Women's Learning Research Articles

Exploring the linkage between TV shows and women's empowerment in a metropolitan city of Pakistan

In Pakistan, Television (TV) morning shows attained a lot of popularity among urban women over time due to the presentation of women centric content. This study has attempted to analyze the content of TV morning shows and assessed its linkage with women's empowerment (WE) by considering a case of Lahore – a metropolitan city of Pakistan. The study relied on qualitative information from 66 episodes of selected five leading morning shows and survey data of 260 urban women viewers of TV morning shows. Content analysis of morning shows revealed that around 38–77 % episodes (varying across TV morning shows) presented the content on WE, and 44–60 % episodes invited women celebrities to portray their success journey to influence the learning behaviour of women viewers. Surveyed women perceived that the learnings from TV morning shows, particularly from the success stories of celebrities, have been effective for influencing different aspects of their empowerment such as their mobility and participation in social networking, their awareness on financial matters, choice of career and participation in household level decision making. Econometric analysis also validated the positive relationship between TV morning shows and women empowerment. Based on findings, it can be concluded that TV morning shows mainly have positive influence on women's learning behaviour and informally sensitize them on different aspects of their empowerment. Based on findings, the study highlights that well-planned TV morning shows may trigger a change in the behaviour of the public on a larger scale to achieve national objectives on women's empowerment and gender equality.

The Impact of Teaching Aids in Learning of Women's Reproductive Organs For Blind Teenage Students At SLBN A Kota Bandung

This research explores the impact of puppet media as teaching aids in teaching the anatomy of female reproductive organs to blind children in class 9 at SMPLB N Pajajaran, Bandung. In the context of sexual education for children with special needs, understanding reproductive anatomy is crucial for self-protection against sexual abuse and sexually transmitted diseases. Using a qualitative approach, this study examines strategies, techniques, and methods in inclusive education to help blind children understand female reproductive anatomy. It considers their developmental needs and abilities in selecting suitable learning media. The research aims to benefit students, teachers, and schools by enhancing knowledge and skills related to reproductive health and offering new methods for teaching sexual education. Theoretically, it seeks to advance the development of effective learning tools for blind children. This research is urgent because it promotes awareness and protection of reproductive health among blind students, ensuring inclusive and equitable sexual education. It supports national education goals by addressing the special needs of each child, contributing to a smarter and more inclusive society.

Learned Women, “Leftover” Women, and “The Third Sex” Women's Learning in the Confucian Tradition and Contemporary China

Abstract This paper investigates women's learning experiences in the Confucian tradition and the social dismay and stigma associated with them. Despite being considered a meta-virtue in the Confucian tradition, learning becomes rather complex when women are the learners. It is viewed by learned women as a curse rather than a blessing in pre-modern China; it is associated with the stigma of “leftover women” and “the third sex” in contemporary China. Based on an examination of works written by women thinkers, I argue that the asymmetry in social recognition for men's and women's learning is rooted in the social and family structure of nei (in) and wai (out), which does not assign sufficient cultural and moral significance to learning achieved in the nei domain nor permit its continuous and accumulative existence. I propose two preliminary steps to rectify the issue of the lack of social and moral recognition of women's learning: first, a reforming of the nei and wai structure to allow assigning more moral, cultural, and normative significance to affairs in the nei domain. Second, re-examine and utilize classical Confucian texts such as the Mencius and later works by women writers to support and guide such reformations.

Examining the Relationships Between Lifelong Learning and Self-Confidence of Women Working in the Public Sector

The aim of this research, which emphasizes the importance of the concept of self-confidence in being a lifelong learner and tries to explain the place of self-confidence in the context of lifelong learning, is to reveal the relationship between the self-confidence levels and lifelong learning levels of women working in the public sector, the lifelong learning levels of working women and To examine their self-confidence in terms of various variables (age, profession, marital status, educational status, years of service). The research was conducted with the relational scanning model, one of the general scanning models. Data were collected with the Women's Self-Confidence Scale and the Employees' Lifelong Learning Scale. The sample group consists of 396 female employees working in the public sector in the center of a province located in the Western Black Sea Region. As a result of the research, it was determined that the self-confidence levels and lifelong learning levels of working women were high. While there was no significant difference between women's self-confidence levels and the variables of age, marital status, education level, professional group, and years of service; It was observed that the only variable that had a relationship with self-confidence was income level. A significant relationship was found between the lifelong learning level of women and the variables of age, education level, occupational group, years of service and income level; It was revealed that there was no significant relationship with the marital status variable. There is a moderate positive relationship between working women's lifelong learning levels and their self-confidence. It has also been concluded that the self-confidence of working women makes it easier for them in their working lives and has positive effects on their lifelong learning competencies.

