Women Graduates Research Articles

Analisis Faktor-Faktor Yang Mempengaruhi Lama Mencari Kerja Perempuan Lulusan S1 Prodi Ekonomi Pembangunan FEB Universitas Riau

There are various factors that cause women to experience difficulties in getting work, even though they already have a bachelor's degree. Some of them are influenced by age, salary, work experience and GPA. Therefore, researchers conducted an analysis of the factors that influence the length of time looking for work for women graduates of the Development Economics Study Program, FEB, Riau University, which aims to determine the influence of age, wages and work experience on the length of looking for work for educated female workers who graduated from the FEB Development Economics Study Program. Riau University. The analytical model used in this research is multiple linear regression data. The sample used was 78 students from a total population of 781 female students who graduated from the S1 Development Economics Study Program, Riau University from 2013 to 2018. The results of this research show that the most influential thing is the length of time looking for work for women who graduated from the Development Economics Study Program, FEB Riau University. is choosing too many jobs with the desired wage standard. Meanwhile, the factors of age, work experience and GPA have a significant influence.

Birth timing: supporting female graduate students

ABSTRACT Women seeking higher education frequently do so during peak childbearing years and women with higher levels of education are more likely to postpone motherhood until a later age. Fertility rate, defined as the average number of children born to a woman over her lifetime, has decreased globally. The decrease in birthrate has been partially attributed to women seeking educational opportunities. Understanding the experience of students in this realm would allow higher education institutions to better support students who are (or wish to be) mothers. Unfortunately, there is a paucity of research examining graduate women and the factors involved in their consideration of having a child while in school. We seek to fill this gap by examining the impact of fertility concerns (FC) and importance of on-time degree completion (DC) on the probability of having a biological child in graduate school (PC) among 469 female graduate psychology students in the USA. We found higher FC was associated with higher PC. In contrast, higher DC was associated with lower PC. Furthermore, FC had a significant unique relation to PC after accounting for the contribution of DC. We discuss how institutions and programs may help support and empower female graduate students by implementing educational policies and procedures that are supportive of graduate student mothers. This is particularly important because a large proportion of women pursue advanced degrees, and this number is projected to increase.

A Beacon of Health: Ultra-Orthodox Women Graduate with a Bachelor’s Degree in Physical Education

This study examines the effect of a physical education bachelor’s degree program on the healthy lifestyle practices of ultra-Orthodox women. The study included 59 physical education teacher education (PETE) graduates and a group of 78 ultra-Orthodox women who specialized in “healthy activity” at a seminar. Variance analyses were used to analyze the data. The results indicate a significant improvement in the physical activity and nutrition habits of the PETE graduate women compared with the seminar trainee group. This comparative study provides evidence of the positive impact of higher education on the health behaviors of ultra-Orthodox women.

Student loan debt and family formation of youth in Japan

ABSTRACT Since the late 1990s, the number of college student loan debtors has increased rapidly in Japan. Despite the uniqueness of Japanese higher education policies in terms of tuition levels and heavy reliance on educational loans rather than grants, few studies have focused on the influence of student loans on adult youths’ lives. This study is the first to provide a detailed analysis of the relationship between student loan debt and youth life events. We explored the impact of student loan debt on family formation, using a data set of college graduates collected in 2017. We employed survival analysis methods to understand the relationship between student loan debt and marital decisions, and negative binomial models to analyze the impact of this debt on childbearing. The results showed that 2-year college graduate women with student loan debt were more likely to delay marital decisions than women without student loan debt. Taking out student loans also had a negative correlation to childbearing, which was also stronger for 2-year college graduate women. In conclusion, this study revealed that the Japanese government’s reliance on student loans has unexpected consequences. Even following recent reforms, student loan debt continues to be a major financial burden for young Japanese people and is likely to negatively affect family formation in Japan, which has already seen a decline in marriage and fertility rates over the last few decades. Our results call for additional policies to mitigate the negative influence of the Japanese college student aid system.

Analysing Unemployment Rate among Women Graduates in India: A Dynamic Panel Approach.

Analysing Unemployment Rate among Women Graduates in India: A Dynamic Panel Approach.

