Female Graduate Students Research Articles

Entrepreneurial Skills in Academia: A Curriculum for Teaching Proposal Writing to Female Graduate Students

This article addresses the development of entrepreneurial skills in academic and human service settings byreporting on a curriculum for teaching proposal writing for funded research and program developmentgrants. The article includes a review of current challenges in preparing primarily female graduate studentswith skills needed for grant seeking in their careers in human services. A description of the proposal writingcurriculum, teaching methodologies used, and outcomes obtained during the past six offerings of the courseare described. In addition, preliminary evaluation data from a survey of a nonrandom sample of participantsin the course (N=30) about their perceptions of the course and its utility are included. Lessons learned andimplications for using the curriculum with other populations, such as female faculty and agency-basedhuman service professionals, are also explored.

Attitudes Toward Women Leaders Analyzed by Gender and Occupations (1984-1998)

In 1984, responding to the concerns of female graduate students, I founded Oakland University's Womenin Leadership Forum. The Forum was designed to provide skill sessions to assist women in their searchfor leadership positions in education and social service agencies. In addition to the skill sessions, panelsof successful women in leadership positions provided valuable insights as well as strategies for success.The design also included a research component to study the prevailing attitudes of women and mentoward women leaders with a comparison of leadership styles of women and men. Attitudes are formed atan early age and are reinforced by prevailing traditions and society's socialization processes. It wasdeemed important to assess attitudes for attitudes in turn shape our reactions and assessments of ourselvesand other

An Analysis of Stress Levels of Female Graduate Students in an Online Program

This quantitative study was designed to investigate the differences in stressors and demographic variables of women enrolled in an online master's degree program in education. Participants were women with multiple personal, career, and family responsibilities. Survey data and demographic data were used to identify which stressors were most frequently experienced and whether there was a significant difference between stress scale scores and demographic variables. Seven hundred and fifty women completed the Social Readjustment Rating Scale — Revised (Hobson, 1998) and non-parametric tests were used to analyze the data. Findings indicated the stressors most common to female graduate students were related to family, finances, and health-related issues. The results also suggested there were significant differences among the demographic variables of age, ethnicity, program start date, number of courses completed, and marital status.For institutions of higher education these findings may offer insight for incorporating student services such as learning communities, flexible financing options, and accelerated programs to allow for increased retention of women in online programs. For women seeking to enroll into an online graduate program, this study may provide insight into assessing their resources for successful completion of an online master's degree

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes

The purpose of this study was to determine the degree to which graduate students' perceptions of classroom community in their online and face-to-face classes differed based on gender. Students participating in the study were generally from urban, suburban, and rural school districts in Southwest Texas. All students (144) who were pursuing a master's degree in educational leadership using either face-to-face or online format in the fall semester, 2008 were emailed a survey. Of the 126 surveys returned (88%), 102 participants were selected for this study based on completion of data. Perceptions were measured using the Classroom Community Scale (CCS), which included three measures: Total classroom community, connectedness, and learning. Classroom community in both online and face-to-face classes was evaluated by students who were enrolled during the fall semester, 2008. It was found that after implementing classroom community elements, there were no statistically significant differences in the perceived total classroom community, connectedness, and learning of male and female students attending both face-to-face and online classes. The study also found that there were no statistically significant differences in the perceived total classroom community, connectedness, and learning of male and female students attending only online classes and for those attending only face-to-face classes. Findings suggest that by providing elements of a positive classroom community, university instructors can better meet the needs of male and female graduate students, thus eliminating any potential gender inequities in both face-to-face and online classes.

