Experiences Of Female Students Research Articles

Online learning experiences of female students living with albinism amidst a global pandemic: evidence from South Africa and Zimbabwe

Our paper explores the online learning experiences of two female students living with albinism in South Africa and Zimbabwe during the COVID-19 era. Using a two-case qualitative research design, we conducted in-depth face to face interviews with the purposefully selected sample. The intention was to bring to the fore, the unique online experiences of female students living with albinism. Data were thematically analyzed. Literature suggests that the unique health and physiological characteristics of students living with albinism tend to present unique but surmountable challenges. Our study established that the gender and physiology of the students tended to complicate or enhance their desire to benefit from online learning during the COVID-19 era. The findings make a case for academic inclusion in universities’ academic projects. Institutions May consider instituting pedagogically inclusive online learning mechanisms that are not only gender sensitive, but are in sync with, not only the COVID-19 realities, but similar calamities.

Toward a framework for the design of fair shared open spaces case study: Effat University, Jeddah

PurposeThis research aims to shed light on the utilization of open spaces at Effat University through a gender lens. By eliminating gender segregation, the study seeks to examine how these spaces are equitably shared between genders, while also delving into the realm of gender sensitive urban design (GSUD). Furthermore, the research strives to gain valuable insights into the experiences of female students in open spaces to propose a framework for the design of fair shared open spaces.Design/methodology/approachTo achieve these objectives, a multi-faceted approach was adopted. First, the research started by reviewing the literature about gender sensitive urban design and inclusive urban design to conclude the indicators examine how open spaces are shared fairly between both genders; second, an online questionnaire was administered to gather comprehensive data. Third, meticulous observations were conducted, involving the study, analysis and mapping of students' activities using maps and photos. Lastly, a walk shop was organized, with a focus group comprising of female participants. The collected data was then analyzed using SPSS descriptive statistics and the Pearson product-moment correlation coefficient, enabling the identification of key patterns and evaluating female students' satisfaction levels.FindingsThe findings unearth a distinctive perspective on the perception and needs of females within a unique subset of open spaces, referred to as “campus open spaces,” in the context of a gender sensitive urban design. This exploration provides valuable insights into the intricacies of gender dynamics within public spaces, contributing to a more inclusive and equitable environment for all individuals at Effat University, framework shows some of significant indicators that effect on other indicators strongly as sense of safety and security and the diversity of activities that increase visiting rates, sense of belonging.Originality/valueThis research presents a framework aimed at improving the concept of equitable and inclusive, open spaces, particularly on campuses within significant communities like KSA. The focus is on creating fair shared places that facilitate interaction and cater to the social and cultural needs of students, with a particular emphasis on supporting female students. By enhancing their sense of belonging and addressing their unique requirements, this framework aims to positively impact their academic performance while fostering an inclusive and engaging campus environment.

Examining the Influence of Digital Learning on Women's Education in Afghanistan: An In-Depth Analysis of Women Online University

The research aims to address the pressing need for innovative approaches to overcome barriers to education faced by Afghan women, particularly in regions with limited access to traditional learning resources. The study employs a systematic research method, beginning with a thorough review of the literature to establish the context and theoretical framework surrounding e-learning in Afghanistan. It explores the transformative potential of e-learning in empowering Afghan women, while also examining the challenges hindering its implementation. A stratified random sampling technique was utilized to select a representative sample of 150 female students from the Women Online University in Afghanistan. This sample size was deemed sufficient to obtain comprehensive insights into the perspectives and experiences of female students regarding e-learning. Data was collected through structured surveys, designed to assess various aspects of e-learning effectiveness, challenges, and empowerment. Quantitative data analysis techniques, including descriptive statistics and frequency distributions, were employed to analyze the survey responses. The findings reveal insights into the demographic distribution of female students at Women Online University, the distribution of online platforms used for e-learning, challenges in implementation, and perceptions of empowerment. Through a rigorous analysis of the data, this study aims to provide valuable insights into the current landscape of e-learning for female education in Afghanistan. The results contribute to a deeper understanding of the opportunities and challenges associated with e-learning initiatives, while also offering recommendations for policymakers, educators, and stakeholders to enhance the effectiveness and accessibility of e-learning for Afghan women.

