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Orr, Judith L. "Ministry with Working-Class Women." Journal of Pastoral Care 45, no. 4 (December 1991): 343–53. http://dx.doi.org/10.1177/002234099104500403.
Presents generalizations and characteristics of working-class women and how these often deviate from the assumptions of caregivers, many of whom are guided by middle-class values. Notes the implications for pastoral care and counseling. Suggests that the Individual Psychology of Alfred Adler is particularly suited as a theoretical and practical guide for caregivers.
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Perkins, Kathleen. "Working Class Women and Retirement." Journal of Gerontological Social Work 20, no. 3-4 (February 4, 1994): 129–46. http://dx.doi.org/10.1300/j083v20n03_06.
Goggans, Jan. "Working-class women and women ‘working’ class: Literary masquerade in the inter-war years." Critical Studies in Fashion & Beauty 3, no. 1 (December 1, 2012): 39–53. http://dx.doi.org/10.1386/csfb.3.1-2.39_1.
R, Rajeshwari. "Working Class People, as Shown in "Manaamiyangal"." International Research Journal of Tamil 4, S-10 (August 12, 2022): 69–73. http://dx.doi.org/10.34256/irjt22s1011.
Salma's novel, Manaamiyangal, is entirely about women. It is constructed based on society's conception of a feminine energy that entangles itself in the structures of time. It resounds as a voice of women's disenfranchisement. Many people around the world are praising the glory of women. Every woman in society is still living a life crushed by daily needs and her freedom. Rituals, rituals, and customs in some societies keep women at the boundary line. Some of these women break barriers and are shunned by society when they come out. Even though there are many atrocities against women in society, her family tries to do well but gets them into many problems. Salma mentions in the story Manaamiyangal that the reason for that was the society they lived in and its restrictions. Salma, who thinks about women from many angles, in her portrayal of Sajitha, intuitively conveys the legitimate dreams of girls in childhood. Women like Mehar live a quiet life, keeping in mind the family circumstances. But she struggles to make life better for her children. She illustrates the struggles of less literate women outside of the normal course of society. Generally, women, no matter how educated they are, remain dependent on a man because they believe that men are the protectors of women. Many social superstitions have restricted women in their activities. The thoughts of the people who have such superstitions should be changed. This article is going to discuss the lives of Muslim women, their economies, lives, thoughts, attitudes, and the social conditions that they are unable to recover from due to these social conditions.
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Blackwelder, Julia Kirk. "Working-Class Women and Urban Culture." Journal of Urban History 14, no. 4 (August 1988): 503–10. http://dx.doi.org/10.1177/009614428801400404.
Hughes, Susan E. "Expletives of lower working-class women." Language in Society 21, no. 2 (June 1992): 291–303. http://dx.doi.org/10.1017/s004740450001530x.
ABSTRACTFor many decades, women's speech has been seen as being very different from that used by men. Stereotyped as swearing less, using less slang, and as aiming for more standard speech style, women were judged according to their sex rather than other aspects of their lives, such as class and economic situation. With many critics now challenging these ideas, this article sets out to look at the reality of the swearing used by a group of women from a deprived inner-city area. Their constant use of strong expletives flies in the face of the theories proffered of the “correctness” of the language of women. (Expletives, taboo words, working-class women, female speech, female group, social networks, sociolinguistics, inner-city England)
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Forsyth, Margaret. "Looking for grandmothers: working-class women poets." Women's Writing 12, no. 2 (July 1, 2005): 259–70. http://dx.doi.org/10.1080/09699080500200349.
Mason, Beverly J. "Jamaican Working-Class Women: Producers and Reproducers." Review of Black Political Economy 14, no. 2-3 (December 1985): 259–75. http://dx.doi.org/10.1007/bf02689893.
Young, Mai-san. "Women in transition : from working daughters to unemployed mothers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22956384.
James, Laura. "Working women : gender, class and place." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440718.
Rankin, Cherie L. Breu Christopher. "Working it through women's working-class literature, the working woman's body, and working-class pedagogy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799101&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205258868&clientId=43838.
Thesis (Ph. D.)--Illinois State University, 2007. Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Christopher D. Breu (chair), Cynthia A. Huff, Amy E. Robillard. Includes bibliographical references (leaves 262-273) and abstract. Also available in print.
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Petty, Sue. "Working-class women and contemporary British literature." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/5441.
