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Education is a fundamental human right without gender discrimination to uplift the economic, social, and culture of society through education. The main purpose of the study was to investigate the comparison of educated & uneducated parents' mindsets regarding female education at secondary school level. The essentialness of this investigation was to view the mindset of parents comparatively toward girls' education. The population of study was parents of secondary school-level students of Dera Ghazi Khan. The research design was causal-comparative based on a survey. The sample of the study was 96 parents who were selected through the random sampling techniques. The questionnaire was developed at a five-point Likert type of scale to collect the data from the selected parents. The study results showed that educated parents preferred the girls' education more than uneducated parents, urban parents than rural parents, and mothers than fathers. Thus, it is recommended that the female should avail educational opportunities for their educational development. The government must offer financial help to those parents who are unable to educate their daughters due to financial constraints. [ABSTRACT FROM AUTHOR]

The article explores the Catholic education of young women on personal hygiene and body odors during the 19th century in France. Topics discussed include the passage of young women to adulthood through olfactory changes in one's bodies, the advice being given by nuns regarding the cleanliness of one's clothing particularly underwear, and the difference between the hygienic practices being recommended by physicians and religious institutions during the said period.

In the last 20 years, a reversal of the gender gap in higher education (HE) has been observed both in developed and developing countries. Nowadays, more women than men are studying HE. Nevertheless, averages tend to high disparities and gender gaps are still observed when indicators take poverty and ethnicity into account. This paper uses qualitative longitudinal data from the Young Lives study in Peru in order to analyse the role of gender in shaping young women's educational trajectories beyond secondary school. We find HE is indeed highly valued by young women who persist in their efforts to continue studying beyond secondary school, even in the face of gender norms that hinder their educational advancement. Having more access to HE is giving young women the possibility to construct new female identities, but it is not necessarily empowering them to challenge gender norms deeply rooted in their social context. [ABSTRACT FROM AUTHOR]

This article examines Martha Finley's immensely popular, postbellum Elsie Dinsmore series. As a teacher, Finley was concerned with the best methodology to educate young American women, a topic much debated in the nineteenth century because of the proliferation of conduct books like the Elsie series and the simultaneous advent of common schools. Even today, homeschool societies and Christian publishing houses like Vision Forum Ministries have picked up and endorse the Elsie books as heralding good Christian values and solid academic reading for the young women within their folds, indicating that Finley's proselytizing influence is not relegated to times past. Ultimately, this essay suggests that a fusion of moral and academic education became a source of subversive power for young, Evangelical women readers who learned how to cite confidently their scholarly authority because they felt they shared a unique relationship with God that superseded other oppressive structures impressed upon them. [ABSTRACT FROM AUTHOR]

Labour markets are characterized by uncertainty and youth transitions by change. This longitudinal study of three generations of Australian women from nine families suggests something more nuanced, featuring continuities and discontinuities threaded throughout the lives of daughters, mothers, grandmothers and aunts interviewed over three decades. Discussion focuses on the most recent generation of interviewees, following some of the threads of their testimonies back through previous generations of family to reveal similarities and some differences in their navigation of education and work. The findings suggest that the pathways of women today are more fluid but no more disrupted than previous generations, urging continued wider reflection on the concept of transition in youth studies and related relational, spatial and temporal dimensions of study and working life. Though problematic, the transitions metaphor still has meaning in the non-linear journeys of women as they navigate their ways from school to post-school life. [ABSTRACT FROM AUTHOR]

This article explores the experience of education and employment of young Jewish women from the Gorbals district of Glasgow from the 1920s to the 1950s through the use of oral testimony. Its central concern is to highlight the particularity of the experience of this group of young women and bring out the significance of specific cultural pressures and anti-Semitism in their lives with a focus on the period when their formal education ended and they entered paid employment. The concept of 'gendered ethclass trajectories of social mobility' has been coined to denote this difference in experience. [ABSTRACT FROM AUTHOR]