Women's School "Ratho Ebhu" to Empower Women in Stunting Prevention-Based Family Centered Nursing in Pamorah Village, Tragah Prefecture

Stunting is a national problem, the solution of which requires cross-sectoral cooperation. Stunting is a chronic condition that cannot be cured but can be controlled. The growth and development period for toddlers is a period that happens quickly and will never be repeated. Stunting cases in children can be used as a predictor of the low quality of a country's human resources. Stunting causes poor cognitive abilities, low productivity, and an increased risk of disease, resulting in long-term losses for the Indonesian economy. Pamorah Village is the 2022 stunting locus village; there are 26 stunted children. The results of interviews with partners leading the Pamorah Village PKK driving team found that health problems related to high cases of stunting in children are still a problem caused by several factors, including the low number of Posyandu visits, low immunization coverage, distant access to health services, high cases of early marriage, low awareness of clean and healthy living behavior, low levels of exclusive breastfeeding, child care is handed over to grandmothers because parents work outside the island so that nutritional parenting patterns follow grandmother's family culture, some pregnant women do not have check-ups with health workers and health facilities, short pregnancy intervals due to low number of mothers of productive age who use contraception. The aim of community service is to increase community knowledge and change community behavior in health through women's schools in an effort to prevent stunting. The expected output is a pocket book on women's school health education and training, as well as publications in the mass media, women's school learning plans, and the publication of community service journals.

We Are All Afghanistan

On October 15, 2021, Women's Learning Partnership (WLP) convened an online, public conversation with former Minister for Women's Affairs in Afghanistan, Sima Samar, and former Governer of Bamyan Province, Habiba Sarabi, moderated by former UNFPA Executive Director Thoraya Obaid and WLP Founder and President Mahnaz Afkhami. Audience members were from around the world, including directors of WLP’s partner organizations in Asia, Central Asia, Latin America, and the Middle East. A question and answer session, moderated by WLP Executive Director, Allison Horowski, followed the conversation.

중국 여성의 평생학습 참여동기와 학습성과 관계에서 사회적 지지와 학습몰입 매개 효과 연구

The purpose of this study is to investigate the relationships among lifelong learning motivation, social support, learning engagement, and learning outcomes in Chinese adult women to enhance their lifelong learning performance. The research examines differences in lifelong learning motivation, social support, learning engagement, and learning outcomes among Chinese adult women based on background variables. Additionally, the study analyzes the structural relationships between these variables and explores the mediating effects of social support and learning engagement. According to the results, adult women's motivation for lifelong learning has a positive impact on learning outcomes, and both learning orientation and goal orientation also positively influence learning outcomes. Positive relationships were observed between lifelong learning motivation and social support, learning orientation and social support, as well as goal orientation and social support. In terms of the relationship with learning engagement, both lifelong learning motivation and learning orientation had a positive impact, while the relationship with goal orientation was not significant. Furthermore, indirect effects of social support and learning engagement on learning outcomes were confirmed. Social support mediated the relationship between lifelong learning motivation and learning outcomes, as well as between learning orientation and learning outcomes, and goal orientation and learning outcomes. The study's findings highlight that Chinese women's lifelong learning motivation positively influences learning outcomes through social support and learning engagement. Consequently, the study suggests strategies to enhance lifelong learning motivation, improve social support, and foster learning engagement in Chinese women to elevate their learning outcomes. Efforts are emphasized to strengthen social support and promote diverse learning activities for the positive influence of women's lifelong learning motivation on learning engagement and outcomes.