A Study Examining Gender Bias of Female Students in Group Activity Teams

Gender bias is a pervasive issue, and group activities that are commonly seen in schools, workplaces, and other environments may be a form in which gender bias is manifested and exacerbated. Therefore, understanding the existence and impact of gender bias in group activities is of great significance for promoting gender equality and justice. This study adopted a mixed-methods research design, integrating both questionnaire surveys and in-depth interviews, and explored whether female students feel gender bias in group activity teams, in order to further understand the specific manifestations of gender bias in group activity teams and the real experiences of female students. The study found that after group activities, the average scores of Hostile Sexism and Benevolent Sexism among female students increased, indicating that the activities may exacerbate gender bias and strengthen gender stereotypes. In-depth interviews further validated this finding and provided more specific examples. The interviewed female students reported that they experienced gender bias such as interruptions to their speaking and dismissal of their opinions, as well as stereotypical expectations of gender roles. To minimize gender bias, they suggested countermeasures such as grouping by gender and increasing gender equality education and training. These findings reveal the potential impact of group activities on gender bias and provide important references for improving activity design and promoting gender equality.

The intersection of sex and field: an examination of career choice factors and dropout intentions in STEM and non-STEM degrees

ABSTRACT The under-representation of women in male-dominated STEM fields is a worldwide concern. However, there are other academic fields, like some non-STEM degrees, where female students are over-represented. Previous research has identified five critical factors influencing student participation rates: career choice, satisfaction, self-esteem, discrimination, and dropout. Based on a sample of 402 students, this study examines the educational experiences of female students in male-dominated STEM degrees compared to those in female-dominated non-STEM degrees. The study also compares results between male students in STEM and non-STEM degrees. The findings reveal that STEM female students are less likely to choose their studies based on vocation, associated with dropout intentions. Moreover, STEM female students have higher dropout intentions and feel less self-esteem. For female STEM students, dropout intentions are related to self-esteem, discrimination, and satisfaction. This study highlights differences between minority groups in STEM and non-STEM degrees and offers valuable information to address the under-representation of female students in technical fields.

Lived Experiences and Perceptions of University Female Students

With the onset of modernization, intellectual women in urban areas are not extremely compelled to follow menstrual pollution. However, practices such as forbidding women from entering the temples and kitchen, cooking food, touching male members of the family, and sleeping on their usual beds when menstruating. This study aims to analyze the lived experiences of urban intellectual women during menstrual restrictions. It also discusses the perceptions of them about the tradition of menstrual restrictions. The participants are the female students pursuing their Masters’ degree in sociology at Bharaihawa Multiple Campus Rupandehi. 16 out of 42 participants were selected for interview applying purposive sampling method. The samples include the students permanently living in Bhairahawa’s city area. Semi-structured interview was applied to collect the data to discuss about what the female students experience and perceive the tradition of menstruation restrictions. Most of the participants responded that the experience of restriction is the example of structural inequality imposed upon women due to patriarchal perspective of history. They have the experiences of pain and suffering at periods. The participants responded that menstruating restriction is the practice of imposing discrimination and superiority of males. But it was also found that males’ perspective is slightly changing with the process of modernization. This research article concludes with the perception of women that menstruation practice is the stigma for the modern society today.

Sexual Harassment in Female Students at Tribhuvan University: A Narrative Inquiry Research

Background: Higher education establishments in Nepal also disclose information on sexual harassment incidents. Sexual harassment is a detrimental encroachment onto the educational domain that extends beyond scholarly discussions. It is an undesirable, offensive, and frequently menacing behaviour that jeopardises a student's well-being. Objectives: This study examines the experiences of female students at Tribhuvan University regarding sexual harassment in the classroom. It aims to assess the prevalence of sexual harassment and identify its various forms among female students. Methods: Adopting a qualitative narrative inquiry research design, we included teachers and students from the Central Department of Education, with information collected from selected female students until data saturation was reached. In-depth interviews were used as the primary data collection method, and both primary and secondary sources were qualitatively and descriptively analysed. Results: The findings reveal a disturbing reality where female students at Tribhuvan University faced sexual harassment from their classmates, teachers, and university staff. The study identifies three primary forms of sexual harassment: verbal, physical, and cyber sexual harassment. Cybersexual harassment emerges as the most prevalent form, significantly impacting the physical and mental well-being of the affected students. Conclusion: Sexual harassment occurs in Nepalese higher education institutions, although it is less common among female students who are able to voice their concerns in an articulate and natural way. Those who feel intimidated struggle to voice their opinions or live in fear of facing a higher risk. The detrimental effect of this type of sexual harassment on the personality development of female students is emphasised. Keywords: Girl student, Sexual harassment, Tribhuvan University, Forms of sexual harassment