Social media can become a site of public pedagogy (Rich, E., & Miah, A. (2014). Understanding digital health as public pedagogy: A critical framework. Societies, 4(2), 296–315. doi:) through which young people learn about health and fitness. Photo and video-sharing social networks are emerging as sites of media practices through which images of the perfect fit body circulate, popularly known as 'fitspiration' media. Our research examines how girls and young women negotiate contemporary discourses around body, health and fitness circulating through Instagram and the subjectivities such technology enables. We draw on participatory and collaborative research with young women from three Spanish Secondary schools who each engaged with exercise-related content on Instagram and who self-defined as physically active. Focus groups and semi-structured interviews explored participants' uses, meanings and influences of this digital content over their embodiment and subjectivities. Through the concept of 'postfeminist biopedagogy', we articulate the learning processes that girls experience as they engage with media about 'fit' female bodies on Instagram. This involves a series of pedagogical micro practices through which girls learn about the health and fitness subject and which bring together a postfeminist sensibility (Gill, R. (2007). Postfeminist media culture: Elements of a sensibility. European Journal of Cultural Studies, 10(2), 147–166. doi:), neoliberal notions of the self and discourses of health consumption. A postfeminist biopedagogy (Wright, J. (2009). Biopower, biopedagogies and the obesity epidemic. In J. Wright, & V. Harwood (Eds.), Biopolitics and the 'obesity epidemic': Governing bodies (pp. 1–14). New York, NY: Routledge) instructs and regulates girls' bodies and health subjectivities through a language of choice, empowerment and health although, at the same time, framing exercise as disciplined work to achieve the normative body. Although participants criticized such representation of the perfect body, they considered these normative pressures as necessary to 'successful' identities in postfeminist times. Our analysis reveals how some young women learn about exercise as 'aesthetic labour' through the biopedagogies circulating on Instagram, with continual work upon the body associated with performing subjectivities which are confident, happy and powerful. We conclude by exploring the implications of our findings for Physical and Health Education and young women's wellbeing. [ABSTRACT FROM AUTHOR]

Christa Winsloe's Mädchen in Uniform texts offer a means to examine the role of education in late nineteenth- and early twentieth-century German society while also exemplifying the genre of boarding school literature. This article provides an overview of educational debates in Prussia and the German Empire in the second half of the nineteenth century, especially as these debates relate to girls' and young women's schooling and their intersectional concerns with social class. The schools in ques tion lie in a framework of Foucauldian disciplinary institutions, which one can see in excerpts from Winsloe's novel Das Mädchen Manuela. [ABSTRACT FROM AUTHOR]

We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective. [ABSTRACT FROM AUTHOR]

Copyright of LiCArC: Littérature et Culture Arabes Contemporaines is the property of Classiques Garnier and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism. [ABSTRACT FROM PUBLISHER]

Taking data from the 'India Youth Survey: Situation and Needs' the paper examines intergenerational educational mobility for young females (vis-à-vis their mothers) in India. The paper uses transition/mobility matrices and mobility measures widely used in the literature on intergenerational mobility for the examination. The overall intergenerational educational mobility among the young females in India is about 0.69 (the upper limit being 1). The upwards component of the overall intergenerational educational mobility is 0.55 (that is, nearly four-fifth of the overall). Also, the intergenerational educational mobility is slightly higher in the 'Scheduled Castes and Tribes (SC/ST)' compared to the 'Other Backward Castes (OBC)' as well as 'Others' castes. But the upward mobility is substantially higher in the 'Others' caste group compared to SC/STs. The upward mobility among the OBCs is higher than that of SC/STs but lower than that of the 'Others' category. Also, the overall mobility as well as upward mobility is higher in urban areas. Moreover, there are large inter-state variations with the economically and demographically poorer states having substantially lower overall as well as upward mobility than the economically and demographically advanced states. [ABSTRACT FROM AUTHOR]