Relationship Between Participation in Maternity Classes and Knowledge About Pregnancy and Childbirth

The participation of pregnant women in pregnant women's classes increases mothers' knowledge about the danger signs of pregnancy. Classes for pregnant women at the Krui Health Center run according to a predetermined schedule. However, after evaluating the K4 visit, it was found that the K4 achievement was still below the target of 95%. This study aimed to determine the relationship between maternal participation in pregnant women classes and knowledge about pregnancy and childbirth in the Working Area of ​​the Krui Health Center, Pesisir Barat Regency, in 2023. This type of research is quantitative with a cross-sectional design. The population in this study were all third-trimester pregnant women with gestational age > 36 weeks in the Working Area of ​​the Krui Health Center with a total of 51 people. The sampling technique used is total sampling. Data collection instruments used questionnaires and the MCH book. Data analysis in this study used univariate and bivariate (chi-square). The results of this study indicate that 29 (56.9%) respondents actively attended classes for pregnant women, and 28 (54.9%) respondents had good knowledge. The data analysis results show a relationship between mothers' participation in pregnant women's classes and learning about pregnancy and childbirth in the Working Area of ​​the Krui Health Center, Pesisir Barat Regency, in 2023, with a p-value of 0.042. Pregnant women are expected to actively participate in classes for pregnant women to increase their knowledge about matters in pregnancy and childbirth.

Do Measures of Systemizing and Empathizing Reflect Perceptions of Gender Differences in Learning Affordances?

Gender differences in systemizing and empathizing are sometimes attributed to inherent biological factors. We tested whether such effects are more often interpreted as reflecting men's and women's different learning affordances. Study 1 (N = 624) estimated gender differences in item-level activities from systemizing and empathizing scales (SQ, EQ) in large representative samples. Lay coders (Study 2, N = 199) and psychology experts (Study 3, N = 116) rated SQ and EQ activities as being more learned (vs. innate) and believed that men receive more systemizing and women receive more empathizing (Study 3 only) affordances. Items showing the largest gender differences in Study 1 were those rated as having the largest gender affordances (more than gendered genetic advantages) in Studies 2 and 3. Claims about inherent sex differences in systemizing, and to a lesser degree empathizing, appear to be out of step with a consensus view from the public and psychological scientists.

Contesting Women's Learning and Fashion: Ann Murry's Moral Zoological System in the Lady's Magazine

This article focuses on Ann Murry's serial essay “The Moral Zoologist, or Natural History of Animals,” which appeared in the Lady's Magazine in sixty-seven letters between 1800 and 1805. I argue that Murry's “The Moral Zoologist” contested the bounds of women's scientific knowledge in the eighteenth century. Although some scholarship has argued that women's magazines usually did not provide a coherent curriculum for female readers and confined their female readership to the merely entertaining or domestic, Murry used “The Moral Zoologist” to present readers with a systematic view of animal life, as well as moral reflections on the relationship between humans and animals. In particular, “The Moral Zoologist” includes pointed critiques of the use of animal fur and feathers for clothing and therefore provides a contrasting perspective for readers to consider when they peruse the fashion pieces that also populated the pages of the Lady's Magazine. Murry's work, therefore, shows that eighteenth-century periodicals for women were complex spaces in which different ideas about the relationship between women, science, animals, and ethics could coexist.

Women, education, and violence: How women displaced into camps in north‐east Nigeria take up education

