Experiences Of Female Students Research Articles

Leisure Time and Gender: A Reflection on the Lived Experience of Female Students of Shiraz University

Leisure Time and Gender: A Reflection on the Lived Experience of Female Students of Shiraz University

Narrative Inquiry about the Career Choice Experiences of Female Students Graduated from Physical Education Majors

목적 본 연구는 체육계열 전공 여학생의 진로 선택 및 취업 과정의 어려움과 문제점을 심층적으로 파악하여 체육계열 전공 여학생의 진로준비행동을 지원하고, 대학의 진로교육프로그램에 실제적인 자료를 제공하고자 하였다. 방법 연구의 목적을 달성하기 위하여 내러티브 탐구를 활용하였으며, 연구 참여자는 체육관련 직종에서 3~7년 이상의 업무 경험을 가지고 있는 여성 5명을 선정하였다. 내러티브를 통해 도출된 체육계열 전공 여학생의 진로 선택 경험에 관한 이야기를 중심으로 시간적 차원에 근거하여 분석하고, 자료의 진실성을 확보하기 위해 삼각 검증법(triangulation), 동료 간 협의(peer debriefing), 구성원 간 검토(member check)를 실시하였다. 결과 내러티브 탐구를 통해 대학진학하기(대학 가야하는 곳, 중요한 타인, 전공과 적성), 대학생활하기(이론교육, 실기교육: 현장과의 괴리감, 잔재되어 있는 체대 문화), 진로 및 취업하기(휴학: 방황⋅진로탐색의 시간, 현장실습: 무엇이든 해보기, 진로장벽: 진입-좁은 문으로 들어가기), 성장하기(취업: 나의 노력-타인과의 관계, 직업만족-목표변화: 아직도 나아가는 길, 대학의 진로교육 문제점, 후배들의 진로 및 취업준비)로 도출되었다. 결론 진로선택 및 취업이 어려운 체육계열 전공 여학생을 위해 대학 차원에서의 실제적인 진로 및 취업지도 프로그램과 취업의 질 관리가 요구되며, 미래여성스포츠전문가를 위한 정책적 방안 연구가 수행되어져야 할 것이다.

Female Students’ Experiences of Sexual Harassment in the Sport Management Internship Setting

Internships provide professional preparation for aspiring sport management professionals, because they allow for professional and personal growth, as well as for being exposed to a professional work environment. Unfortunately, part of the exposure to a professional work environment also means being subjected to its negative aspects, which include sexual harassment. The purpose of this study was to examine the sexual harassment experiences of female students in a sport management internship setting. Nearly 66% of the respondents had experienced some type of sexual harassment while completing an internship. Internship satisfaction was lower for those who had experienced sexual harassment, but experiencing sexual harassment had no impact on their intent to enter the sport management profession. Sport management educators, as well as internship supervisors, must work together to create a safe and professional environment for female students.

Institutional betrayal and sexual harassment in STEM institutions: evidence from science and technology universities of Ethiopia

ABSTRACT In this paper, we examine the experiences of female students and academics to understand the factors that underpin the persistence of sexual harassment in science, technology, engineering and mathematics (STEM) institutions. We draw on data from interviews and focus group discussions with female students and academics who participated in a study that focuses on gender inequality in science and technology universities in Ethiopia. Drawing on the concept of institutional betrayal, we argue that the high prevalence of sexual harassment in these universities is perpetuated by institutional actions and inactions through which universities fail to proactively prevent and effectively respond to sexual harassment. We suggest efforts to tackle sexual harassment need to focus on proactive and preventive measures that involve revisiting institutional policies and structures. We further suggest that grievance procedures need to be accessible, responsive, trustworthy and supportive.

B . Ed. Academic Year (2020) A Study on the Effectiveness of Online School Experiences of Female Students

B . Ed. Academic Year (2020) A Study on the Effectiveness of Online School Experiences of Female Students

Negotiating conflicting discourses. Female students’ experiences in STEM majors in an international university in Central Asia

ABSTRACT The purpose of this study was to explore the experiences of female students enrolled in STEM majors in highly internationalised university to understand how the various sets of cultural gender-related expectations shape their experiences. We were interested in how different cultures existing within the university and outside the university influence the girls pursuing education in STEM majors and how they deal with the conflicting discourses in this unique context. It was identified in the study that three conflicting discourses and, subsequently, various actors -faculty, potential employers, peers, and parents shape young women's experiences in STEM education and career in contradicting ways. Such a clash between different values and influences results in girls’ ambiguous understandings of their future careers as they progress in their studies. The results of the study offer some important insights into women's experiences in STEM education, which have significant implications for higher educational administrators, faculty, and policymakers in non-western and larger international contexts.