This article advances critical geographies of youth through examining the spatiality implicit in the imagined futures of young women in rural India. Geographers and other scholars of youth have begun to pay more attention to the interplay between young people’s past, present, and imagined futures. Within this emerging body of scholarship the role of the family and peer group in influencing young people’s orientations toward the future remain underexamined. Drawing on eleven months of ethnographic fieldwork, my research focuses on a first generation of college-going young women from socioeconomically marginalized backgrounds in India’s westernmost state of Gujarat. I draw on the “possible selves” theoretical construct in order to deploy a flexible conceptual framework that links imagined post-educational trajectories with motivation to act in the present. In tracing the physical movement of these young women as they navigate and complete college, my analysis highlights the ways in which particular kinds of spaces and spatial arrangements facilitate and limit intra - and inter -generational contact, and the extent to which this affects young women’s conceptions of the future. I conclude by considering the wider implications of my research for ongoing debates surrounding youth transitions, relational geographies of age, and education in the Global South. [ABSTRACT FROM AUTHOR]

The scientific life and contributions of Augusta Ada King, Countess of Lovelace, are becoming increasingly well-known 200 years after her birth. Ada Lovelace had a privileged existence but lived in a world where girls were limited in the subjects they were taught, where young women were excluded from universities and where gender stereotypes were rigidly enforced. Despite the world in which she lived, Ada is now known as the first computer scientist. Furthermore, her scientific interests extended beyond the "thinking" machine, to biophysics and mathematical modeling of biological processes, and she may have made even more significant contributions to science had she not died at the young age of 36. We discuss the concept that the unintended consequence of her exclusion from the standard approaches to learning and teaching enabled her genius to remain unfettered by conventional thinking and thus empowered her to become the visionary she was - suggesting that perhaps the greatest digital innovations will be found by disrupting the cultural constraints typically applied to technology and gender. [ABSTRACT FROM AUTHOR]

Since the 1990s, young women in the West have been addressed as ‘Top Girls’, symbols of social progress and emblems of a new meritocracy. The 2008 financial crash and subsequent implementation of austerity measures have further called into question the realisation of such promise and potential as evidence suggests that the young and women have suffered disproportionately within the post-crash landscape in the UK and beyond. This paper draws on longitudinal data to interrogate the promises and failures of neoliberal and post-feminist articulations of aspiration and meritocracy as these are lived and negotiated by young women making transitions in the midst of the ‘crisis’. Attending to the biographical accounts of two participants occupying different class locations, I explore their transitions and perceptions of the uncertainties and risks characterising ‘austere times’. I demonstrate how, despite similarities in their experiences of a stunted graduate labour market, social class shaped how they responded to and made sense of the pressures and predicaments they encountered. [ABSTRACT FROM PUBLISHER]

For an increasing number of African girls and women, upgrading the level of education has become a strategy for life improvement. This paper analyses the role that family plays in enabling women's education and contributes to understanding on the interconnectivity of education, work and family in women's lives in collective societies. The analysis focuses on how young Tanzanian women perceive the role of family and education in their ‘youth task’, of becoming adult. The analysis is based on interviews with seven young Tanzanian women enrolled in non-formal secondary education and nine professional women enrolled in higher education. The results show that the women were determined to pursue higher levels of education and committed to continuous self-improvement. The women identified family both as a motivator of further education and as a constraint for their individual aims and ambitions. Respecting and maintaining good family relations were given priority over individual aims and decisions. Consequently, the reasons for women to educate themselves were drawn from the overall benefits to the future of the family and the society at large. Findings suggest a major role of the family in determining the success in improving education and professional advancement of girls and women in Tanzania. [ABSTRACT FROM PUBLISHER]

This article maps the work of the Young Women's Leadership Project, a feminist action research project on sexual and reproductive health rights (SRHR) with young women students at six Southern African universities, coordinated by the African Gender Institute (AGI) at the University of Cape Town. Drawing on the sexuality and gender advocacy work of the project at the Universities of Namibia, Botswana, Zimbabwe, Cape Town, Witwatersrand, and Eduardo Mondlane in Mozambique, the essay explores the experiences of the young women who are activists for sexual and reproductive health rights on their respective campuses, making the case for feminist activism outside of the classroom as a transformative feminist pedagogy. We argue that such "extra-curricular" projects, imagined through a commitment to African feminist theories and processes, are essential to the possibility of strengthening feminist resilience, innovation, and resistance to neoliberal notions of "young leadership" and "the value of higher education." The article maps a broad profile of the politics of gender and sexuality in Southern Africa, documents key aspects of the work of the broader project, and goes on to present a detailed analysis of the project's work on gender and sexuality at the University of Cape Town, along with an analysis of the importance of intersectionality in gender and sexuality education. [ABSTRACT FROM AUTHOR]

