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1.
Drawing on the expectation state theory, this paper seeks to analyse the social cognitive process of the impacts of gender stereotypes along with their culturally derived schemas of status belief, status characteristics and emotion at the early stage of women's endeavour to emerge as leaders in academia. Employing a convenience sampling and interviews held with five women academic participants from three public and private universities in the western region of Indonesia, this research reveals that two social cognitive practices affect women's endeavour to emerge as leaders; (1) the incongruities of cultural and cognitive expected status belief and status characteristics about females with the expected performance of leadership. The pervasive effect of these can be mitigated when women adopt a strategy of neglection, coupled with a strategy of networking both via their own networks and their husband's networks; (2) the incongruities of cultural and cognitive expected ways of emotional expression on women with the expected performance of leadership. This impacts the status conferral that shapes the worthiness of females to emerge as leaders, leading female leaders in our study to build a protective shield of emotion display to keep them perceived as worthy individuals for leadership roles.  相似文献   

2.
This article offers a theoretical analysis and phenomenological study of the leadership experiences of black women college students at a predominantly white higher education institution. Existing literature argues that leadership development is vital to the college experience as an opportunity to empower and engage students in social change. However, the implementation of these leadership development models fail to consider how the racial and gender identities of students influence leadership development or student peer interactions (Byrd, 2009; Kezar & Moriarty, 2000). Through black feminist standpoint theory, I present a theoretical framework that highlights the historical traditions of black women's leadership. These historical traditions grounded my qualitative study, which explores the experiences of contemporary black women's student leadership. Participants reported interpersonal interactions with oppression, more specifically: stereotypes, microaggressions, racialized and gendered self-presentation expectations, along with negotiating voice and silencing. A number of social factors were cited as sources of nourishment where women drew from historical traditions of black women's leadership to persist through oppressive challenges. Additional sources of nourishment included mothering, mentorship, allyship from white peers, and the formation of social networks.  相似文献   

3.
Our study sought to understand changes in gender inequality in education across four generations of rural Chinese women's educational experiences in a small community in southern China. The 24 interviews and numerous informal conversations with 12 women showed that gender-based favouritism for men and against women undergirded family expectations, support, and decisions about women's formal education, but this manifested in different ways over generations. It appeared as strict gender division of labour within families, control, or ignorance of women's access to schooling, participants' emotional trauma, lower expectations of daughters' schoolwork, and gender-discriminating language in schools.  相似文献   

4.
Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars.  相似文献   

5.
Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities.  相似文献   

6.
This article looks at the experiences of a small, qualitative sample of 12 working-class women attending an Access course in a large, inner-city further education college. The risks and costs involved in making the transition to higher education were evident in the women's narratives, and both material and cultural factors inhibiting their access to higher education are examined. The desire to 'give something back' which motivated all these women's attempts to move into higher education is discussed. The women were either juggling extensive labour market commitments or childcare and domestic responsibilities with studying. In such circumstances, when any sort of social life is sacrificed, what becomes visible is time poverty, and, in particular, a lack of time for 'care of the self'. Six of the women were lone mothers and it is further argued that complexities of marital status intersect with, and compound, the consequences of class. Beck's thesis of individualisation is used as a backdrop to the women's stories in order to highlight the costs of individualisation for the working classes, but also to problematise the discrepancies and disjunctures between projects of the self and the women's experiences of returning to education. The article concludes with an exploration of the consequences of a policy of widening access and participation for working-class mature women and suggests that, while currently all the change and transformation are seen to be the responsibility of the individual applicant, universities, especially those in the pre-1992 sector, need to change if they are to provide positive experiences for non-traditional students like the women in this study.  相似文献   

7.
An increasing number of published studies have drawn attention to gender disparities in various dimensions of Christian higher education. Although the majority of students on the campuses of member institutions of the Council for Christian Colleges & Universities (CCCU) are women, and the percentage of women holding faculty and administrative roles has increased, the male-normed environment of the academy continues to be evident in various ways, particularly in these Christian institutions. At the same time, higher education—and doctoral education in particular—is an important pathway to prepare future leaders and professors for Christian organizations. One potential way to begin to shift toward a more welcoming climate that benefits both men and women on CCCU campuses is to “foreground,” or make central, women's issues and concerns as part of regular classroom teaching. Such foregrounding can help counter the historic tendency to treat men's experience and concerns as normative for the human race. In the discipline of missiology, women make up the bulk of the practitioners yet are underrepresented as scholars, making it a pertinent field to challenge the neglect of women's voices and concerns in the academy. This article describes how a missiology classroom has been used to create a climate where women have opportunities to be central and where women's perspectives are treated as equally important as men's perspectives. To do this, I used three key practices: intentionally addressing gendered topics in mixed classes, offering selected single-sex education opportunities for women, and focusing on gender-related topics for research and publication. Using the discipline of missiology as a case study in relation to the importance of giving women's contributions to the field both recognition and voice may also offer transferable insights for doctoral faculty in other disciplines.  相似文献   