Academic Reality "Show": Presented by Women Faculty of Color

Although the resolution of World War II brought dramatic growth to higher education, it was not until the 1950s and 1960s with social movements of equal and civil rights that women faculty of color had foray into faculty positions. Unfortunately, data on sex and minority status were limited in large studies during these decades, and any numbers of minority women faculty were estimated proportions of total faculty (see, e.g., Menges & Exum, 1983). In his analysis, Graham (1978) noted that women faculty positions actually declined from 1930 to 1970. Higher education after 1970 continued to expand due to the Civil Rights Movement, and this Movement propelled women and women of color to enter the academy.In academe today, women faculty of color know their own reality""they live in a world where an academic reality "show" would point out the truth, that is, all progress made in higher education does not represent them or their story. To begin, numerous quantitative studies do show that women have made significant progress in education over the decades. For example, The Condition of Education 2008 noted females account for nearly two-thirds of undergraduate and graduate (i.e., Master's level) degrees through 2007 (National Center for Education Statistics [NCES], n.d.). For graduate and professional degrees, women have almost equalized the total number of degrees awarded to men (U.S. Department of Education, as cited in The Nation, 2007; see, also, NCES, "Participation," n.d.). Even though increases in male and female graduate students are expected through 2018, female enrollment is expected to increase at a rate faster than male enrollment (NCES, "Participation," n.d.). Along a similar line, women of color (i.e., American Indian, Asian, Black non-Hispanic, and Hispanic) earned more doctorate degrees than male ethnic minorities in 2004-05 (U.S. Department of Education, as cited in The Nation, 2007).Women faculty of color hold only 3% of full professorships, representing an important difference from their classification of 10% as assistant professors (Snyder, in Association of American Colleges and Universities, 2009). This supports research that has found that women, and especially women of color, face significant barriers as they move toward tenure. Then, too, there has been only a sluggish increase in hiring racially and ethnically diverse faculty members, and this increase includes hiring these individuals into certain types of higher education institutions -- two-year colleges and community colleges (American Association of University Professors, 2009; Gappa, Austin, & Trice, 2007).As Jackson (2004) emphasized in her article, there are numerous other factors behind the numbers that tell the story of progress of women in academe. Personal experiences in the academic workplace are not found in percentages or other representative numbers. To understand the academic reality "show" for women faculty of color, we need to listen to their stories. These stories articulate messages that are often suppressed or ignored in academe. Perhaps the time has come to rethink again current practices in the academy""practices that confine, restrain, and dehumanize lives.

RELATIONSHIP BETWEEN SELF ESTEEM AND READING ABILITY OF INDONESIAN EFL STUDENTS

The present study is employed to understand the relationship between self esteemand reading ability of Indonesian EFL students. The study was conducted on bothIndonesian male and female graduate students of English department in aPostgraduate school in Bandung. During the research, questionnaire developed byHyde (1979 in Bagheri, et al., 2012) was used as the research instrument to obtainthe score of students‟ self esteem. In addition, the data of reading score werecollected from TOEFL score which has been standardized. Those instrumentswere administered in one session. The data were analyzed by Pearson momentcorrelation to identify the relationship between two variables. The result of thisstudy showed that the null hypothesis of this study is rejected. Sincetheprobability value of students‟ self esteem is lower than the level of significant(.697>0.05). It indicates that there is a correlation between self esteemandstudents‟ reading ability.Keywords: Self-Esteem , reading Ability

Differences in eating and body-related attitudes, beliefs and behaviors among female graduate students in nutrition and dietetics and naturopathic medicine: a pilot study

Differences in eating and body-related attitudes, beliefs and behaviors among female graduate students in nutrition and dietetics and naturopathic medicine: a pilot study

Students' perceptions of their information literacy skills: the confidence gap between male and female international graduate students

In the 2015 Summer Session I, the information literacy team combined two instruments, the Information Literacy Assessment (ILA) and the Students' Perceptions of Their Information Literacy Skills Questionnaire (SPIL-Q), into one survey and distributed it to the college's international graduate students through a Google Form. It was distributed to 932 international graduate students, and 172 valid respondents completed the survey. The purpose of this research was to compare the confidence gap in information literacy skills between men and women, particularly in international graduate students. Data collected illustrated that female international business students (n=70) tended to be slightly more confident than their male counterparts (n=102) regarding their perceived information literacy skills as evidenced by their SPIL-Q average score across all six IL topics, 3.78, vs. male student's average score of 3.58.

Challenges to the Choice Discourse: Women’s Views of Their Family and Academic-Science Career Options and Constraints

ABSTRACTWomen are underrepresented as tenure-stream faculty in U.S. academia, particularly in science fields, despite the growth of women among doctorate holders. The decision to pursue an academic career matures during the graduate-school years. What are female science graduate students’ views of an academic career, and what values and priorities influence their career intentions and choices? Twenty-five women in a U.S. science graduate program were interviewed about these matters. A dominant theme in these interviews was that an academic career would best fulfill their science interests and aspirations. However, an academic career was viewed as requiring, of them as women, giving up family life—mainly due to the belief that household and family work are women’s responsibilities as well as the expectation that science requires relentless focus. Frustration about the lack of options, for women, to pursue their dream of being a scientist while having a family was another recurrent theme. These findings, together with those of other studies, suggest that it is not by choice, but because of gender ideologies and practices about work and family at the disadvantage of women, that women give up on academic-science careers.

