Women In Higher Education Research Articles

Brains or beauty? Causal evidence on the returns to education and attractiveness in the online dating market

We study partner preferences for education and attractiveness by conducting a field experiment in a large online dating market. Fictitious profiles with manipulated levels of education and photo attractiveness send random invitations for a serious relationship to real online daters. We find that men and women prefer attractive over unattractive profiles, regardless of own attractiveness. We also find that high-educated men prefer low-educated over high-educated profiles as much as high-educated women prefer high-educated over low-educated profiles. With preferences similar for attractiveness but opposite for education, two groups are more likely to stay single: unattractive, low-educated men and unattractive, high-educated women.

Coronavirus (COVID-19) and women in higher education in a South African University : Academic and social implications

History and present realities have presented a dual diachronic relationship between women in higher education and gender inequality. In quintessence, women are and continue to be faced by gendered disparities and practices by institutions of higher learning, coupled with the overarching demand of academic work vis-à-vis family responsibilities. The advent of the novel coronavirus disease (COVID-19) has presented new and continuing academic and social implications for women in academia. This paper adopted a mixed methods approach. Data collection was done using in-depth interviews and survey questionnaires with a sample of 30 respondents, ranging from different academic positions such as lecturer to professor. The paper observed that women face difficulties in balancing work and family responsibilities. Moreover, the adoption of online learning and other digital platforms during the pandemic has its own shortcomings, given the lack of resources and financial support that affect their historically disadvantaged institutions. This has negatively impacted the academic and administrative work of women in academia. The paper recommended that universities and other stakeholders need a comprehensive approach through capacity-building programmes and mentoring to overcome the obstacles and pave the way for the support of women academics to carry out their duties during and after this difficult COVID-19 crisis.

The Status of Women in Higher Education : Emerging Challenges

The Status of Women in Higher Education : Emerging Challenges

Give Yourself Permission to Rest

Black women in higher education have always been under pressure to prove that they belong in their positions, and often have taken on more work to prove this. The events of 2020—the COVID-19 global pandemic and the racial and social unrest that swept through the country increased this pressure on Black women in higher education. Historically, Black women have taken on the roles of mother, professional, and caretaker of all who were around them. The events of 2020 added to those roles for Black women faculty, working from home, homeschooling online, checking on the welfare of students, and addressing the emotional needs of their families who have been stuck indoors for months. Self-care is more important now more than before for Black women faculty. To employ these self-care strategies, Black women faculty must first give themselves permission to need them.

Smoking and inequalities in mortality in 11 European countries: a birth cohort analysis

PurposeTo study the trends of smoking-attributable mortality among the low and high educated in consecutive birth cohorts in 11 European countries.MethodsRegister-based mortality data were collected among adults aged 30 to 79 years in 11 European countries between 1971 and 2012. Smoking-attributable deaths were estimated indirectly from lung cancer mortality rates using the Preston-Glei-Wilmoth method. Rate ratios and rate differences among the low and high-educated were estimated and used to estimate the contribution of inequality in smoking-attributable mortality to inequality in total mortality.ResultsIn most countries, smoking-attributable mortality decreased in consecutive birth cohorts born between 1906 and 1961 among low- and high-educated men and high-educated women, but not among low-educated women among whom it increased. Relative educational inequalities in smoking-attributable mortality increased among both men and women with no signs of turning points. Absolute inequalities were stable among men but slightly increased among women. The contribution of inequality in smoking-attributable mortality to inequality in total mortality decreased in consecutive generations among men but increased among women.ConclusionsSmoking might become less important as a driver of inequalities in total mortality among men in the future. However, among women, smoking threatens to further widen inequalities in total mortality.