Menstrual Hygiene Management and Practices in Campuses

Studies on menstruation hygiene management (MHM) in education have focused mostly on adolescent school girls indicating the need to investigate this particular phenomenon in the context of higher education. In this study, I wanted to explore the experiences of female students and teachers during menstruation while they are at the campus and document them to unpack the realities of the phenomenon to persuade the campus authorities for better MHM on the campuses. Using the qualitative design, the study is aimed at exploring and probing students and teachers on their MHM practices. This research has nested the life experiences of myself and participants of purposively selected two constituent and one affiliated campuses of Tribhuvan University in the Kathmandu Valley. In-depth interviews with six teachers and focus group discussions with six groups of students were included in this study. The research revealed multiple issues during menstrual hygiene management that include lack of appropriate water sanitation and hygiene (WASH) facilities, no access to emergency absorbent during menstruation, no provision of pain killer medicines during uterine cramps (dysmenorrhea) and back-aches and no provision of dust bin for absorbent disposal. This indicates that higher education institutions in Nepal need to pay more attention to ensure dignified menstruation on campus.

Factors affecting the decision of female students to enrol in undergraduate science, technology, engineering and mathematics majors in Kazakhstan

ABSTRACT Using the qualitative interview-based research design approach, this study analyses the experiences of female students currently enrolled in science, technology, engineering and mathematics (STEM) disciplines in the universities in Kazakhstan. More specifically, this study aimed to explore the experiences of the students in the process of transition to postsecondary education and the factors related to their decision to enrol into STEM majors. The results of the study are useful for understanding the barriers, which affect the transition of women through the STEM pipeline in non-Western traditional societies and have some important implications for research on gender issues in STEM education in the post-Soviet and larger international contexts.

Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation

This study explores students’ perceptions of blended learning in a Saudi higher education institution; namely, the Saudi Electronic University. SEU is the only university in the Kingdom of Saudi Arabia that offers undergraduate degree programs in complete mandatory Blended Learning mode of education in all courses. The study aims to describe the actual utilization of online learning represented by Blackboard as the official Learning Management System in SEU and to dictate students’ satisfaction with the learning experience. The methodology used to achieve this goal was surveying students’ opinions through sending out online questionnaires. The main purpose of this study is to consider the students’ feedback, improve what needs improvements, and keep up the good work if it is considered ‘good work’.

Life Roles and College Life: Exploring Experiences of International Female Students in Higher Education

Studies have identified that women enter higher learning institutions for personal enrichment and lifelong education. In spite of these benefits, societal perception and traditional roles affect women’s participation in formal education. This qualitative study sought to explore the experiences of female students on how they deal with their lifecycle roles as they access higher education outside their home countries. The study was conducted in a Kenyan university using seven graduate international female students. These participants were purposively selected for face-to-face interviews. Content analysis was used to analyse data based on similarities and differences. It was revealed that the female faced challenges such as psychological stress, financial problems and time constraints. They managed these roles through support from family and friends as well as the use of self-motivation strategies. It was therefore recommended that interventions geared towards the needs of these female students are developed by institutions who admit international students.

Parenting, resilience and adaptation among female international students from Saudi Arabia and their families

ABSTRACT This study focused on the adaptation experiences of international students who are mothers. Using resilience theory perspectives of adaptation, this research investigated the experiences of female students from Saudi Arabia with respect to parenting and family life while studying in the UK. Interviews were conducted with 23 postgraduate students. Questions focused on their experiences as a mother studying in the UK and their accompanying families’ experiences. Responses were analysed using thematic analysis and resilience theory perspectives with data organized into five main resilience themes: challenges and adversities, worries and vulnerabilities, sources of support and protective environments, personal positive experiences and strengths, family positive experiences and strengths. Participants reported experiencing a range of parenting challenges including increased family duties in the absence of extended family support and concerns about their children's upbringing while away from their home country. However, this was balanced by the positive experiences they identified for themselves and their children including personal development and closer relationships within the family. Advantages of resilience theory perspectives included identifying international students’ personal strengths, competencies and sources of support. Awareness of benefits as well as potential challenges may help to guide and support students and their families before and during their sojourn.

VEX Robotics Competitions: Gender Differences in Student Attitudes and Experiences

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

Turkey’s July 15th Coup: What Happened and Why

Turkey’s July 15th Coup: What Happened and Why

Double Jeopardy: Plight of Female Students with Disabilities in Botswana’s Higher Education

Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with disabilities in their struggle to access and participate in three HE institutions in Botswana. Seven female students with disabilities participated in this research. Multiple methods, such as focus group discussions, photovoice and solicited journals, were used to collect data. The data were analysed using Atlas.ti 7.5 qualitative data analysis software. Three themes emerged, and they are (a) socio-cultural issues and disability identity, (b) access and participation in HE and (c) empowerment of female students. These findings served to inform Botwana’s HE institutions that include female students with disabilities, to help them to promote participation as well as quality of experiences.

