Search

Women's education and economic empowerment are key measures to promoting gender equality and reducing gender-based violence (GBV) against women, which is one of the indicators of gender equality. Whereas women's education has been shown to positively impact child's health, women's fertility, and women's participation in civic life and paid jobs, evidence on the relationship between women's education, economic empowerment, and women's exposure to GBV is not sufficiently established. Mapping this relationship is important for informing effective gender policies and practices. Hence, this study used the Nigeria demographic and health survey data of 2008, 2013, and 2018 to investigate the direction of the relationship between women's education, economic empowerment, and exposure to intimate partner or domestic GBV. Feminist and empowerment theories, which this study is anchored in, presuppose that education and economic empowerment could lead to freedom from violence. Findings have demonstrated that women's education and economic empowerment are not sufficient for protecting women against GBV, especially domestic violence. Women's education and economic empowerment do not directly reduce women's GBV victimization. Nigerian women who are unemployed, have little to no education, and lower income experienced the least domestic GBV victimization while women who are more educated than their husbands experienced higher incidence of domestic violence in the years studied within Nigeria. The findings were influenced by patriarchy, culture, religion, media, and the 'hidden curriculum' in schools. The study recommends gender education intervention programs that challenge social norms and empower men and women to have equalized power relations from a young age. Keywords: Education, Gender-based violence, Domestic violence, Feminism, Patriarchy, Economic empowerment, Sociocultural factors, Introduction Gender-based violence (GBV), especially violence against women, is a public health and human rights issue that is motivated by gendered power imbalances. It can be institutional (perpetrated by government [...]

Convent 'high' schools and private ladies' colleges in nineteenth century Australia emerged from one distinctive educational tradition of European origin. Histories such as Marjorie Theobald's illuminating work, Knowing Women, suggest [...]

Schools are often assigned primary responsibility for preparing students for a life of democratic citizenship. In the tradition of Tocqueville and, more recently, Robert Putnam we examine women's high school associational life to explore the factors that distinguish women who are active in their communities and politics from those women who are nonparticipants. Comparing women's participation in high school activities with such life experiences as marrying, working, and having children, our analysis of the panel study of the Senior Class of 1972 underscores the importance of women's participation in high school for their subsequent levels of civic and political engagement.

The Network of Interdisciplinary Women's Studies in Europe established in 1993 to include women's studies programs from European nations such as Germany and France is an extension of the Commission of the European Community's (EC) scheme called Erasmus for initiating cooperation among higher education institutions in the EC member countries. This organization will endeavor to formulate a European multicultural curriculum to provide insight on women's studies in the societies in the region.

Lithuanian women scholars and students are turning toward women's studies to ameliorate their social status and pave the way for an egalitarian society. Lithuanian women are opposing male bias, ingrained in the people's psyche before independence, and are struggling against degrading economic conditions in the post-communist era to assert their rights to equality in education, as a stepping stone to their growth in stature in the society.

Gender bias based on ethnicity is widely prevalent in European society as reflected in the subjugation of black women in universities and higher educational institutions in nations such as Holland. Enhanced women student's exposure to higher education and improved representation of minority women in policy processes involved in academia are factors desired to pave the way for an egalitarian European society.

Polish women are fighting against financial, logistic and ideological barriers to assert themselves by opposing male bias prevalent in academics. Enhanced women-oriented education will help in mitigating bias against women in employment and other forms of discrimination and can thereby empower women in the society. Feminist organizations are striving toward this end, despite ideological differences in the top echelons of power.

The education ministry in New Zealand has formulated 6 policy sections to ensure, gender equality in curriculum, research, administration, resource allocation, statistical analysis and post-compulsory education. Despite these changes in government policy to eradicate gender-role stereotyping in education, women's growth has been slow in fields such as science but their representation in universities has been steadily increasing.

Members at the University of the West Indies (UWI) are striving to formulate an efficient program, Women and Development Studies, to ensure gender neutrality in education and mitigate bias against women in the Caribbean society. UWI has updated primary and secondary school's syllabi to include issues on women, has provided special training to teachers and has initiated distance education via satellite to restore parity in the educational system and to thereby enhance women's social status.