Historia de la profesionalización de la enfermería y las comadronas en Guatemala

El presente documento precisa el momento en la historia de Guatemala en que las mujeres lograron el acceso sistematizado a la educación, y dieron el salto hacia la educación superior. Se precisan momentos históricos, los mecanismos de acceso a la educación para las mujeres, así como establecer el pensamiento que dio cabida a la profesionalización y la necesidad del trabajo femenino que planteó el momento, partiendo de los preceptos de la maternidad social, resaltar el aporte de las precursoras de la educación superior. Los datos de investigación son el resultado de un sondeo histórico sobre fuentes bibliográficas, documentales y legislativas que marcan el proceso de inclusión de las mujeres a la educación secundaria y superior. La Universidad Nacional abrió sus puertas a las mujeres, a partir de la emisión de un decreto dictado por el presidente Justo Rufino Barrios el 30 de mayo de 1883 autorizando la creación de la Escuela Anexa de Comadronas, bajo dependencia de la Facultad de Medicina y Farmacia de la Universidad de Guatemala, permitiendo por primera vez a las mujeres el ingreso a la universidad para profesionalizarse en el área de la salud como comadronas, así como la enfermería ejercida por religiosas de la Orden de las Hermanas de la Caridad de San Vicente de Paúl. Destacan los aportes de Florence Nightingale y de Clara Barton, pioneras en su ejercicio. Otros aspectos a enfatizar de la investigación es la enfermería en Guatemala ejercida por religiosas, la formación de las comadronas y los procesos históricos para consolidar la profesionalización de enfermeras, al igual expresar un reconocimiento a las enfermeras y personal de salud que en este momento trabajan a tiempo completo dando mucho más de su compromiso en la lucha contra el Covid 19 en los hospitales públicos y privados de Guatemala.

The Politics of Publishing: A National Conversation With Scholars Who Use Their Research About Black Women to Address Intersectionality

What does it mean to expand the epistemological terrain in education research to improve educational equity? This feature article attends to this question by opening a national conversation with education researchers who take up intersectionality in their study of Black women in higher education, specifically, the application of Kimberlé Crenshaw’s intersectionality dimensions—structural, political, and representational. We surveyed the authors of 23 peer-reviewed research studies that engaged intersectionality across Crenshaw’s dimensions. Findings showed that the majority of the studies were published in journals with low-impact factors. Additionally, authors indicated that they experienced pushback in the publishing process, including having to justify their work to journal editors and responding to reviewers who did not value their work. Implications are discussed.

Maternal education and equity in breastfeeding: trends and patterns in 81 low- and middle-income countries between 2000 and 2019

BackgroundIn low- and middle-income countries (LMICs), low levels of formal maternal educational are positively associated with breastfeeding whereas the reverse is true among women with higher levels of formal education. As such, breastfeeding has helped to reduce health equity gaps between rich and poor children. Our paper examines trends in breastfeeding and formula consumption by maternal educational in LMICs over nearly two decades.MethodsWe used 319 nationally representative surveys from 81 countries. We used WHO definitions for breastfeeding indicators and categorized maternal education into three categories: none, primary, and secondary or higher. We grouped countries according to the World Bank income groups and UNICEF regions classifications. The trend analyses were performed through multilevel linear regression to obtain average absolute annual changes in percentage points.ResultsSignificant increases in prevalence were observed for early initiation and exclusive breastfeeding across all education categories, but more prominently in women with no formal education for early breastfeeding and in higher level educated women for exclusive breastfeeding. Small decreases in prevalence were seen mostly for women with no formal education for continued breastfeeding at 1 and 2 years. Among formula indicators, only formula consumption between 6 and 23 months decreased significantly over the period for women with primary education. Analysis by world regions demonstrated that gains in early and exclusive breastfeeding were almost universally distributed among education categories, except in the Middle East and North Africa where they decreased throughout education categories. Continued breastfeeding at 1 and 2 years increased in South Asia, Latin America and the Caribbean, and Eastern Europe and Central Asia for primary or higher education categories. Declines occurred for the group of no formal education in South Asia and nearly all education categories in the Middle East and North Africa with a decline steeper for continued breastfeeding at 2 years. With a few exceptions, the use of formula is higher among children of women at the highest education level in all regions.ConclusionsOver the course of our study, women with no formal education have worsening breastfeeding indicators compared to women with primary and secondary or higher education.

Pathways to Healing BodyMindSpirit for Latina-Identified College Students, Administrators, and Faculty in Higher Education

In 2017, the Journal of Women and Gender in Higher Education (formerly known as the NASPA Journal about Women in Higher Education) published a special issue on Black women’s experiences in higher e...