Examining how Gendered Racism affects Mental Health and STEM Persistence among Graduate Women and Gender Diverse Students of Color

Examining how Gendered Racism affects Mental Health and STEM Persistence among Graduate Women and Gender Diverse Students of Color

Challenges and Adaptation Practices of Farmers on Climate Change

Climate change presents the agricultural industry with unforeseen difficulties, impacting livelihoods, food security, crop productivity, and sustainability. This descriptive study aims to illuminate the prevalent challenges in production and cropping patterns experienced by farmers due to climate change, along with their primary adaptation practices to mitigate adverse effects. It employs statistical tools such as ranking, mean, standard deviation, frequency count, and percentage distribution for data analysis. The respondents primarily consisted of high school graduate women with extensive farming experience and land ownership. Results indicate that climate change has exacerbated challenges in crop production, with low yields, pest and disease outbreaks, and flood damage being the most prominent issues. Farmers encounter numerous challenges in deciding on cropping patterns, mainly due to limited knowledge about viable techniques such as crop mapping, intercropping, pest and nutrient management, and water scarcity in non-irrigated fields. The results also show that farmers have adopted several strategies, including reducing the use of pesticides and petroleum-based fertilizers, conserving water during dry seasons, and improving drainage and soil mulching to prevent weed growth. Interestingly, indigenous methods have also been continuously utilized to mitigate the effects of climate change. This emphasizes the importance of innovative farming methods and ongoing farmer education initiatives for capacity building. Additionally, the results found no statistically significant association between challenges and adaptation practices.

A Dynamic Dyadic Systems Perspective on Communication of Real-Time Support Between Graduate Women in STEM and Their Mentor

ABSTRACT Women of Color (WoC) in science, technology, engineering, and math (STEM) leave doctoral programs at disproportionately high rates. Supportive mentorship is key to increasing belonging and rates of retention, yet little is known about how conversations between mentees and their mentors on academic and personal stress topics unfold in real-time. Applying the lens of Social Cognitive Career Theory to communication dynamics between mentees and mentors, the present study utilized a dynamic dyadic systems (DDS) perspective to examine observationally coded data from six mentee-mentor dyads. First, hierarchical clustering analysis was applied to identify speaking turn types. Then, sequence analysis was used to identify common multi-turn patterns or conversation motifs (CM). Results showed five predominant CMs: (CM1) support provision through listening; (CM2) focus on mentor’s experience; (CM3) support provision through advice; (CM4) mentee’s making a bid for support; and (CM5) mentor dominated conversations. This study demonstrates methods for identifying potentially meaningful patterns of support in stress conversations between mentees and mentors. The application of such methods with larger samples may aid in understanding ways to increase retention among WoC in STEM through mentor support provision.

Hiding in Plain Sight: The Invisibilized Challenges of Black Girlhood in Elite Independent Schools

Background/Context: The experiences of Black girls navigating elite, predominantly white independent schools remain underresearched in the academy despite this issue being integral in disciplines such as sociology, education, and African American studies. Within such institutions, Black girls must navigate the duality of their privilege in having access to the highest quality and resourced education with the marginality of being a demographic minority within a space controlled by cultural elites. Purpose: This study investigates the experiences of Black girls in independent schools via the accounts of Black-woman-identifying alumni of such institutions. This study utilizes a Black feminist framework for understanding the often overlooked excess challenges that Black girls are forced to face. Research Design: Through qualitative semi-structured, conversational interviews with 13 Black women graduates of 10 Mid-Atlantic and New England boarding and day schools, this study explores how the graduates reflect on their experiences navigating elite schooling during formative adolescent years, decision-making processes, and management of Black girl identities within the exceedingly white and wealthy context of independent schools. Conclusions: Significant themes that emerged from the qualitative data generated by this study include feelings of rootlessness from Black and white communities, difficulty navigating a racialized and gendered social hierarchy, and heightened levels of social anxiety and self-consciousness about physical and ideological selves. Through a thematic retelling from those who have lived through the challenges and understand how they are presented in these contexts, the significance of this study’s exploration of Black girls in independent school is the (1) liberation of these historically marginalized voices and (2) potential to provide current school leaders a framework for how best to support their students.