The Japanese government has initiated steps to ensure gender neutrality in education by increasing the number of courses, students, researchers and female teachers but more steps should be taken to enhance women's status in the society through higher education. Women's specialized training, updated textbooks and study materials and feminist groups' interaction with women, notwithstanding ethnicity, class and sexual orientation are the factors desired to achieve equal rights for women in the Japanese society.

The growth of women's studies at the University of East London since 1983 is a direct result of the expansion of feminine consciousness and the overall success of women's studies in the UK. The historical developments in the institution of women's studies at UEL was discussed. As a whole, however, the prospects for the continued expansion of women's studies in UEL isgreatly dependent on women's attitudes towards race and class and their sexual preferences.

Professor Hildegard Maria Nickel of Humboldt University shared her perspectives on the current status of women's research. She believes that the transitional period of German unification has wrought varied changes in women's studies one of which is the increased priority given to gender studies in the curriculum. She also tells of the uncertain status of women's studies within the country and the problems the discipline is experiencing. However despite the obvious difficulties imposed by the reunification process, cooperation between the Eastand West is not a distant reality.

Women's studies in France has progressed since its inception in the late 19th century. Historical analysis ofthe growth of women's studies in the country revealed that its establishment isan outbreak of the women's movement. It is not surprising that the principles inherent in the women's studies were consistent with activist ideologies. However, despite the number of activities concerning women's studies, the lack of institutional recognition poses serious dilemmas for the future of women's studies.

The women's studies in Eastand West Germany sprang from the growth of women's movement. Unlike other countries, however, its continued growth have not been associated with higher education. Although women's studies have greatly contributed to the promotion of research and innovations among various fields, no satisfactory organizational structure holds such sector together leaving it in a very fragile state. Unless such problem is addressed then the discipline will continue to be threatened by various political, economic and social implications of the German unification process.

The 1990's saw the successful expansion and growth of women' studies in UK, despite the absence ofwomen's studies for the Afro-American women and the scarcity of gay women's studies. However, such positive developments remain in the realm of higher education and does not extend outside it. In fact, the UK government's educational policies embodied in the Education Act of 1988 have greatly undermined the provision of quality women's education.

Using an ethnography of discourse approach, this article argues that literate interactions in a rural eastern Kentucky community are strongly linked to symbolic values assigned to self through the gender-based division of reading and writing labor. Noting that literate practices are God-given attributes of women's 'nature,' it describes how literate interactions provide contexts in which a woman can negotiate her social, religious, and cultural identity. What constitutes acceptable literate forms is culturally constrained by a tension between maintaining 'country' values while assimilating those 'proper' women's literate forms which augment, rather than replace, oral forms. Men's identities are not linked to these literate practices, creating minimal or non-literate behavior. These cultural constructs of literacy affect both men's and women's behavior in classroom, workplace, or urban interfacing situations, affecting mobility problems. [cultural identity, Appalachia, literacy, ethnography of speaking, gender]

Moroccan women remain perceived as subordinate to men and women have joined the workforce under condition of inequality. Morocco's Family Code has significant limitations and people are largely unaware of its existence. It is also found that schooling is increasingly widespread but it is far from complete especially for rural women.

Ethnographic research was conducted in 1997-98 to identify factors that determined schools attendance among Nepali women of the previous generation in the Katmandu Valley. It was found that gender, caste, poverty, cultural prejudice and rural residence prevented a majority from going to school and those who went, were pulled out regardless of academic talent in order to work at home, as wage laborers and domestic servants, or to enter arranged marriages.

The specific case of Japanese women studying abroad first and foremost from a migration studies perspective is presented. In this investigation an attempt is made to make the gender differences between Japanese male and female MBA students studying in the United States.

The Bodouin women in the Negav talking about higher education in Israel are examined. The discussion is done which focuses on the ways Bedouin community's women use higher education as a vehicle to strengthen themselves and their community.

The tension between two goals of feminist research-letting women's voices be heard and locating the social and cultural determinants of gender relations and their reproduction are addressed. Oral history and interviews were used as tools to sought methods that would unearth women's voices.

The views of the Britain and the North American womenEs who were involved in introducing women's studies in the academy are presented. The way women's studies moved from outside to inside the academy, in Britain, Canada, and the US, starting from its marginal or extramural position is explored.

Interviews with women from five different countries, who participated in Project Area Body, a field of study available to nearly 1000 women from all over the world in this International Frauen Universitat, a woman-focused university, are presented.