The United Nations Education, Scientific and Cultural Organization estimates that over 40 million girls worldwide are not being given the same opportunity to attend primary schools as boys. The World Academy for the Future of Women (WAFW) leadership preparation program for young women is working to change that statistic and many others regarding the inclusion of women in global society. A survey was conducted to ascertain the knowledge, perceptions, and opinions of the participants who are university students from various schools of study at the university who demonstrate leadership qualities and the facilitators who deliver the leadership content, concerning the WAFW. A key component of the Academy is the eight modules of study which seeks to meet the United Nations Millennium Development Goals (UNMDG). The intent of our study was to gather initial data on the value of the Academy. The majority (93 % of respondents) of the responses indicate knowledge of the vision, mission, and goals of the WAFW. The responses overall indicate value in continuing the WAFW; 93 % of the respondents knew and believed in the oath they had taken; after completing the modules, almost 88 % of the young women believed that they had inner strength would allow them to be global leaders and that WAFW was critical to being successful women. Similarly, 88 % of the WAFW members understood how to utilize the problem solving skills they learned to generate new strategies and approaches to solve global problems. We believe this research to be significant as it is supported by World Bank research () that says 'Empowering women and girls is not only the right thing to do: It's also smart economics and vital to ending poverty and boosting shared prosperity '-women cannot be empowered if they lack the opportunity for education and leadership knowledge and skills. Without a seat at the global decision making table, gender inequality will remain a global issue. [ABSTRACT FROM AUTHOR]

Objective: To assess whether geographic access to family planning services is associated with a reduced female high school dropout rate.Methods: We conducted a retrospective cross-sectional study. We merged the location of Planned Parenthood and Title X clinics with microdata from the 2012-2013 American Community Surveys. The association between female high school dropout rates and local clinic access was assessed using nearest-neighbor matching estimation. Models included various covariates to account for sociodemographic differences across communities and male high school dropout rates to account for unmeasured community characteristics affecting educational outcomes.Results: Our sample included 284,910 16- to 22-year-old females. The presence of a Planned Parenthood clinic was associated with a decrease (4.08% compared with 4.83%; relative risk ratio 0.84, P<.001) in female high school dropout rates. This association was consistent across several model specifications. The presence of a Title X clinic was associated with a decrease (4.79% compared with 5.07%; relative risk ratio 0.94, P=.03) in female high school dropout rates, an association that did not remain significant across model specifications.Conclusion: Local access to Planned Parenthood is associated with lower high school dropout rates in young women. [ABSTRACT FROM AUTHOR]

This article examines the lives of pioneering young women from Morocco, the first to enjoy educational and social success in Catalonia, by analyzing the family negotiations entered into during this process. The study is based on the life stories of these young Moroccan women and on ideas that emerge from discussion groups involving the women themselves and experts in education and other fields. We report that the young women perceive a certain degree of flexibility on the part of their families in their intra-family relations and the model of woman they are prepared to accept. However, our study also provides evidence of the fact that their success is associated with a constant process of negotiation, the women having to exercise their agency above and beyond their parental expectations and control, leaving them in a position of solitude. [ABSTRACT FROM PUBLISHER]

This paper studies the political and social impacts of increased education by utilizing a randomized girls' merit scholarship programme in Kenya that raised test scores and secondary schooling. Consistent with the view that education empowers the disadvantaged to challenge authority, we find that the programme reduced the acceptance of domestic violence and political authority. Young women in programme schools also increased their objective political knowledge. We find that this rejection of the status quo did not translate into greater perceived political efficacy, community participation or voting intentions. Instead, there is suggestive evidence that the perceived legitimacy of political violence increased. [ABSTRACT FROM AUTHOR]