AbstractMotivationThe Boko Haram insurgency has ravaged north‐east Nigeria since 2002. The killing, kidnapping, and burning of homes have left millions homeless in its wake. The insurgency has especially affected women. Boko Haram kidnapped 276 girls from a school in one instance; abducted partly for ransom and partly because Boko Haram resents Western education, especially for girls and women. Boko Haram has the dubious distinction of deploying the highest number of women as suicide bombers in history.PurposeHow has displacement by the insurgency affected women's learning and education? How do women affected by Boko Haram experience self‐regulated learning? These questions shed light on how individual resilience manifests itself in women affected by violence and how learning opportunities can be taken up.Methods and approachOver two years, I repeatedly interviewed, using Skype, 10 women aged 18 years or more living in a camp for displaced persons in north‐east Nigeria owing to the violence of the insurgency. I analysed the themes raised in interview using Bandura's self‐efficacy and sensemaking theory as a conceptual framework.FindingsThe interviews revealed three main themes with six subthemes. One theme was the suffering of the women expressed as unquantifiable loss and worries about physical sustenance. A second was support by talking with family and friends, expressed as giving them a compass to guide their lives and encouragement to take advantage of opportunities like education in IDP camps. A third theme was tomorrow and hopes, expressed as dreams of a profession or career, and as desired education and marriage. Social relations helped the women to hope and to aspire. The bonds they built with each other to survive in their new circumstances helped them thrive, therefore developing self‐efficacy. The camp had schools, to which they were able to send their daughters. Many women and girls who previously had no access to Western education in their former lives in deprived villages now had such access.Policy implicationsThe study shows how violence, displacement, and social relations, allied to the concrete opportunity of schooling, allow women to access formal education and create new visions. Policy‐makers should recognize the agency of women in camps, and make sure that schools and other means of education are provided.

Pembelajaran kelas ibu hamil terhadap pengetahuan dan sikap ibu tentang pencegahan anemia dan Kurang Energi Kronis (KEK)

Background: Pathological conditions during pregnancy and until childbirth are important to pay attention to. One form of education is through pregnant women, which is a form of prenatal education that can increase their knowledge, attitude change, and positive behavior of pregnant women about anemia and Chronic Energy Deficiency (CED). Thus, every mother can conduct pregnancy and childbirth examinations for the health workers. The aim was to reduce maternal and child mortality rates.Objectives: This study aimed to measure the effect of pregnant women's class learning on their knowledge and attitudes about anemia and CED prevention. Methods: The study was a quasi-experiment using the one-group pretest-posttest design approach, with a sample size of 55 pregnant women taken randomly. The study was conducted from June to July 2019 at the Banda Mulia Aceh Tamiang Health Center. Data collection of knowledge and attitudes was conducted using direct interview techniques and questionnaire instruments. Statistical analyses were performed using a Dependent T-test with a significance level of 95%.Results: After the intervention, most of the pregnant women had good knowledge (61,8%) and positive attitudes (87,3%). There was an effect of class learning for pregnant women on knowledge (p= 0,042) and attitudes (p= 0,038) regarding the prevention of anemia and chronic energy deficiency (CED).Conclusion: Classroom learning for pregnant women improves their knowledge and attitudes regarding the prevention of anemia and chronic energy deficiency.

Women's learning aspirations and literacy issues in Islam

Women's learning aspirations and literacy issues in Islam

Online Course Model of Social and Political Education Using Deep Learning.

This study aims to improve the social and political literacy of college students. Social and Political Education (SPE) is studied for undergraduates. Firstly, the background of the subject research is introduced. The face recognition module is built based on deep convolutional neural network (DCNN). The sociopolitical situation of the study subjects is analyzed through a questionnaire. Secondly, a model of the learning process is constructed. Finally, the SPE online course learning platform is constructed. Empirical studies are divided into experimental and control groups. The findings show that all model assumptions are valid. There is a significant structural relationship between the influencing factors of the SPE learning process of college students in the study area. The students selected as research objects lack innovation and critical thinking in the learning process and have certain deficiencies in innovative thinking and critical thinking. The questionnaire has good reliability and validity. The predicted data of the designed platform are compared with the predicted data of the control group. Social science competencies by gender are compared. The results showed little difference in the effectiveness of students using other methods for sociopolitical learning. The data of the experimental group before and after the test are quite different, indicating that the designed experimental platform has played a certain positive role. There are significant differences in the posttest data between the experimental group and the control group, indicating that the constructed online course learning model has a positive impact on students' innovative thinking and critical thinking. Women's learning motivation and transfer learning ability are stronger than those of men. The constructed model has certain feasibility for the learning of SPE online courses with face recognition module. These contents provide a reference for the reform of social and political courses.