Is Social Justice and the City still relevant? Some thoughts

ABSTRACT This year (2023) marks the 50th anniversary of David Harvey’s Social Justice and the City. At the time of its publication, it was viewed by many as a text that revolutionized thinking in urban geography. Since then, it has been subjected to numerous reviews and critiques. Each time, its intellectual strength allowed it to maintain its place in the geography canon. This paper describes my encounters with Social Justice; how I read it in 1978 as an African American woman graduate student in geography; and how I read it now almost 50 years on. I argue that, while Social Justice of the City demonstrates Harvey’s command of an extensive body of literature, it falls short in several ways. First, in its relative silence on the role of capitalism and the capitalist agenda, it lacks the political assertiveness (aggression) that the times required. Second, it fails to acknowledge a socio spatial dialectic or the importance of sociological variables (race/ethnicity, gender, and intersectionality) in planning. Finally, as a theory, it fails to anticipate the intellectual advances in the US and geography. This paper offers a brief synthesis of the ideas in existing reviews but is primarily a personal reflection.

Factors Affecting Employability of Women Graduates in Engineering and Technology Education: Evidence from Ethiopia

Employment opportunities for graduates are an important issue. This study has two objectives: analyzing female graduates’ employment participation and investigating the factors affecting women graduates’ employability in engineering and technology education in Ethiopia. Secondary data have been analyzed to establish women graduates’ involvement in STEM employment using graduation and employment data. Primary data were collected from 384 women graduates of engineering and technology education. The Probit model results reveal that the unemployment of engineering and technology graduated women are negatively influenced by communication skills, Academic performance (cumulative GPA), willingness to migrate from one place to another for searching jobs, and non-technical skills. While job preference and marriage impact women’s unemployment positively. Hence, graduated women themselves, the government, and other stakeholders should enhance women graduates’ employment opportunities. Such as graduates must improve their communication skills and non-technical skills, record better grade points, and be ready to go everywhere to find jobs. They must also be prepared to do available work, become an entrepreneur, and decide for late marriage until they have a job. The government must create a channel between universities and firms through teaching with a work placement curriculum, more concern on practical works, approve the peace and security of citizens, and expand infrastructure.

The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence of Women

Currently, the number of job offers in STEM careers (Science, Technology, Engineering and Mathematics) is growing up, but by contrast, the number of graduates in these fields is decreasing, particularly women graduates. Consequently, if we do not promote the training of women in STEM careers, the gender gap, far from narrowing, will continue to widen. This paper presents the research carried out in the ALAS project (Accompanying girLs towArds STEM careers), which consists of an experimental analysis based on a multi-model study to discover the possible causes of this low participation of women in STEM fields. The models used are the (1) expectancy–value theory of motivation, (2) social role theory, and (3) gender stereotypes theory. Additionally, participatory workshops have been carried out, with the aim of capturing the students’ reactions when they are introduced to STEM practices. The surveyed target groups range from primary education groups up to university graduates and enterprise employees, including both students and teachers. The obtained results show that there are still social patterns that make young people differentiate certain types of activities based on gender, especially at secondary school age. Nevertheless, the findings reveal that beyond the three studied models, a key factor in young people’s decision to be enrolled in STEM careers is their educational environment.

자기자비 글쓰기가 여자 대학(원)생의 신체 수용과 신체 수치심에 미치는 영향

Objectives The present study examined the effects of self-compassion writing treatment on body shame and body appreciation in comparison with distraction writing treatment for women (under) graduate students.
 Methods Among 517 undergraduate and graduate students completing BES(Body image Esteem Scale) prior to the experiment, participants with high level of body dissatisfaction were selected. They were randomly assigned to the self-compassion writing group and the distraction writing group. After they recalled and wrote about personally negative body experiences, then they wrote self-compassionately or objectively describing the facts about their experiences. Participants were asked to complete the self-report scales of state self-compassion, body shame, and body appreciation before and after recall, and after writing.
 Results The results showed that participants in the self-compassion writing condition reported more improvement in state self-compassion, body shame and body appreciation in comparison with participants in the distraction writing condition. There were statistically significant differences between groups.
 Conclusions These results suggest that self-compassion writing treatment can be a useful intervention to improve body appreciation and to reduce body shame.

Self-Silencing as Protection: How the “Angry Black Woman” Stereotype Influences How Black Graduate Women Respond to Gendered-Racial Microaggressions

ABSTRACT This study examines how Black graduate women respond to gendered-racial microaggressions at a historically White institution. Using Critical Race Theory and Critical Race Feminism, this study also explores the social and psychological factors that contribute to their responses. Data suggest that participants’ responses are influenced by stereotype threat and a fear of perpetuating the “angry Black woman” stereotype. Findings show that this fear caused participants to self-silence as a form of protection. Implications for practice and suggestions for future research are provided.