Perceptions of Female Students Regarding Male Student Attitudes at Higher Educational Institutions

The study examines female students' perceptions of male student attitudes at the University of Swabi, focusing on gender bias, academic sexism, stereotype threat, and classroom climate, aiming to promote gender equality. The problem statement highlights the need for a comprehensive investigation into female students' perceptions of male student attitudes at the University of Swabi. The objectives of the study are to examine female students' perceptions, identify gender-based biases, and explore the impact of male student attitudes. The research questions are framed to investigate these aspects in detail. The significance of this study lies in its potential to contribute to gender equality in education, enhance student well-being, improve academic performance, nurture healthier social dynamics, promote respect and diversity, inform policy formulation, and ultimately create a more inclusive and supportive educational environment. The findings from the study reveal important patterns in female students' perceptions and experiences at the University of Swabi. In conclusion, this research provides valuable insights into the perceptions and experiences of female students regarding gender-related issues at the University of Swabi. It offers recommendations to further improve the gender-related climate on campus, ultimately contributing to a more equitable and inclusive educational environment.

Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland

ABSTRACT It is well established that female participation in STEM diminishes at all stages of the education pipeline. National policy in Ireland is focussed on initiatives to address the STEM gender gap from early years to the end of secondary school (age 18/19) education. However, strategy in higher education is limited, with gender equality policy primarily aimed at staff and the broader institution. This qualitative research study, involving in-depth interviews with 21 female STEM students provides new insights into the experiences of female students who choose mathematics-intensive STEM fields (physics, computer science, engineering, and mathematics), where the gender gap is most pronounced. The aim of the study was to identify how a predominately male-dominated STEM course and environment influenced female students’ experiences. Prior to entering university, participants held high self-concept and interest in STEM. Using a situated expectancy-value theoretical lens to interpret the data, the research found that unconscious gender bias in university led female students to feel undervalued by their male peers. This negatively impacted their self-beliefs and interest, resulting in female students feeling more pressure to perform and less willing to participate in the learning environment. The implications for policy, practice, and future research are considered.

Understanding the Lived Experiences of Female Students in Rural Areas of Balochistan regarding their Academic Aspirations and Access to the Internet: A Phenomenological Study in Turbat, Pakistan

This study aims to explore the lived experiences of female students in rural Balochistan, specifically in Turbat, Pakistan, with regard to their academic aspirations and access to the internet. The research adopts a phenomenological approach to gain an in-depth understanding of the unique challenges and opportunities faced by these students in pursuing education and utilizing digital resources. Qualitative methodology, along with in-depth interviews and focus group discussion, were utilized as methods as per the nature of the study. For theoretical underpinning, digital divide theory was used to ensure and clarify the assumptions of the study. It has been found that in Balochistan, not only are there structural flaws, but there are also socio-political and cultural factors behind the digital divides and hurdles for girls in internet accessibility. Therefore, the inevitability of this study is to bridge this gap and ensure digital inclusiveness and digital parity to ensure girls' academic performances.

Academic Strengths of Female Students after Their Father’s Death: A Qualitative Study

The death of a parent is a traumatic experience, and for many female students, it can be especially challenging when the father is no longer around. although most studies focus on the emotional impact of such an event, few have examined how it affects academic performance. This qualitative study aimed to investigate the lived experience of female students’ academic strengths after the death of their father. For this study, 13 female students in their mid-teens who had experienced the death of their fathers were recruited by convenience sampling. Each participant was interviewed using a semi-structured interview, and content analysis was conducted using Colizzi’s steps to derive themes and categories. The study revealed 4 themes, including (1) school-related support, (2) personal strengths, (3) specialist support, and (4) interpersonal and social strengths. The death of the father can have a significant impact on the academic performance of female students. Despite these challenges, this study indicated that female students may show resilience and educational strengths after the death of their father. Moreover, this study indicated the need for more support from society as well as schools for female students who have experienced the death of their father.