The COVID-19 lockdowns brought to light the challenges that women face in Mediterranean universities

COVID-19 has caused considerable upheaval, necessitating a rethinking of higher education. Distance education has emerged as a major parallel issue that is changing the educational landscape. The lockdowns brought to light the challenges that women confront in academia. This study examines the impact of distance education on women's research activity at Mediterranean institutions, focusing on the additional constraints women faced as a result of e-learning. During the first lockdown (March to May 2020) there was a growing volume of media coverage, but fewer articles investigated how the pandemic's lockdown had affected women and men which increased fast in 2021. According to the findings, while the Mediterranean countries utilized different approaches to combat the epidemic, the impacts are surprisingly similar and must be recognized to avoid long-term consequences for women in higher education, science, and research. Lockdowns put added family responsibilities on female researchers, who were faced with more childcare and homework, resulting in less time to be part of a cohort creating new knowledge. Traditional cultural gender preconceptions were also uncovered, indicating the need for structural changes and repositioning. To meet UN SDG 4: “Ensure inclusive and equitable quality education,” we must emerge from this pandemic more equal and robust to establish viable and inclusive universities that should implement policies and interventions to capitalize on female contributions to science, research, and innovation.

Dynamics of the gender structure of teaching staff in modern Russia

The subject of the article is the dynamics of the gender structure of university staff in modern Russia. The purpose of the article is to reveal the changes that have occurred in the gender structure of university teachers over the past 20 years. Research methods include the analysis of statistical and sociological data, cross-tabulation and calculation of the feminization index. The authors note that over the twenty-year period, the feminization of Russian universities has intensified. It captures increasingly higher levels of the university job hierarchy, which is manifested in an increase in the number of women in the positions of associate professors, professors, heads of departments, vice-rectors, etc. The significant predominance of women in the positions of assistants, teachers and senior teachers is the basis for the further feminization of university staff in Russia. The analysis of the gender structure of postgraduate and doctoral students shows that women lag behind men only in the youngest age categories of postgraduate students (up to 27 years old) and doctoral students (up to 39 years old) and the oldest category of doctoral students (over 60 years old). This is explained by the fact that at these ages, women are likely to perform their reproductive and educational functions. Women dominate in all other age cohorts of postgraduate and doctoral students. The authors conclude that, despite the existing manifestations of discrimination against women in higher education (gender pay gap, low representation of women at the highest level of university administration, the glass ceiling effect in promoting women up the career ladder, etc.) In general, women are making progress in higher education, making the industry increasingly feminized.

ГЕНДЕРНОЕ РАВЕНСТВО В НАУКЕ: ДОСТИЖЕНИЯ И ПРОБЛЕМЫ

The subject of the article is an issue of the gender equality in the scientific sphere in modern Russian society. The paper notes the successful involvement of women in higher education and science, achieved during the years of socialism. Currently, Russia lags behind not only the developed countries, but also the countries of the former Soviet republics in terms of women’s participation in scientific research. At the same time, it is noted that a significant number of Russians consider a career in science and technology as one of the most attractive for their daughters. The article focuses on the negative trend of the last decade towards the stagnation of the number of women with PhD and doctorate degrees. The authors conclude that, despite the high level of feminization of the spheres of science and higher education in Russia, the country is still far from achieving gender equality in that area. Along with the negative phenomena, there is also a positive trend towards an increase in the number of young women interested in a scientific career

Editorial 18:3 celebrating women in higher education on international women’s day

Editorial 18:3 celebrating women in higher education on international women’s day

Women in Higher Education: Are They Ready to Take Up Administrative Positions?—A Mixed-Methods Approach to Identify the Barriers, Perceptions, and Expectations

Higher education is anticipating vacancies in senior leadership positions over the coming years. Women are likely to be candidates for these openings, as the number of women pursuing doctoral degrees is rising. However, in the present scenario, there is a dearth of women in senior leadership positions in India. With a purpose to identify the factors influencing the decision of women to take up senior leadership positions, a cross-sectional survey was planned in India. Female faculty ( n = 136) employed on a tenure basis in state public universities were the respondents. Data were collected using a self-administered questionnaire and focus group discussions. About 48% of the participants expressed that they decline opportunities for administrative positions. The distance to the workplace was found to be a barrier to take up senior leadership positions. Recommendations to promote the readiness of women to take up senior leadership are discussed.