This paper reflects on key moments occurring during the course of a three-year study of elite girls’ education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects. [ABSTRACT FROM PUBLISHER]

Many scholars highlight the benefits of high educational expectations. The study of adolescent women’s sexual risk-taking focuses on college expectations and high achievement for buffering young women from negative outcomes. But one’s expectations and level of college preparation could be mismatched, which may have negative effects. Congruent expectations and achievement are likely to be most beneficial, while inflated expectations (high expectations and low test scores) and deflated expectations (low expectations and high test scores) are expected to be associated with higher risks. College preparatory versus lower coursework in high school may also moderate or mediate these effects. This study used National Educational Longitudinal Study (NELS:88) data with event history and logistic regression analyses to examine how expectations, achievement, and college-preparatory math coursework interact to affect adolescent women’s risk of unprotected first sex. Results show that the effects of expectations are conditional on achievement and coursework: Inflated or deflated expectations (relative to test scores) are associated with the highest risks of unprotected sex, as are low expectations among women in non-college-preparatory math. Theoretically, this has implications for understanding “rationality” in the relationship between educational factors and adolescent women’s sexual risk-taking, as well as for reconsidering the notion that high educational expectations always benefit youth. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Ciencias Sociales Interdisciplinares is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines social class and race differences in young women's social capital for the development of educational and occupational plans. Using in-depth interviews with 59 middle- and working-class black and white high school girls, findings show that inequality in adolescent social capital occurs by social class and, within class, by race, in access to high-status adult ties, and in the successful mobilization of those ties to procure resources. In turn, inequality in social capital contributes to disparities in young women's future plans. This study advances prior work by elucidating differences in social capital at a critical period of the life course; by considering the full range of adults upon which young people may rely in the transition to adulthood; and by showing how these processes contribute to class and race disparities in adolescent future plans. Three forms of adolescent social capital, which vary by social class and race, are identified: sponsored social capital, insulated social capital, and restricted social capital. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Bulletin of Medical History is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of girl-child education is largely documented and initiatives to promote girl-child education are widespread. However, studies on service deliveiy methods, processes and the impacts are limited in the literature. This study assessed the Plan Ghana's girl-child educationalproject. According to the findings, the project has helped to improve the girls' confidence level and performance in examination. They associated more with their colleagues from affluent homes, and the financial burdens on their parents were also lessened. However, more girls need to be supported and boys with the same soáo-economic backgrounds of the girls also need to be assisted by such educationalprojects/programs. [ABSTRACT FROM AUTHOR]

The paper examines processes of cultural production and reproduction among members of the elite and upper-middle classes. Drawing on findings from a study of private education in England, it explores the utility of a conceptual framework to examine how practices in and across different sites may be reproductive of various forms of ‘privilege’. Three domains in particular – family, the school and individual young women’s projects of the self – together shape key meanings and orientations informing young women’s lives. These meanings and orientations in turn connect to ‘privileging practices’, both within each domain and beyond. The paper analyses data from three young women in one of the schools studied to illustrate how the framework may be used to examine privately educated young women’s different orientations to the present and the future. Findings point to some of the processes through which class and gender privilege may be variably reproduced. [ABSTRACT FROM PUBLISHER]

The article looks at the growing disparity in enrollment of females and males in engineering course at the Illinois Mathematics and Science Academy (IMSA). A literature review on the trends in physics and engineering enrollment patterns is made, followed by a quantitative analysis that examine the gender disparity in enrollment in other physics courses. Potential reasons for the disparity were explored, along with suggested steps to proactively address the disparity,

The article presents an analysis of the educational progress of young women living in Campinas, Sao Paulo, Brazil. Topics discussed include the finding that the high incidence of academic failures prior to the young women's pregnancies and first live birth indicates that most of them had encountered obstacles in their schooling career before fertility, and the impossibility of detecting whether the formal education deficit began before or after fertility.