Formación y graduación de mujeres en el Instituto de Ciencias y Artes de Oaxaca, 1888–1955

The article analyzes the process of insertion, education, and graduation of women in the Institute for Sciences and Arts of Oaxaca (ICAO, its acronym in Spanish) from 1888, the year in which their admission was decreed, to 1955, the year in which the icao became the “Benito Juárez” University of Oaxaca. I argue that these 67 years constitute a period of vital importance to understand the way in which the female presence in the most important university in the state was consolidated. I also demonstrate how the female conquest of the professions in the Oaxacan entity did not occur through long careers, but through short ones, which were more widely accepted for being more practical, simple, and consistent with what is expected of women. My research is based on documentation from the Historical Archive of the “Benito Juárez” Autonomous University of Oaxaca.

Breaking Barriers: Understanding and Overcoming Societal, Institutional, and Cultural Health Challenges for Women in STEM Fields

This interdisciplinary investigation delves into the multifaceted analysis of barriers within the realms of socioeconomic, cultural, institutional, and mental health aspects to attain a deeper comprehension of the persisting underrepresentation of women within STEM (Science, Technology, Engineering, and Mathematics) professions. Despite regulatory efforts aimed at fostering gender equality, women remain a minority in STEM domains, constituting a mere 34% of the workforce. This disparity is glaring, with women comprising only 21% of engineering majors and 19% of computer science majors, thereby illustrating the pervasive underrepresentation across the academic spectrum. Additionally, gender pay disparities persist, accentuated by biased recruitment and advancement practices that culminate in considerably lower earnings for women in comparison to their male counterparts. Young girls and women face discouragement in pursuing STEM vocations owing to entrenched stereotypes, a dearth of female role models, and an inhospitable institutional milieu. Prevailing societal biases continue to perpetuate the notion that STEM is predominantly male- dominated, portraying scientists and STEM professionals primarily as men. The absence of female role models, particularly for Black women, compounds this challenge. Furthermore, institutional impediments within academic and research settings perpetuate gender insensitivity, mandating conformity to traditional gender norms and impeding the progression of women in their professional trajectories. Additionally, the rigorous demands of STEM education exacerbate mental health issues, notably amongst graduate women hailing from various socioeconomic strata. These issues manifest as heightened stress levels, anxiety, depressive disorders, and even suicidal ideation, dissuading young girls from embarking on STEM careers. To redress these obstacles and propel gender equality within STEM, recommendations encompass the implementation of affirmative action and equal pay policies, robust advocacy for inclusivity and diversity in STEM education and workplaces, establishment of mentorship initiatives, and proactive efforts to debunk prevalent stereotypes. Essential too is the destigmatization and establishment of comprehensive mental health support initiatives tailored to the unique needs of underrepresented groups within STEM. This study underscores the urgent call for collaborative action by governments, institutions, and stakeholders to cultivate a more hospitable and equitable STEM environment for women. It accentuates the paramount importance of comprehending and addressing the intricate interplay of factors inhibiting gender parity within STEM professions. To conduct a meticulous exploration of the intricate nexus between societal, cultural, institutional, and mental health elements contributing to gender disparities in STEM, the research methodology involved a triangulation of data from scholarly journals, surveys, and academic papers within the STEM domain

How equity practices within universities facilitate women graduates' employability

PurposeThis paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders.Design/methodology/approachThe authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994).FindingsThe paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability.Research limitations/implicationsThe paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated.Practical implicationsUniversities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness.Social implicationsStrategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leadership positions to be/come change agents move beyond what Cockburn (1989, p. 218) defines as supporting a short-term agenda of “equality for individual women … [to supporting a] project of transformation for organizations”.Originality/valueThe novel contribution of this paper is the feminist conceptualisation that gender equity practices, most notably a composite of gender equity quotas and professional development, are located within universities' remit to support graduate employability.