This thesis involves a class-based literary criticism of working-class women s writing. I particularly focus on a selection of novels by three working-class women writers - Livi Michael, Caeia March and Joan Riley. Their work emerged in the 1980s, the era of Thatcherism, which is a definitive period in British history that spawned a renaissance of working-class literature. In my readings of the novels I look at three specific aspects of identity: gender, sexuality and race with the intersection of social class, to examine how issues of economic positioning impinge further on the experience of respectively being a woman, a lesbian and a black woman in contemporary British society. I also appropriate various feminist theories to argue for the continued relevance of social class in structuring women s lives in late capitalism. Working-class writing in general, and working-class women s writing in particular, has historically been under-represented in academic study, so that by highlighting the work of these three lesser known writers, and by indicating that they are worthy of study, this thesis is also complicit in an act of feminist historiography.
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Lai, Pui-yim Ada. "Working daughters in the 1990's /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20716515.
Fernandez, Jody Ann. "The literacy practices of working class white women." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000235.
Wilson, Karen. "Aspects of solidarity between middle-class and working-class women 1880-1903." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293991.
Smeraldo, Kaitlyn N. "(Re)Constructing Gender: White, Working-Class Women and Trauma." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1553336041577677.
Bowen, Scarlett K. "The labor of femininity : working women in eighteenth-century British prose /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/fullcit?p9837908.
Young, Mai-san, and 楊美珊. "Women in transition: from working daughters to unemployed mothers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31225524.
Boos, Florence s. Memoirs of Victorian Working-Class Women. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4.
Harvard University. Library. Open Collections Program. Women working: 1870-1930. [Cambridge, Mass.]: Harvard University Library Open Collections Program., 2002.
Harvard University Library. Open Collections Program. Women working: 1870-1930. [Cambridge, Mass.]: Harvard University Library Open Collections Program., 2002.
Harvard University Library. Open Collections Program. Women working: 1870-1930. [Cambridge, Mass.]: Harvard University Library Open Collections Program., 2002.
Evans, Gillian. "Common Women: Working Class Values." In Educational Failure and Working Class White Children in Britain, 33–51. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230627239_3.
Srivastava, Priyanka. "Childbirth, Childcare, and Working-Class Women." In The Well-Being of the Labor Force in Colonial Bombay, 197–240. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66164-3_6.
Schwarzkopf, Jutta. "Working-class Women’s Post-Chartist Activities." In Women in the Chartist Movement, 247–63. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1057/9780230379619_9.
Pierse, Michael. "From Rocking the Cradle to Rocking the System: Writing Working-Class Women." In Writing Ireland’s Working Class, 110–42. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230299351_4.
Gorman, Thomas J. "Social Media: A “Reunion” of Angry (and Not So Angry) White Working-Class Men and Women." In Growing up Working Class, 209–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58898-8_7.
Boos, Florence S. "Introduction: Memoirs of Victorian Working-Class Women." In Memoirs of Victorian Working-Class Women, 1–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_1.
Boos, Florence S. "Conclusion." In Memoirs of Victorian Working-Class Women, 291–310. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_10.
Boos, Florence S. "Uneven Access: Working-Class Women and the Education Acts." In Memoirs of Victorian Working-Class Women, 33–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_2.
Boos, Florence S. "Under Physical Siege: The Early Victorian Autobiographies of Elizabeth Storie and Mary Prince." In Memoirs of Victorian Working-Class Women, 63–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_3.
Boos, Florence S. "Memoir and People’s History in Janet Hamilton’s Sketches of Village Life." In Memoirs of Victorian Working-Class Women, 85–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64215-4_4.
Тези доповідей конференцій з теми "Working class women":
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Jordon, Sarah. "Gender Versus Class: A Metasynthesis of Working-Class Women Faculty Narratives." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573598.
Reen, Jaisheen Kour, and Rita Orji. "Improving Mental Health Among Working-Class Indian Women: Insight From An Interview Study." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3519781.
Castillo-Lavergne, Claudia. "Exploring the Psychological Well-Being of Working-Class Latinx Women Attending Four-Year Colleges." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437683.
Wing, Michelle. ""I Just Made It Work": Setbacks, Successes, and Support Stories of Working-Class Women and Degree Attainment." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571379.
Brown, Marlene, and Laurie Stone. "Technical Training for Women in the PV Field." In ASME 2003 International Solar Energy Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/isec2003-44236.
