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1.
Cathy D. Lirgg 《Quest (Human Kinetics)》2013,65(2):158-178
This article explores research examining girls' and women's self-confidence in sport and physical activity. The article begins by addressing how self-confidence has been conceptualized and how researchers have measured it. A theoretical groundwork is presented by comparing three models that link confidence to achievement: Bandura's theory of self-efficacy, Harter's competence motivation theory, and Eccles (Parsons) et al.'s expectancy-value model. Next, research examining variables that have been hypothesized to influence female self-confidence, as well as a discussion of gender differences, is presented. Finally, enhancement strategies and future research directions are offered. It is suggested that researchers examine the impact of specific socializing influences when studying girls' and women's self-confidence and also that they undertake more model testing instead of examining variables in isolation. 相似文献
2.
Women consistently remain underrepresented in senior academic roles within the academy worldwide. Academics increasingly require research funding to conduct research, leading to publications, both of which can then be used for promotion applications. This article explores fourteen academic women's experiences of the research funding process in New Zealand, to provide insights into one aspect of why this inequity continues. The findings identify institutional, personal, and funding issues that impact on women's application behaviour. Addressing these may assist in developing women's careers as academics and provides us with a more in-depth understanding of the issues than have previously been gleamed from large quantitative studies. 相似文献
3.
Adolescent physical inactivity has risen to an alarming rate. Several theoretical frameworks (models) have been proposed and tested in school-based interventions. The results are mixed, indicating a similar weakness as that observed in community-based physical activity interventions (Baranowski, Lin, Wetter, Resnicow, & Hearn, 1997). The theoretical models were decontextualized, thus are unable to address issues central to adolescents' physical activity behavior. In this article, we propose using a theoretical model derived from school-based research on learning behavior change. We review related research on adolescents' physical activity to demonstrate the relevance of using the model to study the dynamic impact of personal, school curriculum, and community variables on adolescent physical activity. We also translate the conceptual model into empirically testable cross-sectional and longitudinal latent growth models and propose concrete steps researchers can take to design empirical studies to examine them. We believe that research studies guided by the proposed conceptual and empirical models will provide useful data for us to better understand the mechanisms of adolescent physical activity motivation and behavior change. 相似文献
4.
Inga Elgqvist‐Saltzman 《Gender and education》1992,4(1-2):41-56
A review of Swedish educational policy and educational research indicates that labour market considerations have had a high visibility. Straight routes through the educational system have been laid out in order to equalise and make the system more efficient. Empirical studies show that women's strategies to combine education, work and family often resulted in ‘winding tracks’ through education. Predominant research models tend to adjust to the ‘straight roads’ of educational policy while women's winding routes have been set aside. The current Swedish goal of equality between men and women gives work and parenthood the same weight for both sexes. This article discusses whether this goal could set a challenging framework for a research agenda where more gender‐sensitive methodologies are developed as well as gender‐sensitive concepts, upgrading women's knowledge, experiences and values. 相似文献
5.
Leanne Dzubinski 《Christian Higher Education》2018,17(3):123-138
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
6.
A critical feature of phenomenographic study is its generation of the “outcome space” which constitutes the results of the study. The central idea underlying this article is that women may be “lost in space" — the phenomenographic outcome space. First, women seem to be literally missing in the majority of phenomenographic studies. These studies have usually been in fields in which women are poorly represented and in research samples in which women have not been present. Second, the traditional disciplines of study, the values of which largely determine the structure of the typically hierarchical outcome space, are patriarchal. Without attention to the hidden as well as the explicit aspects of what learners are coming to know, the understanding that we gain from the outcome space may be distorted. Third, the outcome space tends to be defined in many studies in cognitive terms, excluding or neglecting the affective dimension often associated with women's ways of knowing. This article explores the implications of looking for and elaborating on women's experience in phenomenographic research and suggests several ways in which women's experience might be recognised: by ensuring that women are included in research; by questioning in gender‐sensitive ways; by collecting and analysing the data with attention to the gendered construction of disciplinary knowledge and gendered ways of knowing. 相似文献
7.