8.
The purpose of this research was to examine non‐formal adult education and informal learning within contemporary African‐American women's voluntary organizations. Face‐to‐face interviews were conducted with 28 women who were members of six different organizations. A semi‐structured interview process was used to elicit their perceptions regarding their (1) involvement in the education of others, (2) learning within the context of performing group membership roles and projects, (3) learning needs, and (4) comparisons of learning in this context with that in more formal educational settings. The findings of the research are discussed in relation to other research on learning in voluntary associations and the workplace. As with other studies of the voluntary association context, respondents did not seem to have given a great deal of prior thought to the nature of their learning within the context, having been more focused on the successful performance of their leadership and service roles than on what is learned from that work. They were none the less able to report numerous examples of how their work helped educate others and how they learned through their experiences. While instances of more systematic non‐formal education (e.g. orientation sessions, lectures and leadership training) were reported, the learning experiences reported more frequently and identified as most valuable seemed to reflect more informal, frequently incidental learning. This significant learning often reflected a perceived change in skills and abilities related to interacting with and working with others toward common goals, or a changing sense of self, in terms of growing self‐confidence and/or sense of connectedness to group members and the community which they sought to serve. Respondents who were quite well educated as a group, nevertheless generally indicated their preferences for the kind of interactive, experiential and situated learning that occurred as an outgrowth of group participation over the more abstract, teacher‐controlled learning they associated with formal education. These findings are discussed in terms of their importance to our understanding of informal learning, particularly that which occurs within the voluntary sector. Exploring this learning in a context specific to African‐American women is also seen as a way of moving beyond the culturally biased sampling often criticized in adult learning research.

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9.
Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed.  相似文献   

10.
Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education.  相似文献   

11.

Educators assume a positive relationship between epistemological development and learning. But our understanding of this relationship is limited because it focuses mostly on higher education, and supporting data are biased by gender, ethnicity, and geography. The purpose of this study was to identify factors that encourage changes in Malaysian women's epistemology. Within a cultural framework, two questions guide this study: (a) How does higher education stimulate changes in epistemology in other cultural contexts, and (b) What factors other than higher education encourage changes in epistemology? Based on constant comparative analysis of in-depth interviews with 14 Malaysian women, the author identified three cultural factors that encourage transformation of thinking and knowing: family support of education for women and girls, formal and informal learning experiences, and extended international opportunities. Epistemological development occurs as a woman negotiates conflict between her cultural and personal models of self.  相似文献   

12.
This article draws on three Canadian research studies to question conventional understandings that access to adult literacy education is a simple matter of providing programs. In the face of women's experiences of violence, commonly overlooked barriers limit “access.” Different forms of violence, their frequency, and the prevalence of medicalizing discourses about violence are examined. Effects of violence on women's attempts to get to programs, complete courses they begin, and learn successfully, are introduced. Educators are challenged to design literacy programs that will support learning and create conditions to counteract the early “training” which tells women they cannot learn.  相似文献   

13.
This paper draws on qualitative data from a mixed‐method study that analysed women's access to the principal role and their leadership experiences. The paper draws on a subset of interviews with 54 female head teachers in the Gauteng and North West provinces of South Africa. Since a mothering style of leadership was self‐reported by over half of the participants in our study, this paper aims to explore the diverse ways in which motherhood was constructed and the outcomes of these constructions on women.  相似文献   

14.
One of the significant achievements of the Islamic Republic of Iran has been the increasing access of women to all levels of education. This paper focuses on women's access to higher education and its unexpected and paradoxical outcomes. Today women in Iran represent over 60% of university students at the undergraduate level. Against the dominant social imaginary of Muslim women, this paper explores how the contradictions and complexities of politics within the Islamic Republic impact women's lives and how women themselves have been able to bring gender justice to the core of Iranian politics.  相似文献   

