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1.
DIANE REAY 《Gender and education》2003,15(3):301-317
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
2.
《Journal of Further & Higher Education》2012,36(2):109-118
This article aims to explore the relationship between gender and 'race' when teaching a course on 'race', class and gender to women's studies students at a university. It will explore how the racial background and gender of the lecturer may affect the relationship she has with the students and how they see her role as a teacher of 'race' and gender. It will examine how teaching can be and is related to our personal subjective experiences such as our gender, 'race', class, sexuality and age. Whilst most students welcomed the opportunity to discuss issues around 'race' and racism, for some (mostly Black and Asian students) this was often seen as a painful experience based on past experiences. For others (mostly white women) the opportunity to discuss and hear about the experiences of Black and Asian women was something they valued. The article goes on to argue that teaching students about sensitive subjects such as 'race' can be affected not only by the personal experiences of the lecturer, but also by their racial identity and their gender. Indeed, such identities can also affect how students feel about such subjects and how they, in turn, experience their learning. 相似文献
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LUCY BAILEY 《Gender and education》1996,8(2):171-184
This article analyses the experiences of women teachers in boys' schools by examining a case-study school. It is argued that whilst there had been a large numerical increase in women at the school, partly as the unanticipated consequence of recent government reforms, the degree of 'feminisation' was much smaller. Teaching style and negative pupils' reactions, undermining by colleagues, exclusion from staff meetings and sexual harassment emerged as important dimensions of these women's experience. The women were not a homogeneous group, however, and two ideal type groupings emerged which offered different interpretations of their situation, contrasting conceptions of what a feminised school would look like and different strategies for feminising the school. It is argued that for many of the women the women's group played an important role in enabling them to redefine their situation collectively. 相似文献
5.
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
6.
The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands – Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts. 相似文献
7.
The development of a person's gifts is influenced by multiple factors‐including culture. In this paper, we explore implications for the development of gifts of women from a nonmainstream culture in the United States by sharing the personal experiences of gifted Islamic women. Based on five women's personal experiences, five key aspects for the development of gifts were revealed; (a) a sense of social motivation, (b) a sense of spiritual motivation, (c) a focus for change, (d) a role for study and learning, and (e) barriers to change. The first three categories were clearly articulated by each participant. The remaining two categories were suggested from the data of a majority of the participants, but not by all. In negotiating the five aspects listed, these women identified needs within their communities and used their gifts to address the needs‐exercising their rights and fulfilling their responsibilities as Muslim women. 相似文献
8.
Wai-Chung Ho 《History of education》2013,42(3):289-301
Editor's note: ’Dear Mum and Dad’ is rather different from the kind of academic article that the Journal usually publishes, in that it is an autobiographical account of one person's educational experiences. The paper tells the story of a young woman's three years as a student at Nottingham University through her letters to her parents written between 1952 and 1955. Memory and reflection engage with this contemporary source to produce both a vivid and humorous reconstruction of student life in the 1950s, and the identification of a set of serious issues concerning gender and higher education. Young middle‐class women at university were involved in learning financial independence, developing communal life in their halls of residence, investigating relationships with male students individually and collectively, and making subject and career choices. This subjective account reminds us that the parameters of the feminine norm were not cultural fixtures of the higher education institutions of the 1950s, to be passed on with the degree certificate. They were explored, contested and renegotiated by the women students themselves. 相似文献
9.
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
10.
《International Journal of Educational Development》2000,20(4):349-364
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
11.
Rosemary Grant 《Gender and education》1989,1(2):113-125
This paper focuses upon the career attitudes and experiences of a group of women deputies in one LEA. It sets out to explore their construct of ‘career’ and asks, in particular, whether this matches that of the ‘career ambitious’ teacher sketched out in the research literature. The findings, based on in‐depth interviews, suggest that this is not the case. Few of the women deputies, for instance, claimed to have followed specific career plans or consciously participated in ‘career games’. A number of possible explanations are explored, and some interesting tensions noted. Does it perhaps hinge on the external circumstances that impact on women's careers? Is it an expression of women's allegiance to a value system which defines ‘career success’ in quite different ways? Is it a consequence of the nature of the role itself and the separate career track followed by senior women teachers in this authority? The biographical accounts of these deputies provide no easy answers, but rather serve to illustrate the complexity of women's career experiences. 相似文献
12.