Developing a STEM Identity Among Young Women: A Social Identity Perspective

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.

The higher education paradox: towards improving women’s empowerment, agency development and labour force participation in Bangladesh

ABSTRACTWhile expanding higher education is an important component of women’s agency development, subsequent employment in the labour market remains an impediment to realising gender equality in many developing countries. In Bangladesh, while the rate of women’s higher education completion has steadily increased, employment has not kept pace, resulting in a paradox of declining female labour force participation rates amongst graduates. Therefore, this paper asks: Does higher education improve women’s agency development and empowerment in Bangladesh? This case study, on the experience of female students at a public women’s college in Northern Bangladesh, distinguishes between their instrumental and intrinsic empowerment and identifies key determinants and constraints for their agency development. The research found that female students improved their intrinsic, but not their instrumental empowerment, because of four factors: stereotyped subject selection, limited IT competence, a lack of relevant job skills and limited career aspirations. In order to improve gender equality, the study recommends greater educational investment to improve the quality of female higher education, so that graduates develop the capabilities to meet labour market requirements, thereby narrowing the gap between their agency development and labour force participation.

The Need for Ability Grouping in English Classes in Public Schools in the UAE

"Lack of English proficiency among secondary school graduates is a significant issue in the United Arab Emirates (UAE) as English is the medium of instruction in federal universities. Due to this, one-third of the UAE government’s university budget is spent on remedial courses that seek to develop the English-language skills of incoming university students (Salem & Swan, 2014). This policy paper examines research conducted in 2014-2015 on the English language learning experiences of female students enrolled in the remedial Foundation program at a federal institute in Ras Al Khaimah, UAE. The results of the study indicate that the UAE’s current class grouping policy at the secondary school level disadvantages lower-performing students and needs to be reexamined. This paper recommends that the current policy be revised to group students in English classes according to their English-language abilities."

Scaffolding: Higher Educational Experiences of Female Students from Asian Counties in Korea

Scaffolding: Higher Educational Experiences of Female Students from Asian Counties in Korea

‘It’s just because we’re girls’: How female students experience and negotiate masculinist school sport

This article focuses on the inequalities experienced particularly by girls who attend co-educational secondary schools where specific male sports dominate school life. The research was undertaken in the Republic of Ireland in three schools known for the participation and success of boys’ teams in Gaelic football, hurling and rugby. Through a Bourdieusian account of ‘masculine domination’, this article examines how girls (and some boys) attending these schools have experienced inequalities in obtaining recognition in sport, and discrimination in accessing male-orientated sports, as well as unequal opportunities, resources and support. School management, teachers and students (both male and female) will be shown to often protect this male preserve by strategies that maintain the exclusion of girls through the normalisation of gender binaries. The article will also show how girls reflect upon their experiences and attempt to mobilise change.

Female senior secondary physics students\u2019 engagement in science: a qualitative study of constructive influences

BackgroundPrompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary school physics. We interviewed 18 female students about influences they considered important to their own science education, interest in science, and future science-related aspirations. Our purpose was to identify the experiences that these students most strongly associated with the generation and maintenance of their engagement in science, particularly represented in this research by their enrolment in upper secondary physics.ResultsThe research team used a systematic, iterative process to identify the main themes in the transcribed interview data. We identified the influence each girl reported as the strongest (ranked first). We also combined all influences that the participants had nominated, regardless of their ranking, to further examine all factors participants suggested as influential in their sustained engagement in school science (represented by their decision to study upper secondary physics). Systematic analysis of the interview data confirms that the influences on these females’ choices to study physics at upper secondary originate from a combination of their teachers, their school’s science culture, members of their family, the participants themselves and their peers.ConclusionsThe interviews highlighted the idiographic complexities in understanding the wide range of important influences on these students studying physics at upper secondary school and their engagement in science. The unique contribution of this work is giving voice to the participants and reflecting on what these high-achieving females have to say about the influential factors in their decisions to pursue science. Supportive teachers and the school science culture play essential roles, and other cultural and/or social factors such as family members and peers are identified as important. References to the culture and expectations of the school, family holidays, and conversations with siblings are support factors that seem to interact and overlap. At the same time, the importance of policy-amenable factors such as competent and caring science teachers, and science-supportive school cultures should be emphasised and encouraged.