How do learners view adult education? Women learners’ perception on the Ethiopia's adult education programme

The perception of adult learners and societies towards educational programmes including adult education affects their effectiveness. This study aims to explore the perception of Ethiopian women adult learners towards the Integrated Functional Adult Education programme using qualitative case study as methodology and social constructive ideology as paradigm to figure out the women learners’ perception towards adult education program. Data was collected using interviews and focus group discussions with women learners employing purposive sampling techniques. The study found that initially women learners were suspicious to attend the programme but became enthusiastic to attend. Women’s fear of the programmes relevance is replaced by gratitude as attendance continues. The study also showed the programme answers the women’s longing for formal education.

Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training

Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training

Improving infant feeding, care, and dental hygiene practices in South Asian infants aged younger than 2 years in east London through women's group participatory learning and action cycles (NEON): a behaviour intervention trial

BackgroundFeeding practices developed during the first 1000 days of life can affect growth, development, and lifetime risk of nutrition related and dental-related diseases. In the UK, barriers to recommended complementary feeding practices among South Asian caregivers include food access, bicultural issues, and inconsistent advice from health professionals and community members. We aimed to improve infant feeding, care, and dental hygiene practices among South Asian communities in East London boroughs by co-developing a culturally sensitive intervention and adapting the WHO-recommended women's group Participatory Learning and Action (PLA) cycles. MethodsWe developed an intervention package, in collaboration with multilingual community facilitators, community members, and stakeholders from the local health and social care system (ie, health visitors, dieticians, dentists, children's centres, and local authorities), that consisted of: PLA group facilitator manual, picture cards of recommended or non-recommended feeding practices, healthy recipes book, community asset map, and list of local resources and activities. We conducted monthly intervention development meetings with South Asian community facilitators (n=10) and workshops with South Asian community members (n=25). The inclusion criteria were pregnant women, mothers or female carers for infants younger than 2 years, backgrounds from Indian Gujarati or Punjabi, Sri Lankan, Bangladeshi, or Pakistani backgrounds, and living in the London Boroughs of Tower Hamlets, Newham, or Waltham Forest. The community was involved at three levels: researchers assisting in recruitment and data collection, meeting and workshop facilitators, and intervention developers. The primary outcome was to codevelop the intervention toolkit. This study has obtained ethical approval from the UCL Research Ethics Committee (identifier 17269/001). Community members have agreed to participate and given audio or video consent before their participation in the workshops. Verbal consent was witnessed and formally recorded. FindingsBetween Feb 1, 2020, and Nov 30, 2020, we held eight intervention development meetings in community centres and online. Between Dec 1, 2020, and Feb 28, 2021, four workshops took place online using Zoom. Participants contributed valuable input for intervention development on content, activities, photographs, cultural recipes, artistic design, objectives, schedule, and location. We were able to develop the intervention toolkit with positive perceptions from the community facilitators and community members. InterpretationWe developed a culturally sensitive approach in partnership with health and social care practitioners to address public health issues in a resource-poor ethnically diverse community. Greater use of community assets aligns with the NHS 10-Year Forward Plan. FundingNational Institute for Health Research (reference NIHR300020).