Awareness of and Knowledge About STIs Among Nonmedical Students in Iran.

Evidence on STI knowledge among Iranian nonmedical university students is limited. Information is needed to inform research and policies to improve the sexual health of university students in Iran. A convenience sample of 742 male and female undergraduate and graduate students was recruited from five nonmedical public and private universities in Iran in 2014. Respondents' awareness of and knowledge about STIs were assessed using a validated questionnaire. Chi-square tests, student t tests and one-way analysis of variance were used to compare the percentage of respondents giving correct responses across subgroups of students. Half of the respondents had ever heard of STIs, but most could not correctly identify STIs in a list of diseases. A total of 49%, 42% and 9% of the respondents had low, moderate and high STI knowledge scores, respectively. Respondents reported online sources (62%) and friends (32%) as their main sources of information about STIs, and those who were older, ever-married or more educated were more knowledgeable than other respondents. Given that the Internet was students' main source of information, increasing the accessibility and visibility of credible Internet sites about sexual health is warranted. Also, key individuals in students' networks (e.g., parents, teachers, peers) should be equipped with required training and knowledge on STI-related topics and be actively involved in sexual health education efforts.

The Effect of Designing a Blended Learning Environment on Achievement and Deep Learning of Graduate Students at the Arabian Gulf University

The present study aimed to investigate the effect of designing a blended learning environment on achievement and deep learning of the Arabian Gulf university students in a design and presentation of instructional materials’ graduate course. A blended learning environment was designed to provide opportunity for integrating the learning management system “moodle” with face-to-face classroom interaction. To investigate research questions, a quasi experimental design was used. The study sample consisted of 19 male and female graduate students pursuing their studies at the “Distance Teaching and Training Program” in the College of Graduate Studies during the first semester of the academic year 2015/2016. To explore the extent to which students learnt the course content, an achievement test was used. A deep learning scale was also used to investigate the depth of learning acquired by students who studied the course content through the blended learning environment. Results of the study showed that students’ scores on the post application of the achievement test were improved. No statistically significant differences were found between students’ mean scores in the pre and post applications of the depth of learning scale. However, mean of students’ scores in the post application of the depth of learning scale (65.3750) was noticed to be slightly higher than that of the pre application (63.1250). Such higher mean might represent slight improvement in the depth of learning among students.

Research on the Initial Employment Quality and Gender Comparison of Chinese Female Graduate Student: Based on the Investigation from Five Universities

The employment quality of Female graduate is an important and ignored problem. The investigation for 252 graduates graduated from five universities of Jiangxi province in China shows that the initial employment quality of male and female are respectively 81.33 and 80.32, male’ score is higher than female. But from the internal structure, the objective employment quality of females is 60.97, which is higher than the male of 60.95. That means female graduate’s employment environment is improved and distinctive institutional discrimination is reduced. At the aspect of subjective employment quality, female score of 19.35 is obviously lower than male’s 20.38. This is because that traditional gender labor division requires female takes more responsibility for family work, so female has more employment requirements and less profession devotion and has to lower evaluation for profession present and future. For that, female graduate should break restriction of traditional custom, strive for self-improvement. Employers and university also should build modern concept to eliminate the sexual discrimination still hidden in female employment and career development.

女大学生就业质量现状及其原因分析

以S大学2016届女性毕业生为分析范本，探讨女大学生就业现状和就业困境。结果发现即便享有相同的教育资源，女性大学生的就业质量依然低于男性。由此可见，女性大学生就业质量问题不应归因于文科专业或者缺乏文化资本，而是长久以来形成的社会角色分工内化、女性为了照顾家庭出现的身体和心理退出体制等，所导致的社会认知固化。 On the basis of database of female graduate students in S university, this paper explores the em-ployment condition and dilemma of female students. The result finds that, even sharing the same education resources, employment quality of female graduates still cannot reach the level of male peers. So, the conclusions which said that the problems of female employment quality mostly be-cause female more prefers art majors which results in low quality employment, or because girls always occupy little cultural capital, are false. Most probable reasons are difference of social role assignment, physical and mental quit as taking care of family.