Over the past decade, more women have become interested in renewable energy, particularly photovoltaics, but a suitable training environment is difficult to find. Approximately five years ago, Solar Energy International (SEI) started offering classes for women only. The premise is that a women only class provides a friendly atmosphere for women to ask basic questions, take time working with tools and concepts, and practice hands-on activities in a supportive environment. Sandia National Labs has assisted SEI by providing technical content and hands-on instruction. The classes are split between the classroom and the field. This paper will provide an overview of the technical training, safety and the importance of the National Electrical Code® (NEC)®, and accomplishments of the students beyond these classes.
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Kesler, John K., Monique F. Stewart, Debra M. Chappell, and Lloyd Parker. "Railroad Industry Workforce Assessment—Next Steps: Working Together to Shape the Rail Workforce of the 21st Century." In 2011 Joint Rail Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/jrc2011-56055.
Since 2009, the Obama Administration’s focus on rebuilding the nation’s infrastructure and creating jobs has generated a tremendous amount of investment in transportation related initiatives. Championed by U.S. Department of Transportation (USDOT) Secretary, Ray LaHood, these initiatives have spanned the transportation industry including a portion being allocated to rail. At the 2010 ASME Joint Rail Conference (JRC), Kevin Kesler, Federal Railroad Administration (FRA) Chief of Equipment and Operating Practices Division shared insight into FRA’s tentative workforce development activity (FRA-WDT). This effort is being conducted as part of the larger USDOT National Transportation Workforce Strategy Initiative, which endeavors to identify and report workforce challenges and commonalities across all modes of transportation and discuss strategies to address those issues. Since that presentation, the FRA Workforce Development Team (FRA-WDT) has identified six railroad industry specific challenges and submitted them for incorporation in the USDOT Framework for a National Transportation Workforce Strategy: 1. Aging railroad workforce – highlighting need for knowledge transfer. 2. Workforce diversity – shortages of women and minorities in the rail workforce. 3. Overall image of the rail industry – declining and stagnant technologically. 4. Need for national training standards for freight rail craft and trade positions. 5. Work-life balance issues – attrition among employees with less than five years of service. 6. Availability of suitable metrics to constantly monitor the collective railroad workforce. These issues were derived from independent research as well as interviews conducted with representatives from across the railroad industry (i.e. Class I railroads, short line and regional railroads, labor unions, associations, academia, and FRA staff). Thus, FRA is interested in continuing the dialog and information exchange with railroad industry stakeholders as a means to strategize about these workforce concerns that impact each facet of the industry. An initial set of approaches to each challenge has been identified, which includes partnering with industry stakeholders. Full details and additional insight into the analysis will be shared in the paper.
Звіти організацій з теми "Working class women":
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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.
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.
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.
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. What Accountability Means in Somalia. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.113.
This rapid literature review finds that accountability programming in Somalia is focused on working effectively with the country’s hybrid governance. A number of programmes have generated findings on the potential of non-state actors to improve accountability, with a focus on contextual analysis and adaptive programming. Accountability is defined as mechanisms to hold people in power to account according to an agreed standard. Improving accountability may be difficult in fragile and conflict-affected states such as Somalia where power is dispersed and informal. Somalia is commonly described as a hybrid political order. Regions in Somalia have more and less robust governments and non-state actors have a number of important but informal roles in governance. Moreover, the prevalence of clan-based politics and patriarchal norms limits the inclusivity of accountability mechanisms, with women and members of minority clans among those commonly excluded. This report is focused on accountability in governance. It surveys both evidence on the status and contours of accountability in Somalia, and on programmes to improve accountability. It is based on evidence from the Implementation and Analysis in Action of Accountability Programme (IAAAP) Somalia programme, as well as other relevant programmes. It describes the findings on the barriers and enablers to greater accountability in Somalia, as well as lessons on implementing programmes. It does not survey every accountability programme, or programme with accountability components, but instead focused on published evaluations and evidence syntheses. Several programmes, such as IAAAP, have sought to research, improve and learn lessons on accountability in Somalia. IAAAP ran from 2013 to 2019 and had a budget of GBP 23 million. It worked as an innovation laboratory to test models for greater accountability through adaptive programming. IAAAP worked on different themes, including civil society-state engagement, financial flows and extractive industries.