Ink Into the Skin: The Lived Experiences of Female Tattooed Students in a Catholic School

"Ink into the skin: The lived experiences of Female students in a Catholic School" was a qualitative research study that explored the experiences of female students in a Catholic school who have tattoos. The study aimed to understand the experiences of these female students and how they were perceived and accepted within their school and respective communities. The study used semi-structured, in-depth interviews to gather data from the participants and gain a deeper understanding of their experiences. It examined how these students handled the expectations of their school, community, and the societal pressures to conform to the norm. The findings of this study revealed tattoo as an emblem of the owners’ self-identity, adoption of tattoo culture, society's attitudes towards female students with tattoos, and the resiliency of the inner self. Still, ultimately the personal significance of the tattoos outweighed any societal stigma. The above findings can contribute to a greater understanding of the experiences of female students with tattoos in a Catholic School setting. Lastly, it can add to the broader conversation around tattoos, selfexpression, and the body.

Life experiences of adolescent female students who use social media

Background: Social media is a place for students to follow trends. However, Islamic boarding schools limit students by prohibiting them from bringing cell phones; therefore, they are not influenced by the outside world, even online.Purpose: The purpose of this study is to explore the experiences of female students as users of social media related to dormitory rules.Methods: Using a qualitative research design with a phenomenological approach. The research was conducted by in-depth interviews with 8 female students at Madrasah Ulumul Qur'an Langsa aged 15-18 years. Interview transcripts were analyzed using the Colaizzi method.Results: Six themes emerged from this study including: students bring cell phones to boarding schools because of the influence of friends and want to see updates, the use of social media as entertainment in their spare time, social media affects the way students follow fashion, the influence of the outside environment is more dominant on the behavior of students than the media in social media. The values instilled in the pesantren become a bulwark in the face of the outside world, and students want to make the best use of social media.Conclusions: Female students want to make the best use of social media to atone for the violations committed. They also agree that the prohibition of bringing cell phones and access to social media in Islamic boarding schools is the right thing because it can cause negligence and jealousy in friends who do not carry cell phones.

The Lived Experiences of Female Students with Blindness for Higher Education at Bahir Dar University

The objective of this study was to explore the lived experiences of blind female students for higher education using a phenomenological understanding of disability. I conducted semi-structured interviews with eight participants. I analysed interviews following principles of interpretative phenomenological approach. Four themes with sub-themes emerged: attitudes of the general environment, institutional environment (campus accessibility and disability support service), learning environment (accessing course materials, reading and assessment experiences), and social environment (interaction with sighted people and sense of accomplishment and pride). The experience of blind female students is primarily that they are treated as a female and blind person by the social environment. Stressing their competence for university studentship plays a major role in their lives, and a majority of people question their suitability for tertiary education. Few people provided support more than expected. From perspectives of the right to equitable services, these students need to be provided appropriate support services.

Exploring the resilience and epistemic access of first-year female students in higher education

The transition from secondary to tertiary education often presents many first-year female students with anxiety and emotional stress. Subsequently, poorly managing this shift may increase academic risk and compromise their academic success. While a plethora of studies contribute towards the phenomenon of resilience as a positive predictor of the learning experience of female students in higher education, other scholarly findings suggest the key role resilience plays in supporting students to overcome challenges, manage their wellbeing and ultimately acquire epistemic access. Moreover, there is a significantly burgeoning focus on the positive outcomes of the resilience of women in education, However, while many of the studies highlight gender as a noteworthy core construct, to date, little is known about the first-year learning experience (FYE) of female students and how they may negotiate epistemic access through academic resilience. Hence the main aim of this article is to explore what factors enable academic resilience and to what extent such factors influence epistemic access among first-year female students. An exploratory qualitative research approach was used to capture the learning experiences of 20 hospitality accounting first-year female students. Data were collected by conducting both focus group sessions and individual semi-structured interviews. The findings of the study identified four main themes. The findings of this article have implications for promoting gender equality and academic outcomes of first-year female students in understanding the risk factors, as well as encouraging the protective factors that enable their epistemic access.Contribution: The article sheds light on how an intangible construct such as resilience serves as a vehicle for epistemic access, more especially for first-year female students.