Review: DNA Ahead Game & More: 3-in-1 Adventures in DNA

DNA Ahead Game & More: 3-in-1 Adventures in DNA (K–16 Educational Resources; Dr. Dorothy Semenow; http://www.dnaahead.com) From the mind of Dorothy Semenow – Caltech's very first female graduate student and all-around mind sleuth – comes DNA Ahead & More , a game that takes players on a journey through the world of genetics and biotechnology. The art and the quality of materials alone speak to the labor of love that went into its development. Yet, more than art, this game represents a wealth of knowledge that any K–16 life science, science club, or continuing education instructor would want to tap into. If you can play Monopoly then you can play DNA Ahead. In short, players (or teams of players) move along the large board with the short-term goal of claiming spaces. Spaces claimed contribute votes to the player (or team). In the end, the player with the most …

John David Jackson

John David Jackson, professor emeritus at the University of California, Berkeley, whose magisterial textbook Classical Electrodynamics has shaped graduate education for more than a half century, died on 20 May 2016 in Lansing, Michigan. His wide-ranging theoretical work combined fine craftsmanship, intuition born of meticulous scholarship, engagement with experiment, and respect for practical matters. He was a wise counselor and a tireless advocate for human rights and academic freedom.John David JacksonNAN JACKSONPPT|High resolutionBorn on 19 January 1925 in London, Ontario, Canada, Jackson earned his BSc in honors physics and mathematics at the University of Western Ontario in 1946. The undergraduate curriculum’s emphasis on electromagnetism pointed him toward MIT and its Research Laboratory of Electronics. His initial graduate research, carried out with Lan Jen Chu, concerned a field theory of traveling-wave tubes.Victor Weisskopf’s quantum mechanics course introduced Jackson to modern physics and attracted him to Weisskopf’s nuclear theory group. With postdoc John Blatt, Jackson analyzed low-energy nucleon–nucleon scattering; for his dissertation in 1949 he used Julian Schwinger’s variational method to investigate S- and P-wave proton–proton scattering.Jackson was appointed in 1950 to the mathematics faculty at McGill University, where he continued research on atomic processes and nuclear reactions and began his career as a revered teacher and mentor. The lecture notes for his course on electricity and magnetism evolved into a first draft of the famous textbook.In 1956–57 Jackson spent a sabbatical year at Princeton University and was free to focus on research. A New York Times account of Luis Alvarez and collaborators’ observation of muon-catalyzed fusion, and the prospect it raised of a new energy source, stirred his imagination. Within a week, Jackson estimated that one muon could catalyze no more than 130 deuterium–tritium fusion reactions, insufficient for practical energy production. That work led him to form lasting bonds with other “Mu-sketeers,” Russian physicists who pioneered and extended muon-catalysis theory. Following Chien-Shiung Wu and coworkers’ discovery of parity nonconservation in beta decay, Jackson, Sam Treiman, and William Wyld analyzed possible signatures for violations of time-reversal invariance.Jackson moved in 1957 to the University of Illinois at Urbana-Champaign. Inspired, he claimed, by the majesty of Midwestern thunderstorms, he developed the fearsome “Jackson problems” and in 1962 published the first edition of Classical Electrodynamics. His research interests included low-energy kaon–nucleon scattering, final-state interactions, and dispersion relations.A 1963–64 sabbatical at CERN in Geneva marked another decisive turn in Jackson’s research career. With Kurt Gottfried, he devised incisive methods to elucidate production mechanisms of resonances in two-body to two-body reactions. Insights they gained from the phenomenological analysis of resonances led them to develop the peripheral model with absorption of low partial waves to describe resonance production.Jackson joined the Berkeley faculty and the Lawrence Berkeley Laboratory staff in 1967, when the ascendancy of Regge theory put his beloved special functions at the heart of theoretical physics. Lecturing graduate students in 1968, and having covered every blackboard in the room with arcane calculations that culminated in Legendre functions of the second kind, he mused, “Born a century too late!”As leader of the Theory Year program at Fermilab in 1972–73, Jackson founded a lab institution, the Joint Experimental–Theoretical “Wine & Cheese” Seminar.Back at Berkeley, Jackson was in at the very beginning of the “November Revolution” of 1974. Alerted by colleagues to the discovery-in-progress of the ψ resonance in electron–positron annihilations at SLAC, he deduced in real time that the new particle was astonishingly narrow—with a total width less than 100 keV. Drawing on his broad scientific culture, he provided diverse insights into polarization in electron storage rings and the nature of the charmonium and upsilon families of heavy mesons.Jackson served the physics community at Berkeley and around the world in many ways. An early proponent of the Superconducting Super Collider, he served for two years as deputy director of operations for the SSC Central Design Group. He edited the Annual Review of Nuclear and Particle Science for 17 years.Jackson became a naturalized US citizen in 1988. The American Association of Physics Teachers established the John David Jackson Award for Excellence in Graduate Physics Education in 2010. A certificate conferring the title of Honorary Woman, presented by female graduate students in recognition of his outstanding achievements as department chair, hung on his living room wall for three decades.After his formal retirement in 1993, Jackson remained active in research and community service, and he published numerous articles on pedagogical insights and physics history. Throughout his life he enjoyed mountain photography and listening to jazz.Dave’s colleagues and students recall with affection the twinkle in his eyes conveying the joy of insight, his uncompromising standards, and his generous spirit. We celebrate his example as a physicist, teacher, and humane world citizen.© 2016 American Institute of Physics.

