresented. Latin America is no exception. The untapped potential of fully trained and credentialed women represents an important lost opportunity not only for women themselves but also for society as a whole. Although there is growing recognition of the importance of the issue in developing countries, Latin America faces a lack of information that prevents researchers from deepening the understanding of this phenomenon and policymakers from designing effective interventions. This note aims to contribute to the academic and policy debate in the region by reviewing the main factors put forward in the literature to explain gender inequalities in recruitment, retention, and promotion in STEM disciplines and by providing evidence of the scope and results of policies directed to obtain a better gender balance in the sector.
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Otero-Cortés, Andrea, Ana María Tribín-Uribe et Tatiana Mojica-Urueña. The Heterogeneous Labor Market Effects of the Venezuelan Exodus on Female Workers : Evidence from Colombia. Banco de la República, juillet 2022. http://dx.doi.org/10.32468/dtseru.311.

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We study the labor market effects of the Venezuelan migration shock on female labor market outcomes in Colombia using a Bartik-instrument approach.For our identification strategy we leverage regional variation from pull factors and time variation from push factors. Our findings show that in the labor market, female immigrants can act as substitutes or complements for native-born women depending on native women’s education level; immigrant workers are substitutes in the labor market for native-born low-educated women as they compete for similar jobs. Hence, the low-educated native women’s labor force participation decreases. At the same time, time spent doing unpaid care increases for low-educated native women, possibly further preventing the job search for this group. On the other hand, we find an increase in labor force participation of 1.6 p.p. for highly educated women with minors at home and a 1 p.p. higher likelihood of becoming entrepreneurs due to the migratory shock, which supports the complementary-skill hypothesis. Finally, we don’t find evidence that the migratory shock induced households to outsource more home-production as a means for high-educated women to spend more time at paid work.
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