This article analyses the school exclusion and subsequent educational inclusion of pregnant young women participating in a course of antenatal and key skills education at an alternative educational setting. It examines the young women's transitions from ‘failure’ in school to ‘success’ in motherhood and re-engagement with education. This article draws on participant observation- and interview-based research carried out with pregnant young women and staff at an alternative educational setting in London in 2007–2008. The young women's participation in the course represented a severing of past negative experiences in mainstream education, allowing a renewed focus on education alongside a positive maternal identity. The setting represented a form of inclusion, and the young women appreciated the focus on their social and emotional well-being, yet the limited academic provision in some cases continued to reinforce an educational exclusion. [ABSTRACT FROM PUBLISHER]

This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [ABSTRACT FROM AUTHOR]

Young women, and not young men, acquire the privileged diplomas offered by the educational system, and it is they who obtain the more promising career prospects. In this paper, we seek to identify factors that account for the declining school performance of boys and young men. After reviewing and analysing the international literature on gender and education, we integrate various explanatory approaches into a comprehensive socialisation model. The model focuses on the developmental tasks young men face during adolescence. Our central thesis is that the declining school performance of young men cannot be fully explained by their failure to cope with the developmental task ‘qualification’. Rather, the three other central clusters of developmental tasks – ‘social attachment’, ‘regeneration’, and ‘participation’ – have to be incorporated. The crucial implication is that supporting young men at school will show only limited results. Rather, to improve the school performance of young men, it is also necessary to address their deficits in coping with the other developmental tasks. [ABSTRACT FROM PUBLISHER]

For Asante our 'battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants' (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the im/possibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of 'interchange' of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants' (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter 'neoliberal' classrooms. [ABSTRACT FROM AUTHOR]

The article focuses on a study regarding the evaluation of the literacy practices among a group of young women who are engaged with an after-school journalism club in a rural secondary school in Kenya. The study focuses on the use of digital resources for learning and communication by these girls. It mentions that several ethnographic techniques have been documented to evaluate the use of local cultural and digital resources such as digital cameras, voice recorders, and laptops in the after-school journalism club. The study reveals that the implementation of digital resources by the clubs help in integrating equality and creativity among students.

The present study investigated the relationships between the timing of women’s first childbirth and their postsecondary education using an inner-city minority cohort. The study sample (695 females) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children (94% African American) born in 1980 who grew up in high-poverty neighborhoods in Chicago. The findings indicated that, taking into account sociodemographic factors and early academic achievement, first childbirths before age 18 and between ages 19 and 21 were significantly associated with lower rates of college attendance and bachelor (BA) degree completion. First childbirths between ages 21 and 25 were not significantly associated with any outcome of postsecondary education. [ABSTRACT FROM AUTHOR]

Central in the analyses of women's and gender studies within the history of education has been Rousseau's (Emil oder Über die Erziehung, 12th edn. Ferdinand Schöningh, Paderborn ) educational novel Emile, especially Book 5, which deals with the education of Sophie, Emilie's future spouse. Given the lasting interest in the person of Rousseau and his work, it is astonishing that there is a work by him, that has not been a focus of analysis in studies on the history of education, namely, Rousseau's Lettres élementaires sur la botanique. Linnaeus had early on espoused a classification bases on the sexuality of the plants. Their sexualizing plants was in keeping with the zeitgeist of the Enlightenment, which had also put the new order of human sexual relations on the agenda. The following article focusses on the question what importance Rousseau's letters on botany can be accorded in this controversy over the sexuality of the plants and the relations between the sexes. [ABSTRACT FROM AUTHOR]

Abstract: This research examines the service learning activities and written discourse of pre-service teachers from a cohort of 50 young women who were among the first generation in their community to complete a local university education with BA degrees in English language and literature combined with a subsequent teaching diploma to become English teachers. Based on written reports about service projects completed at the end of teacher training, the dominant theme that emerges is that of women''s agency. Discourse analysis is used to create a portrait of how Dhofari women are learning to take agency and gradually developing their own unique views within student-centered learning. [Copyright &y& Elsevier]