Mapping the margins and searching for higher ground: examining the marginalisation of black female graduate students at PWIs

ABSTRACTThe number of Black females enrolled in colleges and universities has grown in recent years, particularly at predominately white institutions (PWIs). Currently, research on the rise of Black females at PWIs is limited and fails to adequately address the emotional, social, and mental well-being of these students. Recent studies also largely ignore the critical roles that natural and formal Black female faculty play in serving as a buffer between Black female graduate students (BFGS) and PWIs more broadly. From a critical perspective using counter-narrative, we address the limitations of the scholarly literature on BFGS and other challenges faced by BFGS. We come to the disappointing – albeit unsurprising – conclusion that PWIs should do more to make the academy a welcoming place for BFGS, however, the ways in which PWIs function make support for BFGS unlikely. We conclude with a discussion about the implications of continued marginalisation of BFGS at PWIs for individuals, families, communities, disciplines, and for PWIs across the nation.

Depression and Spiritual Experiences on Post Graduate Students: A Comparative Study

Depression has become one of the alarming crises in today’s fast paced society. Person suffering from depression can overcome from spiritual point of view. Spirituality is the need for findings satisfactory answers to ultimate questions about the meaning of life, illness and death. This research study investigated the relationship between spiritual experiences and depression among male and female post graduate students, to compare males and females on depression scores and to compare males and females on spiritual experiences. This study finds that that there is no significant correlation found between daily life experiences and depression among post graduate students. It was also found that female scores higher on depression as well as on spirituality.

Effectiveness of Elastic Band Fitness Combination Method on Physical Fitness in Female Graduate Students

Effectiveness of Elastic Band Fitness Combination Method on Physical Fitness in Female Graduate Students

STEM Training and Early Career Outcomes of Female and Male Graduate Students: Evidence from UMETRICS Data linked to the 2010 Census.

Women are underrepresented in science and engineering, with the underrepresentation increasing in career stage. We analyze gender differences at critical junctures in the STEM pathway--graduate training and the early career--using UMETRICS administrative data matched to the 2010 Census and W-2s. We find strong gender separation in teams, although the effects of this are ambiguous. While no clear disadvantages exist in training environments, women earn 10% less than men once we include a wide range of controls, most notably field of study. This gap disappears once we control for women's marital status and presence of children.

Championing Institutional Goals: Academic Libraries Supporting Graduate Women in STEM

Academic libraries are well-positioned within their scientific research communities to assist with the retention of women in STEM fields. Librarians have an opportunity to find new ways to match collections and services to student needs and institutional goals by providing resources and programming in support of women in STEM. This paper will focus on the ways in which academic librarians can help support female graduate students in STEM, beginning with a review of the literature to determine the causes for the under-representation of women graduate students in some STEM fields. Next, it will review interventions conducted by institutions to address the uneven distribution, including a scan for resources or services provided by the library. Finally, it will use the findings presented in the literature to propose services and resources that libraries and librarians can provide to help address the issues that contribute to the low number of women in STEM fields.