15.
The education profession in Germany is presented as a feminised profession. This is defined and qualified, showing what sort of schools women are employed in and why there is a difference between women's opportunities in certain school types. An analysis is presented as to why women were allowed to enter the education profession when they did, linking women's employment opportunities and national shortages. The prejudice still existing against women's professional status within the employment sector is questioned. The paper shows how the education profession in Germany has been feminised and how the feminisation of a profession affects its pay and social prestige.  相似文献   

16.
This article looks at adult women's experiences of literacy and literacy learning in a remote area of Western Nepal. As part of a research degree at Sussex University, I spent eight months living in a small village community where an American aid agency was implementing a development programme, comprising of a literacy class with follow-up income-generating activities for women. Drawing on an “ideological” approach to literacy research, I investigated how women and men of differing ages and economic backgrounds used literacy in their everyday lives. My research aimed to move away from the simple polarisation of women and men, traditional and developed, to analyse what meanings of literacy and gender were shared or disputed between different groups of people and how they reacted to literacy interventions by a foreign aid agency.By looking at three main kinds of literacy practices which so-called “illiterate” women participated in—existing everyday practices such as religious reading; new everyday practices such as account keeping introduced by the aid agency; and the literacy class which ran every evening in the village—this article analyses how women reacted to different kinds of literacies and what they gained from attending a literacy class. Everyday literacies tended to be seen as separate or even in opposition to the literacy class or new practices since they were learnt informally in the home. Many new literacy practices, such as form filling or keeping minutes, were viewed by both men and women as symbolic of the agency's authority but not necessarily useful. The literacy class introduced women to new roles as “class participants” and more participatory methods of teaching, but they preferred the kind of education seen in local schools so encouraged the teacher to adopt chanting methods and mirror the hierarchical teacher–pupil relationship.Though the women contested the dominant model of literacy and gender presented to them by the aid agency—that reading and writing would help in their existing role as mothers or wives or were useful for income generating—they wanted to become “educated” by attending the literacy class. They felt they gained a new identity through becoming literate and valued the additional social space that the class gave them as a group of women from differing backgrounds. Certain new practices like creative writing, though imposed by the aid agency, were welcomed by women at the class as enabling them to have a new voice.  相似文献   

17.
This study investigates the life experiences of six mature undergraduate women at a traditional 4-year university in South Korea. It explores women's construction of their university lives in the context of their wider socio-cultural experiences, both past and present, which are shaped by the socio-historical context of South Korean society. The study is, therefore, concerned with the interplay of structure and agency in the formation of gendered social practices (Connell, R.W. 1987. Gender and power: Society, the person and sexual politics. Cambridge: Polity Press). The results from life-history interviews reveal that women's construction of university experiences cannot be fully understood without reference to their life off-campus and their wider social structures. These social structures are Confucian culture, severe academic credentialism, a heavily masculinised labour market, and the discourse of the ‘educational manager mother’ in neoliberal contemporary Korean society.  相似文献   

18.
ABSTRACT

This paper explores the role played by women activists and educators in mobilising community education to support new opportunities for women's activism in the context of Myanmar's political transition. Recent political reorientations in Myanmar which have resulted in a civilian-led democracy emerging from a repressive military regime, have facilitated increased international contact. Myanmar women activist-educators are rejecting hierarchical relationships and the sterile reproductions of idealised female citizenship evident in some training practices and are promoting a conceptualisation of feminist education. I reflect on the dynamics of this feminist activism, including the adaptation of feminist concepts and terminology, as articulated by activists, and I explore responses to the new avenues for women's engagement which are opening up in the first inter-election cycle.  相似文献   

19.
Despite the assertion that higher education is becoming increasingly ‘feminised’ and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation in extra-curricular activity from a perspective informed by a broader conceptualisation of the extra-curricular as a site of gendered, raced, and class practices intimately tied to the development of an employable self. We found that women frequently undervalue their participation and are more likely to be dismissive of extra-curricular activity as of value to their employability than men and that they rarely consider caring to be a form of capital which can be utilised or invested in to support their future employment. We argue that higher education institutions need to support students, in particular women, to recognise the value of their participation.  相似文献   

20.
The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers’ well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching.  相似文献   

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