Part of the Landscape

In 1969, Lincoln College (later University) opened a two-year postgraduate course in Landscape Architecture, the first of its kind in New Zealand. It was described as "for those who seek employment as professional landscape designers in private consulting practice or as members of planning teams in departments concerned with major engineering projects, highways, forestry, conservation and large-scale agricultural development." The college was seen to actively encourage women into the profession and from the first days of the course at Lincoln, women were part of the landscape. On March 3, 1969, Emily Mulligan was one of five founder students attending the first lecture of this new course. After Mulligan graduated in 1971, she was joined, in 1974, by Di Lucas, Diane Menzies and Esmae Sage, and not long after then, women started to regularly fill about half of each Landscape Architecture class. In comparison, the first woman student at the Auckland College School of Architecture, Laura Cassels-Browne, enrolled in 1926, nine years after the establishment of the school. The first woman graduate of the School of Architecture was Merle Greenwood in 1933, 16 years after the school's establishment. Even in the 1960s and 70s women architecture students (who still made up small numbers) reported feeling uncertain of their welcome into the profession. Drawing on conversation with Emily Mulligan (now Williams), this paper will explore the nature of the landscape course at Lincoln, in what ways women students were encouraged in its early days, and the relationship of the course with the wider profession.

A Dynamic Analysis of Women’s Labour Force Participation in Urban India

AbstractThe introduction of the Periodic Labour Force Survey (PLFS) heralded a methodological innovation for the study of Indian labour, allowing the researcher to build panels tracking urban individuals over a year. Using two rounds of the PLFS covering the periods 2017–18 and 2018–19, we construct a pooled panel of urban Indian individuals aged 15–65 and focus on women’s experiences in the labour force. We find evidence of low dynamism in the Indian economy, with women facing significant difficulties regarding labour force participation. While a majority of women remain outside the labour force throughout the year, those who do participate face significant disadvantages. Job-finding rates for women are half that of men, indicating weak demand for women’s labour in the economy. Women face significant exits from both employment and unemployment, with nearly 18% of employed women leaving their jobs and moving to non-participation over the year. Women’s relative disadvantages persist even when age and education are considered, with the lowest job-finding rates seen for young and graduate women, and rates of labour force exit much higher than that of men. This paper highlights the importance of looking at demand side questions when it comes to examining women’s labour force participation.

The Relationship between Women's Education Levels and Animal Foods Purchasing and Cooking Practices

Süt, et, yumurta ve ürünleri gibi hayvansal gıdaların satın alınması ve pişirilmesi konusundaki bilgi, tutum ve uygu- lamalar, gıda kaynaklı hastalıkların oluşmasını önlemede anahtar faktörler olabilmektedir. Bu çalışmada günde en az bir kez evinde yemek yapan kadınların hayvansal gıdaları satın alma ve pişirme uygulamalarının eğitim düzeyleri ile ilişkisini belirlemek amaçlanmıştır. Bu kesitsel çalışmaya Erzurum ili’nin merkez ilçelerinde yaşayan toplam 400 kadın katılmıştır. İlkokul ve ortaokul mezunu kadınların gıda ürünü satın alımında önceliği ürünün fiyatı olarak belirlenirken üniversite mezunlarının ürünün markasına dikkat ettiği belirlenmiştir (P<0.001). Katılımcıların büyük çoğunluğu (%78.5) peynir satın alımında peynirin kalite özelliklerinden tat ve dokusunu önemli bir kalite kriteri olarak dikkate almıştır. Ka- dınların en çok tercih ettikleri et pişirme yöntemlerinin haşlama (%47.5) ve kavurma (%35.8) olduğu saptanmıştır. Bu- nunla birlikte et pişirmede üniversite mezunu kadınların en fazla tercih ettikleri yöntemin fırında pişirme, en az tercih ettikleri yöntemin ise kuru baklagillerle pişirme (P<0.001) olduğu ortaya konmuştur. Katılımcılardan üniversite mezunu kadınlar yumurtayı kayısı pişirmeyi, ortaokul mezunları rafadan pişirmeyi ve ilkokul mezunları çok katı pişirmeyi tercih ettikleri tespit edilmiştir. Bu çalışma, kadınların eğitim düzeyi ile gıdaları satın alırken dikkate aldıkları özellikler ve tercih ettikleri pişirme yöntemleri üzerinde etkili olduğunu göstermiştir. Çalışma sonucunda eğitim düzeyinin beslenme ile ilgili doğru tutum ve davranışlara yol açtığı saptanmıştır.