MIYA NARUSHIMA 《International Journal of Lifelong Education》2013,32(1):23-42
This article explores a particular expression of social activism by older Canadian women to consider its implications for later life learning. ‘Older women’, despite their heterogeneity, have tended to be pathologized as a part of the ‘problem’ of ageing and languishing welfare societies—i.e. stereotyped as passive recipients of welfare and healthcare services. Yet, they can also be seen as part of the ‘answer’ to the challenges societies like Canada face. Given the combination of a greying population and the growing tide of citizens' participatory democracy, it is timely and important to shed light on older women's social activism. Based on document analysis and fieldwork with the Raging Grannies in Canada, this qualitative case study examines the influence of activism on women's later life learning and development from an interdisciplinary perspective including adult development, critical gerontology, women's studies and psychodrama. Analysis focuses on the Grannies' motivations, the strategies they employ in their activities and the process of learning and changes they say they undergo. Themes emerging from document analysis, interviews and participant observation of 15 Grannies in Ontario are divided into three categories: (1) ‘Raging Grannies’ as a self‐defined social role; (2) the Grannies' dual‐layered mask strategies; and (3) their collective identity and sense of empowerment. These do much to explain the successes of Raging Grannies' activism as a social movement, which fosters older women's creative energy, critical awareness and self‐assurance despite their physical and psychological problems in later life. Implications of the Raging Grannies' movement help us reconsider current trends in later life learning, which tend overlook the needs and abilities of women in the third age. 相似文献
8.
Lawrence F. Locke 《Quest (Human Kinetics)》2013,65(2):134-142
In order to classify human movement for work in teacher education, curriculum development, and teacher behavior research, the authors have developed a Taxonomy of Psychomotor Forms. Like other taxonomies, this one orders information about human movement and physical ability hierarchically; yet, it is unique in that it is connected to a larger structure of human movement, Mosston's Three-Dimensional Model of Developmental Movement. This article briefly reviews Mosston's model and introduces the Taxonomy of Psychomotor Forms. 相似文献
9.
Susan McKay Frances Bonner 《International journal of qualitative studies in education》2013,26(4):517-535
Women's magazines in Australia have become increasingly involved in various public health awareness campaigns. In particular, breast cancer has been targeted as an issue for attention. This disease occupies a privileged position in women's magazines, being represented as treatable and survivable with an emphasis on the advocacy of early detection through breast self‐examination and screening programs. In this way, women's magazines can be seen to be proactive in serving the public interest of their readers. Information and advice about breast cancer are not limited to medical articles, advice columns and diet pages, but occur, perhaps more accessibly, in feature articles of personal accounts of experiences with breast cancer. This paper looks at coverage of the disease in Australian women's magazines over the last 3 years to see how this role in public health awareness operates. It pays particular attention to illness narratives in feature articles and to stories associated with the magazines' own breast cancer campaigns. 相似文献
10.
FLIS HENWOOD 《Gender and education》1996,8(2):199-214
Since the launch of the Women into Science and Engineering (WISE) campaign in 1984, many initiatives to increase the participation of women in these areas of work have been launched under its banner and the WISE approach has come to represent the dominant discourse on equal opportunities for women in science and technology, having a major influence on both policy and practice. This article examines the WISE discourse in depth, arguing that WISE has had only very limited success because it is so narrowly focused on women's 'choices', which it understands as being constrained both by a lack of information about scientific and technological work and by a masculine image of science and technology which, it infers, is alienating to women. Drawing on empirical research which examined both women's and men's occupational decision-making processes, this article takes issue with this construction of the problem, arguing that whilst the assumptions of the WISE discourse cannot be supported empirically, the discourse itself nevertheless continues to structure and limit the space women have to speak of the conflicts and contradictions they experience, explanations for which require a better understanding of the ways in which subjective experiences of both gender and sexuality impinge upon work choices. 相似文献
11.
Sue Jackson 《高等教育研究与发展》2000,19(3):279-296
This article draws on my research, in which I have interviewed a group of students over the course of their degrees. The women are all taking women's studies combined with a range of other subjects in a ‘new’ university with campuses in inner London and on its outskirts. This article considers the women's perceptions of both women's studies and their second subjects as "academic", as well as how they think both the university and the wider world value the academic nature of their various subjects. It asks whether subjects are only valued as "academic" if they focus on the writings of men, and are considered "objective", abstract and theoretical. Do students need to be seen to be "thinking like a man" in order to value their subjects and have them valued by others, or are there ways to be "differently academic"? It concludes by suggesting some alternative ways for institutions of higher education to consider the meaning of "academic" in higher education. 相似文献
12.
K. FUJIMURA-FANSELOW 《Gender and education》1996,8(3):337-352
Japanese scholarship in the field of women's studies has grown markedly in recent years, and accompanying this has been a steady rise in the number of universities and junior colleges offering women's studies-related courses. What we have not seen, however, is much attention to the issue of feminist pedagogy and efforts to explore new ways of teaching the content of women's studies that are consonant with feminist goals and values. This paper underscores the vital need to develop approaches to teaching and learning that challenge many of the values and practices that dominate Japanese education today. Student reactions and responses to the author's attempts to incorporate alternative approaches in the teaching of women's studies courses are examined and analysed in an attempt to understand some of the difficulties entailed in launching such a challenge as well as the potentials for change. 相似文献
13.