Teri Shilling 《The Journal of perinatal education》2009,18(2):52-61
In this column, reviewers offer perspectives and comments on a variety of new media resources for childbirth educators and expectant and new parents. The books, CDs, DVDs, and kits reviewed in this issue''s column include the following topics: the birth experiences of mothers who survived childhood sexual abuse; lively teaching techniques and ideas to help energize and enhance childbirth education classes; breastfeeding in the workplace; expectant fathers; perspectives on motherhood; unique, helpful tools for childbirth educators to use in designing their class content, addressing the stages of labor, and discussing planned cesarean birth; exercises for pregnant women on bedrest; and a compilation of presentations featured at Birthing the Future''s international symposiums. 相似文献
13.
Rouhangiz Shiranipour 《Changing English: An International Journal of English Teaching》2002,9(1):35-45
In pursuit of my rights, I joined the revolution that imposed the veil upon me and then joined a political party, where I found that I was making decisions against myself. Following this, I researched the only women's magazine published in Iran at that time and found that it was against women. The questions that came to mind were about whether women writers voice their own experiences. Were my experiences unique? Could I learn from others, particularly through what they wrote? Since literature cannot exist without education, this may be the main reason why Iranian women started so late. In the l960s, mass education created a mass readership and with it the first novel by a woman. The issues of women's rights, education and writing are intertwined. 相似文献
14.
Jane Wilkinson Jill Blackmore 《International journal of qualitative studies in education》2013,26(2):123-136
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
15.
Marvin Wingfield 《Equity & Excellence in Education》2013,46(3):253-266
As the percentage of youth of color in the nation's public schools continues to increase, so, too, does the urgency of preparing a predominantly white, female, middle class teaching force to work with racially and culturally diverse youth. Drawing upon an ethnographic study of an urban, youth-serving HIV/AIDS prevention and supports center, this article describes how two white women staffers engaged culturally responsive modes of care, support, and advocacy in order to address young people's emotional, developmental, and educational needs. Since both women performed motherly personas as they cared for and supported youth at the center, this article builds upon their experiences to develop “further mothering”—an adaptation of the “other mothering” tradition of black women—as a possible heuristic for analyzing white women educators’ culturally responsive work with black youth. 相似文献
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Masako Hosaka 《European Journal of Engineering Education》2010,35(6):619-626
Based on the analysis of 16 interviews with women first-year master's students at two national engineering schools in Japan, this article examines the socialisation role of compulsory undergraduate research experience in Japanese women's decisions to pursue graduate education and choices of the programme. The findings suggest that research experiences in a small independent research unit within the major department convinced Japanese women engineering students of their academic and social success as graduate students in the current environment. Although participants generally adapted themselves to the research unit through their research, there is a variation in the degree to which they were smoothly integrated into the research unit, reflecting organisational and individual differences. 相似文献
18.
Mary L. Nolan 《The Journal of perinatal education》2009,18(4):21-30
Studies of childbirth education have universally failed to take into account the quality of the education provided to women and their families and whether its style of delivery meets women''s preferences and needs. The present study sought to determine which educational approaches are most welcomed by women and most helpful to them in learning about labor, birth, and early parenting. A systematic survey of peer-reviewed studies on antenatal education, published in English from 1996–2006 and which sought women''s views and experiences, was conducted. Findings confirm women''s preference for a small-group learning environment in which they can talk to each other as well as the educator and can relate information to their individual circumstances. 相似文献
19.
Audrey D. Mccray Paul T. Sindelar Karen K. Kilgore Lavonne I. Neal 《International journal of qualitative studies in education》2013,26(3):269-290
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data revealed that the mother, women in the community, and female teachers were significant influences on the participants' decisions to teach. Moreover, their experiences and interpretations of these experiences have shaped their images of good teaching as shared, culturally responsive mothering. The participants' life histories further revealed that as their conceptions of good mothering and good teaching crystallized, their reasons for teaching transcended altruism and a love for children, resulting in perspectives on caring, and a sense of responsibility for the school success of all students. The authors suggest that improved understanding about African-American prospective teachers' lived experiences that give rise to their perceptions of and purposes for teaching hold implications for teacher education and African-American teacher recruitment and retention efforts. 相似文献
20.
Elizabeth Chase 《Educational Studies A Journal of the American Educational Studies Association》2018,54(3):237-252
This article shares alternative conceptions of time in a qualitative study about the schooling experiences of teenage mothers. The counternarratives of three women of color are presented as alternatives for understanding temporally restricted discourses of achievement in high school. Using third space theory as a lens for understanding the participants' experiences, this article illustrates how each participant's school story creates room for thinking about school success differently. This understanding of participants' experiences provokes a deliberate reconsideration of time as it relates to student success and achievement in school. This article concludes with an analysis of the participants' counternarratives and implications for future work. This work is useful for practitioners and researchers in reconceptualizing difference among students and in creating room for school structures that support diversity in classrooms and schools. 相似文献