Генеза університетської освіти в Україні другої половини XIX – початку XX століття

Modernization of the higher education system in Ukraine requires the study and generalization of promising author’s ideas, the experience of scientists, in particular the second half of the XIX – early XX century. The main problems of higher university education of that period were: autonomy of universities, determining the predominant type of higher education institutions, training of teaching staff, defining the timing of the educational process in universities, the formation of women’s higher educaton, relevant in modern conditions. Previously unresolved parts of the general problem to which the article is devoted are the traditions of teaching disciplines in Ukrainian universities in the second half of XIX – early XX centuries. The purpose of the article is to characterize the genesis of university education in Ukraine in the second half of the XIX – early XX century. Object of research: higher university education of Ukraine in the second half of the XIX – beginning of the XX century. Subject of research: formation and development of university education in Ukraine in the second half of the XIX – early XX century. Conclusions. Thus: 1. University education in Ukraine in the late nineteenth – early twentieth century was a stage of formation and development. 2. University education in Ukraine during this period is beginning to become an independent branch of culture, growing tendencies to independence, autonomy. 3. Due to the lack of teachers since 1899, universities were allowed to announce a competition to fill vacancies in the departments, and admitted to the competition and persons with a master's degree. 4. In the early twentieth century. the general term of study at universities was established: 4 years (8 semesters), or 5 years (10 semesters). As an exception, it was allowed to continue studies up to 6 years (12 semesters), or to reduce them to 2 years (4 semesters). 5. Higher education for women was launched: Kyiv Higher Women's Courses were opened in 1878.

Érettségiző orvos- és gyógyszerész-jelölt lányok iskolai eredményei. Az Egri Angolkisasszonyok Leánygimnáziumának pályaválasztói (1930-1940)

Higher education for women did not enjoy societal support in the Horthy era. There was great resistance, especially towards the women’s medical and pharmaceutical training. The aim of the present study is to analyse the high school educational performance of girls determined for careers in medicine and pharmacy. Did social pressure instigate these young people to work harder for better outcomes? The present data sampling concerned the students’ end-of-year grades in the 8th year and the graduation grades of the English Ladies' High School for Girls in Eger/Hungary between 1930 and 1940. Our results did not prove that those opting for health care careers performed significantly better than their fellow students opting for other careers. Future medical doctors and pharmacists were not the best high school graduates and they were definitely not motivated to achieve excellent results always and in all subjects.

Socio-Economic Barriers to Women's Higher Education: A Study of Tribal Area Barthi

Socio-Economic Barriers to Women's Higher Education: A Study of Tribal Area Barthi

К ИСТОРИИ СТАНОВЛЕНИЯ ВЫСШЕГО ЖЕНСКОГО ОБРАЗОВАНИЯ В РОССИИ

The article analyzes the complex and contradictory process of the formation of higher education for women in Russia on the example of the opening and operation of two non-state higher educational institutions: Women’s Medical Institute (1897) and Moscow City People’s University named after A.L. Shanyavsky (1908). The author reveals the history of the struggle for the organization of the “Higher Women’s Medical Courses”, which graduated the first female doctors in 1877. On the example of the fate of A.N. Shabanova, P.N. Tarnovskaya, N.P. Dragnevich shows a complex way of those who at the end of the courses did not have the legal rights and had many years to prove their own professional male counterparts. After the closure of the courses in 1881, it took sixteen years to defend the right of women to a higher medical education within the walls of the first Women’s Medical Institute in Russia. No less difficult was the history of the three-year struggle for the opening of the Moscow City People’s University, in the charter of which all restrictions on gender, nationality and religion were remove. According to the conditions of A.L. Shanyavsky, women could not only be students, but also participate in the management of the university (L.A. Shanyavskaya, L.B. Khavkina) and be admitted to teaching (L.B. Khavkina, V.N. Shatskaya). Among those people who made an invaluable contribution to the organization and activities of these non-state educational institutions were named: patrons and benefactors A.L. Shanyavsky, L.A. Shanyavskaya, M.V. Sabashnikov; medical professors M.M. Sechenov, I.M. Sklifosovsky, S.P. Botkin, I.I. Mechnikov; Professor M.M. Kovalevsky, S.A. Muromtsev, N.V. Speransky, K.A. Timiryazev. It is concluded that the organization of higher education for women in Russia became possible thanks to the joint efforts of individual representatives of the authorities, the leading circles of the intelligentsia, entrepreneurs,and patrons of the arts, as well as all caring people who have spared no effort and their own funds for this noble cause.

