Comparative Analysis of Feminism-Related Ideologies among Students in Single-Sex and Coeducational Institutions PDF Download
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Author: IJIP.In
Publisher: RED'SHINE Publication. Inc
ISBN: 153513819X
Category : Psychology
Languages : en
Pages : 49
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Book Description
The aim of the study was to dichotomously study the differences in feminism perspectives, support for feminism, and feminist self-identification between students in single-sex and students in co-educational higher learning institutions, with special emphasis on students with chronic single-sex/coed schooling and students with discontinuous single-sex/coed schooling. For this, a web-based survey questionnaire was administered on a sample of 100 undergraduates and graduates (age group 18-23) studying in higher learning institutions all over India. The survey questionnaire included three feminism scales: the liberal, radical, socialist and women of color/womanist subscales of Feminist Perspectives Scale (Henley, et. al., 1998) to study perspectives on feminism, the 11-item short form of the Liberal Feminist Attitude and Ideology Scale (LFAIS) by Morgan (1996) to study support for feminism, and a closed-ended question “To what extent do you consider yourself a feminist?” from Morgan (1996) to measure feminist self-identification. The findings revealed that: 1)Female students in single-sex higher learning institutions show stronger support for feminism, stronger positions on radical perspective of feminism, and higher feminist self-identification than students in coed higher learning institutions, 2)Students in chronic and discontinuous single-sex schooling show stronger support for feminism than students with chronic coed schooling, 3)Students in chronic single-sex schooling have higher feminist self-identification than students in discontinuous co-ed. The study has implications for future research on correlates of feminist ideologies in college students as well as in framing public policies on education with respect to single-sex and co-ed institutions.
Author: IJIP.In
Publisher: RED'SHINE Publication. Inc
ISBN: 153513819X
Category : Psychology
Languages : en
Pages : 49
Get Book Here
Book Description
The aim of the study was to dichotomously study the differences in feminism perspectives, support for feminism, and feminist self-identification between students in single-sex and students in co-educational higher learning institutions, with special emphasis on students with chronic single-sex/coed schooling and students with discontinuous single-sex/coed schooling. For this, a web-based survey questionnaire was administered on a sample of 100 undergraduates and graduates (age group 18-23) studying in higher learning institutions all over India. The survey questionnaire included three feminism scales: the liberal, radical, socialist and women of color/womanist subscales of Feminist Perspectives Scale (Henley, et. al., 1998) to study perspectives on feminism, the 11-item short form of the Liberal Feminist Attitude and Ideology Scale (LFAIS) by Morgan (1996) to study support for feminism, and a closed-ended question “To what extent do you consider yourself a feminist?” from Morgan (1996) to measure feminist self-identification. The findings revealed that: 1)Female students in single-sex higher learning institutions show stronger support for feminism, stronger positions on radical perspective of feminism, and higher feminist self-identification than students in coed higher learning institutions, 2)Students in chronic and discontinuous single-sex schooling show stronger support for feminism than students with chronic coed schooling, 3)Students in chronic single-sex schooling have higher feminist self-identification than students in discontinuous co-ed. The study has implications for future research on correlates of feminist ideologies in college students as well as in framing public policies on education with respect to single-sex and co-ed institutions.
Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 412
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Book Description
Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
Author:
Publisher:
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Category : Sex differences in education
Languages : en
Pages : 528
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Book Description
Author: Cheris Kramarae
Publisher: Routledge
ISBN: 1135963150
Category : Reference
Languages : en
Pages : 2050
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Book Description
For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new scholars who are shaping the future of women's studies to create the new standard work for anyone who needs information on women-related subjects.
Author:
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ISBN:
Category : Political science
Languages : en
Pages : 526
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Book Description
Author: David Levinson
Publisher: Routledge
ISBN: 113557085X
Category : Education
Languages : en
Pages : 812
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Book Description
First Published in 2002. This single-volume reference provides readers and researchers with access to details on a wide range of topics and issues in the sociology of education. Entries cover both national and international perspectives and studies, as well as tackling controversial points in education today, including gender inequality, globalization, minorities, meritocracy, and more. This is a key, one-of-a-kind resource for all educational researchers and educators.
Author: Janice Streitmatter
Publisher: SUNY Press
ISBN: 9780791440933
Category : Education
Languages : en
Pages : 168
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Book Description
Current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic under-achievement in the areas of math and science, lower self-esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students in order to better address these critical issues.
Author: Kristen A. Renn
Publisher: JHU Press
ISBN: 1421414775
Category : Education
Languages : en
Pages : 190
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Book Description
A pathbreaking study of the critical role women’s institutions play in global higher education. Educating girls and women is a powerful route to improving societies worldwide. When women receive more education, literacy rates in children rise, maternal and infant death rates drop, and women enjoy an increased earning capacity. Yet in parts of the developing world, women’s education is considered a low priority at best and a dangerous countercultural activity at worst. In Europe and North America, the number of women’s colleges is shrinking—yet women-only institutions are growing in size and number in many other regions of the world, where they provide access to female students who are prevented for legal, cultural, religious, or practical reasons from attending coeducational universities. Women’s Colleges and Universities in a Global Context is the first book to provide a comprehensive comparative analysis of the increasing significance of single-sex higher education institutions for women around the world. Based on Kristen A. Renn’s on-site study of thirteen women’s colleges and universities in ten different countries—Australia, Canada, China, India, Italy, Japan, Kenya, South Korea, the United Arab Emirates, and the United Kingdom—this timely and provocative volume combines interviews of campus leaders, faculty, and students with extensive online and archival research. Renn provides an overview of each country’s political, economic, and educational situation, then explores the theoretical and practical themes she uncovers in their educational institutions for women. In the end, this volume addresses not only the role of women’s colleges in their own countries but also what these institutions can teach us that would benefit higher education worldwide.
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ISBN:
Category : Education
Languages : en
Pages : 896
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Book Description
Author: Sheelagh Drudy
Publisher: Routledge
ISBN: 1134308523
Category : Education
Languages : en
Pages : 233
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Book Description
The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues related to economic development, urbanization, the position of women in society, cultural definitions of masculinity and the values of children and childcare. Yet, amongst the media scare stories and moral panics about underachieving boys, there are surprisingly few empirically-supported answers to vital questions such as: Is the feminisation of teaching really a problem? How is the relationship of gender and teaching considered within a framework of feminist theory? What are the perceptions of students of teaching, in comparison to other professions? Why are so few men attracted to teaching? Can more men be attracted into the classroom? The authors of this groundbreaking book have undertaken the largest, most in-depth study ever carried out on this topic, in order to assess both teachers and students' views across primary education.