Learning experiences of women entrepreneurs amidst COVID-19

PurposeCOVID-19 pandemic triggered unexpected crises, which were beyond the imaginations of a common man. It changed the order of routine life and the business world. In this challenging condition, the survival of the small business was at high risk. Following experiential learning theory, the purpose of this paper is to explore women's entrepreneurial learning obtained during the COVID-19 pandemic, the challenges experienced by them and strategies undertaken to transform businesses.Design/methodology/approachTo explore Pakistani women entrepreneurs' lived experiences and learning during the COVID-19, researchers used a qualitative interview design. The interviewees reported their experiences about the effects of COVID-19 on their business and entrepreneurial learning from such a crisis.FindingsThe findings of the study indicate new fractions of knowledge from the novel learning of the female entrepreneurs throughout the experience of the COVID-19. The transformation from manual business dealings and financial transactions to virtual dealing and the online transaction was the addition of novel learning. Furthermore, the analysis provides insights into the challenges experienced by women entrepreneurs, strategies undertaken and lessons learned from COVID-19. The life lessons learned showed the importance of technical skills and their business operations during the crisis.Research limitations/implicationsThis study is very specific in its context and limitations of this study offers new avenue for research to extend study in different perspectives. First, interviews were conducted from women entrepreneurs running businesses in sub-urban cities of Pakistan, where study can be extended to include both male and female in a comparative study which can expose new dimensions. Second, this study is conducted in the sub-urban areas of the Sindh province of Pakistan, which can be extended to other areas of the country because Pakistan is multicultural and multilingual, which offer different gender specific factors for entrepreneurial activities in general terms but in case of the Covid-19 situation, there exists great variations and social stratifications. Third, this study can be extended to other developing or developed countries or comparative study can provide a new flavor of knowledge.Practical implicationsThe study's finding offers few implications for the entrepreneurs, societies and government at large. Although the pandemic crisis has had devastating effects on health and lifestyle activities, there is always a ray of coming to innovative approaches to fulfill the entrepreneurial desires and serve the community. Thus, entrepreneurs are encouraged to contribute to the economy as a part of society through their sustainable products and services for the greater good. There is also a need for some social policies to find entrepreneurial ways to deal with the COVID-19 crisis that integrates value co-creation for society (Ratten, 2020b). Government and society should also intervene and play their role to encourage women entrepreneurs to feel a sense of empowerment, contribute to family income, alleviate poverty, create jobs and help in economic growth.Originality/valueThis study's unique contribution and origin are to explore the COVID-19-related entrepreneurial learning experiences of women entrepreneurs in a developing country (Pakistan). Moreover, this study theoretically contributes to the development of experiential learning theory by expanding its insights during COVID-19.

Life course learning experiences and infant feeding practices in rural Rwanda

Most studies about infant and young child feeding (IYCF) practices are often perceived as an individual choice depending on mothers' or caregivers' knowledge or attitudes and are focused on mothers' failure rather than successes in adequately feeding their children. However, the role of life course experiences in IYCF is less investigated. Applying a Salutogenic Model of Health, this study on 14 mothers looks at women's life course learning experiences shaping appropriate IYCF practices during the first year of child's life in a rural district of Rwanda. Transcripts from in‐depth interviews were analysed using thematic analysis. Results indicate that positive social interaction with parents or grandmothers during childhood such as sharing meals, parental role models for dietary choices and cooking skills gained by participating in household food preparation played a role in shaping appropriate IYCF practices. Negative experiences during childhood also had a positive influence on IYCF practices for some participants by converting life course constraints into learning opportunities. Motherhood increased mothers' sense of responsibility over their children's health and nutrition. Moreover, mothers' participation in community cooking classes and role modelling approach were strong avenues that enabled their learning through positive interactions and encouragement. Nutrition promotion interventions should consider tailoring nutrition advice to the complexity of mothers' life course experiences by creating opportunities for positive learning experiences of appropriate IYCF practices.

Promoters of Morality, Moral Mainstays, and Guardians of Cultural Superiority: The Gentry Women's Praise of Female Chastity and Expectations of Women's Social Roles and Responsibilities in Qing China

This article examines gentry women's writings on female chastity and views on relevant topics such as women's learning, education and identity in Qing China. As can be shown, their enthusiastic praise for chaste women in effect reflected their expectations of women's social roles and responsibilities. The erudite mid-Qing female scholar Wang Zhenyi established chaste women as virtuous exemplars that promoted social morals. In this way, she illustrated the meaning of “correct beginnings”, that women's upright behaviors in the inner quarters would positively influence the outer world. Also, she advocated that women should engage in learning for the cultivation of their virtue and undertake the responsibility of upholding morality. During the late Qing, when more and more “new women” transgressed the inner-outer boundary and neglected the traditional concept of womanhood, the guixiu reformers Zeng Yi, Xue Shaohui, and Shan Shili extolled chaste women as moral mainstays, whom they expected would resist the decay of female norms and save the social and ethical order. These moderate reformers recognized women's education as a foundation for strengthening the nation. Simultaneously, they defined the role of women as that of competent household managers within the “inner” family. Furthermore, based on the fact that these gentry women regarded the traditional womanly virtues, the principle of gender segregation, and the restriction of women's role to the inner sphere as symbols of China's cultural superiority, which, they insisted, must be preserved in women's education, we should conclude that in their eyes, the virtuous women who defended these cultural morals would indeed become guardians of the perceived superiority and unique nature of Chineseness as well.