HOW DO NUTRITIONAL STATUS AND EXERCISE AFFECT DYSMENORRHEA IN JUNIOR HIGH SCHOOL STUDENTS

Children in junior high school benefit significantly from participating in various sports, particularly those geared toward female students. Many people achieve a healthy level of physical activity, which is affected by multiple factors, including nutritional status and those connected to dietary factors. Because the body relies on certain foods as sources of energy, the construction of body cells, the production of biocatalysts, and the metabolism of food are all required to follow the body. This study focused on the experiences of female students at SMP Kepulauan Meranti Regency when they were engaged in the process of acquiring sports-related knowledge. Through the use of the correlational research approach, this study aims to establish whether there is a connection between two or more variables. According to the findings, it was determined that the level of physical activity engaged by some of the female students at this institution is still inadequate or not very excellent. This can be seen mainly from their appearance and attitude, particularly in following and doing the learning materials of the health assessor, where it seems that female students are lazy in doing sports activities, get tired quickly, and lack enthusiasm. Some of them have pale faces, indicating that they are unhealthy.

It’s Never Too Late to Start Again

This qualitative phenomenological study describes the experiences of female students in a rural Alberta vocational training centre through semi-structured interviews. The findings indicate five key ways that instructors and institutions can approach instruction to maximize the opportunity for early and sustained student engagement: a sense of belonging and feeling of community, relationships with instructors, consistent and clear organization and structure, the recognition of student success, and the opportunity to explore new skills and careers.

Ambiguous Positionings: The Politics and Experiences of Moral Learning at Gülen Movement Schools in Urban Tanzania

Abstract This article examines the ambiguous positionings of the Gülen Movement (gm) in the religiously mixed setting of urban Tanzania, particularly in education. It argues that the gm has capitalised on its identity as a not-explicitly-Muslim minority group within the privatised educational market in Tanzania, making its schools an option for Muslim and Christian families alike. Against the backdrop of Tanzania’s larger histories of religious inequalities and sentiments of injustice among the Muslim population, gm schools fill a significant gap through their elite orientation and inclination towards Islam. The article further argues that the moral education offered by gm schools binds them to the broader ideological mission of the movement. Foregrounding the experiences of female students, it shows that moral education at gm schools is a highly gendered and open-ended process that entails the embodiment of different and at times contradictory understandings of femininity, modesty, and shame.

“Fresh meat”: First year female students negotiating sexual violence on campus residences

Abstract This article focuses on first-year black female students at the University of KwaZulu-Natal who were exposed to and experienced sexual violence. The aim of the study was, broadly, to determine how female students experience and negotiate gender, sexuality and violence in campus residences. Semi-structured individual interviews were utilised to generate data. The findings show that violence was shaped by gender and power dynamics. These students were first years, and predominantly from poor backgrounds, and therefore particularly vulnerable to sexual violence and unequal relationships. Alcohol, substance abuse and dangerous masculinised spaces further exacerbated their vulnerability. Poverty, scarce resources and gender intersect to produce vulnerability and constrained forms of their agency that translate into transactional relationships. The findings also suggest that being first year female students have implications for how these young women negotiated their newfound freedom away from the parental gaze. The study highlights the ways in which these first-year students are aware that sexual violence is prevalent on campus particularly in certain spaces such as Dark City and residence rooms. Members of the SRC and DSRA are cited as likely perpetrators of sexually predatory behaviours. We therefore propose that the Gender Based Violence Policy at UKZN should be introduced to first year students by way of induction courses, and that these courses should also include gender and sexuality education to help ensure that awareness around gender violence permeates the lives of all students.

“Fresh meat”: First year female students negotiating sexual violence on campus residences

Abstract This article focuses on first-year black female students at the University of KwaZulu-Natal who were exposed to and experienced sexual violence. The aim of the study was, broadly, to determine how female students experience and negotiate gender, sexuality and violence in campus residences. Semi-structured individual interviews were utilised to generate data. The findings show that violence was shaped by gender and power dynamics. These students were first years, and predominantly from poor backgrounds, and therefore particularly vulnerable to sexual violence and unequal relationships. Alcohol, substance abuse and dangerous masculinised spaces further exacerbated their vulnerability. Poverty, scarce resources and gender intersect to produce vulnerability and constrained forms of their agency that translate into transactional relationships. The findings also suggest that being first year female students have implications for how these young women negotiated their newfound freedom away from the parental gaze. The study highlights the ways in which these first-year students are aware that sexual violence is prevalent on campus particularly in certain spaces such as Dark City and residence rooms. Members of the SRC and DSRA are cited as likely perpetrators of sexually predatory behaviours. We therefore propose that the Gender Based Violence Policy at UKZN should be introduced to first year students by way of induction courses, and that these courses should also include gender and sexuality education to help ensure that awareness around gender violence permeates the lives of all students.