Is it true or not that women have ever been philosophers?

This article is mainly based on the results obtained during the research project “The Second Plan: Women in Russian Philosophy”, supported by a grant from the National Centre of Science of Poland. The project was implemented in close international cooperation with Russian and Polish researchers at the University of Zelenogur (Poland). It is shown that despite the fact that among the great philosophers, creators of original philosophical systems, there were no women, women had a significant influence on the development of world philosophical thought, acting as mentors, inspirers, interpreters, assistants, wives and girlfriends of philosophers. Women also have their own place in the history of Russian philosophy which can not be ignored or underestimated. Thus, there were historians of philosophy (e.g. M. Bezobrazova, L. Salome), teachers of philosophy (K. Miloradovich), translators of philosophical works (K. Miloradovich, E. Ameni­ts­kaya, E. Kazanovich), owners and editors of philosophical publishing houses (M. Morozova, O. Bezobrazova), assistants of philosophers and co-authors of philosophical works (S. Spielrein), public figures, revolutionaries and fighters for women’s rights, including higher education for women (L. Akselrod), organizers and ideologists of literary and philosophical movements (Z. Gippius). The urgency of the so-called “women issue” in Russia in the late 19th and early 20th centuries is noted (V.V. Rozanov, N.K. Mikhailovsky, N.N. Strakhov). The conclusion is made that at that time in Russia there was an objective need for the inclusion of women in the philosophical community.

Miscarriage and Associated Factors: a Hospital Based CrossSectional Study in Bangladesh

Miscarriage is one of the common, however devastating pregnancy outcomes. In this study experience of miscarriage is investigated from a socio-demographic view point in Bangladesh context. The principal aim is to identify the determinants of miscarriage experienced by currently pregnant women. Primary data used for the analysis and it’s extracted from one public and another three private hospitals and clinic at Rajshahi City in Bangladesh to a purposive sample of 418 ever married women aged 15-49 years. A contingency analysis was first constructed to identify the important relations based on experience of miscarriage by various selected socio-demographic characteristics. Then binary logistic regression analyses were integral to evaluate the significance of these interactions along with the individuals risks factors. The study results showed that 11.2% ever married currently pregnant women were having of experience of miscarriage. Duration of pregnancy period mean score is 9.34 weeks and the number of child score is 0.66, and most of important thing around 44% women have no child but they are currently pregnant and among them 45 women experience of miscarriage. The study shows that the women who are in the age group 30 years and above they are higher risk of miscarriage compare in the women of age 15-19 years (OR 63.04 with 95% CI, 3.35 - 1.37E3). Similarly higher educated women are higher risk of miscarriage compare to illiterate women (OR 18.01 with 95% CI, 2.19-1.169E3). Controversial result shows well-balance diet during pregnancy period and its reveal that the women get well-balance diet during pregnancy has higher risk of miscarriage compare to the women who get regular foods (OR 2.06 with 95% CI, 1.21-14.23). Besides knowledge and skills, education might also increase awareness about miscarriage. Finally, it can be concluded that an opportunity to improve a reproductive health education for public health intervention. Marriage would be done in appropriate time and get babies within couple of days after marriage. Global pre-conception healthcare programs successfully provide health promotion strategies to increase knowledge and awareness about miscarriage. In Bangladesh, it would also be relevant to implement global programs and strategies on pregnancy care as well as on the prevention of miscarriage.