Beatriz Ruivo 《International Journal of Science Education》2013,35(3):385-391
Women's representation in scientific research in countries with differing levels of development is analysed. The under‐representation of women in this area is worse in developed countries than in the group of semi‐industrialized and newly industrialized countries. In countries which were late to industrialize, the development of science took place at a stage when women's economic and social participation was more acceptable. Moreover, in developing countries the links between research and the productive system are weak. Both facts are connected with greater discrimination against women in scientific research in developed countries. Within the framework of long‐term economic cycles and technological change, some assumptions can be made about the future. This approach can be used to set up a theoretical framework for women's strategies. 相似文献
14.
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
15.
The decades following the mass migration of Italians and their cultural traditions to Australia during the 1950s and 1960s witnessed an increase in research concerning second generation cultural minorities and the role they maintain as “bridges” between two divergent cultures. Ideas of cultural duality and conflict stand in opposition to notions of cultural synthesis, and at times, have served to blur the lived experiences of this group. To compound this problem, much of the research in this field has focused on the adolescent experience, therefore denying an insight into those “lived experiences” of the adult. The effect of this focus has been the negation of the historical specificity that applies to a generation that has reached adulthood as “second generation Italian ethnics” in Australia. Through a comparison of women's life stories, as told by female cousins in both Sicily and Australia, this paper aims to explore women's perceptions and experiences of their schooling. Their accounts reveal a sense of “connectedness” and a delicate balancing in their concepts of family, culture and educational experience. Equally important is an exploration of the intersection of ethnicity and education to enable a better understanding of schooling at an experiential level both among second generation Sicilian women in Australia and Sicilian women in Italy. Through such a comparison, the relationship between ethnicity, education and generation can be further explored. 相似文献
16.
Catherine H. Palczewski 《Quarterly Journal of Speech》2016,102(2):107-132
During the spring of 1919, the National Woman's Party sponsored the Prison Special, a cross-country train tour of 26 white women who had been jailed as a result of their protest activity for woman suffrage. Using visual, embodied, and verbal enactments of imprisonment and civic action, the Prison Special constituted white women's citizenship through simultaneous rhetorics of inclusion and expulsion. The Prison Special's foregrounding of white women's martial capabilities, respectability, and vulnerability justified white women's inclusion in the category of citizen. The Prison Special's contrast of the imprisoned white suffragists to Black women co-prisoners participated in the expulsion of Black women from the category of citizen. 相似文献
17.
The aim of this study was to describe women''s experience of pregnancy. The setting was the Alternative Birth Center at Sahlgrenska University Hospital in Göteborg, Sweden, from 1996 to 1997. Anonymous diaries were written by 12 women and analyzed using a hermeneutical/phenomenological approach. The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown,” which includes three themes: (1) meeting one''s life situation, (2) meeting something inevitable, and (3) preparing for the unknown.The essential structure and interpretation of women''s experience of pregnancy can be expressed as “transition to the unknown” … 相似文献
18.
《Journal of Teaching in Social Work》2013,33(2):41-51
Recent research on women's ways of knowing points to many techniques for involving women students in the classroom. In addition, the out-of-classroom environment has very important implications for women's academic achievement. Suggestions for improving women's participation are considered. 相似文献
19.
Alison Mackinnon 《Interchange》2003,34(2-3):281-296
When Egil Johansson began his work in the parishes of northern Sweden, women's history, in common with the history of literacy, was in its infancy. Demographers did not ask questions of their sources specifically about gender relations. In the succeeding quarter century women's historians have begun to ask key questions about processes such as changing patterns of family formation, women's place in the building of educational institutions, and women's role in public and private life, using existing sources in innovative, sometimes critical, ways. This paper reports on a pilot study that focuses on the education of women in northern Sweden in the late 19th century in relation to their patterns of family formation, drawing from the Demographic Database computerized records, routinely generated education records, and local archives. This combination of sources, it argues, can enable links to be made between gender systems, their maintenance (or disruption) and demographic change. But those links require a wider interdisciplinary approach if theories of fertility decline are to be developed. 相似文献
20.
Mary Elizabeth Mullino Moore 《Religious education (Chicago, Ill.)》2013,108(2):218-239
Women's stories often have unplanned vocational twists. In oral histories with thirty-four women from diverse contexts, Moore discovers the power of narration to reveal and shape women's vocational journeys. Analysis uncovers qualities of the women's journeys: facing unexpected turns; trusting spiritual-intuitive knowing; analyzing and responding to social contexts; standing for justice; committing to make a difference; helping others be who they can be; building bridges; practicing hospitality; valuing women's communities; caring for self; and practicing humor. By clustering these qualities, five narrative processes emerge. The corresponding educational practices are valuable for religious educators who engage with people in vocational discernment. 相似文献