The study aims at exploring mothers' perceptions and attitudes that contributed to reinforce the concept of daughters’ drop-out of basic schools, taking Elengaz Primary Mixed school in Ombedda Province as a case under investigation. The qualitative method was used, to gather in depth reactions and responses that focused on the information needed to analyze the attitudes and perceptions of mothers towards their daughters’ education. A sample of 20 mothers whose daughters dropped out from Elngaz School was purposively selected with help of Sawswa Local Organization which worked for the development of the area. Result has revealed that mothers were illiterate, worked in the informal sector in very low income jobs to support their families. All mothers noted the differences in the socialization of boys and girls. They believed the expected roles for girls on adulthood are just to become housewives and mothers. This belief has an effect on mothers’ attitudes towards the benefit of education for their daughters. Household chores appear to be quite heavily gendered with the larger share of the responsibility being delegated to girls which lead to poor performance and drop-outs of girls from schools. Mothers commonly held views that girls are less academic capable than boys. The study concluded that mother attitudes play a very important role towards their daughter’s education. The major cause of girls leaving schools before the completion of education was the reluctance of the mothers to let the daughters to go to schools. Promoting girls’ education, therefore, involves changing attitudes across society as well as spending money on increasing the number of school places available to girls. [ABSTRACT FROM AUTHOR]

This article considers what resistance accomplishes for a peer group of young women of color attending an urban high school in 2001, and from a perspective 10 years later in 2011. Their resistance is deeply racial yet troubles categorical race, nurtures new solidarities through old ethnicities, and sustains a network with important material value for its members over the years. I call such resistance, rooted in a deep racial epistemology rather than the surface structure of race, a disrupting darkness. [ABSTRACT FROM PUBLISHER]

Drawing on performative public pedagogies, Sudanese young women have co-created ethno-cinematic films in order to reflect on their prior schooling, ongoing resettlement in the West, representations in the media, and offer advice to newly arriving African young women and the education system itself. [ABSTRACT FROM AUTHOR]

The real life experiences of Nigerian girl children indicate that the current Global Economic Crisis (GEC) has worsened their situation. This study examines the effects of GEC on the education of the girl-child and their engagement in alternative jobs. Data were obtained from 1,200 female children between 6-14 years of age, selected with a purposive random sampling-technique, who were engaged in hawking in three Nigerian states. About twenty parents were also selected to go through in-depth interview sessions. They responded to a semistructured questionnaire. Findings show that 45% of girls had recently dropped out of school and engaged in hawking to enhance their lives and that of their family household, making an average daily gain of one U.S. dollar. They hawk in crowded markets, hotels and at busy road junctions. There are reported cases of child-sexual abuse. Four percent of girls performing paid housework were impregnated, resulting in clandestine abortions. An improvement in the socioeconomic conditions of parents and a social protection policy for girl-children are recommended. [ABSTRACT FROM AUTHOR]

This article is an analysis of middle-class rejection of higher education. The author uses accounts of the educational decision-making of three female students, all identified to be from broadly middle-class backgrounds, from within full-time vocational further education in the United Kingdom, as a means to consider two issues. First, the author discusses the young women's rejection of higher education in the context of a widening participation agenda that has focused principally upon working-class, 'non-traditional' students. Second, the article will highlight and discuss some apparently subtle but important differences between the accounts of the three young women. The differences, which emerged in the ways in which educational choices were framed by the research participants and in their perceptions of the risk of pursuing a higher education course, reflect complex differential access to cultural and material resources within the middle class, a social grouping that is frequently thought of as having an unproblematic relationship to higher education. Two conclusions are drawn from the study. First, it is argued that assumptions of middle-class homogeneity in the literature related to educational decision-making need to be challenged. Second, policy-makers must recognise that not all young people will want to enter higher education, no matter how much they are encouraged through a variety of initiatives, and therefore we must value better the aspirations of those who choose not to do so. [ABSTRACT FROM AUTHOR]