Suchergebnisse

In a recent systemic review of research on Disabled*1 students in Higher Education (HE), Kutscher and Tuckwiller (2019) highlighted the lack of any intersectional examination of disability and argued that research examining the intersections of disability and gender, race, sexuality, et cetera. are urgently needed. In the UK, a House of Lords Committee released a report that highlighted the many disadvantages still faced by Disabled students in UK HE, highlighting issues around access, support, and performance –finding that there is an attainment gap for Disabled students in UK HE (Hector et al., 2020). This article uses intersectionality as critical social theory (Collins, 2019) in the examination of the success (or otherwise) of Disabled women in HE in the UK. Defining "success" as completing a degree and attaining "Good Honours", the aim is to identify how the success of Disabled women students in the UK compares to non-disabled women, Disabled men, and non-disabled men. The findings suggest that there are intersectional disadvantages for Disabled women students; suggesting that there is an attainment gap for Undergraduate students and differences in the likelihood they continue and gain their intended award at postgraduate taught level. This paper is the first to examine the intersectional effects of gender and disability in UK HE students, and as well demonstrating this it highlights areas for future research.

This study presents accounts of nine women student athletic trainers (SATs) working as interns in an athletic program at a large university. The presence of women within a historically closed masculine sport environment was resolved by viewing the women within the traditionally feminine roles of "mom,""sister," and "lady." Subject to overt and subtle discrimination, sexist and misogynist behavior, as well as sexual harassment and imposition, the women were essentially forced to choose among behaviors that either "defeminized" or "deprofessionalized" them. A professional attitude was generally favorable to coaches and supervisors yet defeminized them in the eyes of peer trainers and male athletes. On the other hand, a sociable attitude permitted positive peer relations but deprofessionalized them in the eyes of peer trainers and male athletes. Hence, while the mom, sister, and lady labels sometimes prevented offensive behavior by men, they contributed to the women's professional disempowerment and sexualization.

Although the values of pluralism and diversity are enshrined in social work's Code of Ethics, the literature indicates that religious students will experience hostility within social work schools. This qualitative study explores how religious Jewish and Arab-Muslim social work students in Israel experience the secular academic context, in light of the profession's values. Semi-structured, in-depth interviews were conducted over a 6-month period, starting in January 2018, with third-year women students of social work at the country's largest public college – a microcosm of Israeli society in terms of ethnic, religious, and national affiliation. The participants were 20 women (10 Jewish and 10 Arab-Muslim) who self-identify as religious, in a secular academic setting. Analysis of the findings yields a broad and varied picture: the main themes include the initial encounter with the physical, social, and intellectual college environment; questioning whether academe is really liberal; and the feeling of being outsiders. These findings, which contribute to an understanding of the social and educational needs of the student who is the 'other', are relevant to social work educators worldwide. The other is everywhere.

Social cognitive factors, such as knowledge of risk, perceived efficacies, and perceptions of risk and barriers, on condom attitudes and usage were assessed for sample of 424 female African American undergraduates at a large urban university. This study finds about 47% used a condom at last sex. Condom users held more favorable attitudes towards condoms and had fewer sex partners. Females who perceived stronger barriers in using a condom and those currently having sex partners had more negative attitudes about condom usage. Self-efficacy in communication and positive attitudes about condom usage significantly increase condom usage. Our findings raise serious concerns about potential hiv outbreaks on college campuses.

Social scientists critically examine the role of higher education in women's empowerment. In the Indian context, gender, religion, caste, class and region are crucial in determining access to education. The gender gap has been a significant obstacle in India's pursuit of educational goals. The status of Muslim women's education has been a contested policy from state and community vantage. Prominent scholarly writings argue that Muslim women were even more isolated from the social and cultural changes than their men were and even more invisible in the public arena of society. Their condition is more pathetic in educational and cultural realms. The primary objective of this paper is to empirically outline the negotiation and strategies employed by Muslim women students in negotiating with their families, religion, communities and careers. The study followed qualitative methodology to understand Muslim women's educational choices, the rationale behind their educational decisions, and their agency in negotiating with their families and the career prospects of young Muslim women. The current paper argues that there is a remarkable growth in the history of women's education in India, especially after the 90s, which could not change the social structure and social status of women in society in general and Muslim women in particular. Still, the gender differences remained stable in the educational practices, in the families, and even in the equity-minded educational committees. According to various government reports and studies, despite the improvement in the educational enrolment rate of Muslims, the representations of the Muslim community in general and Muslim women, in particular, are minimal in higher education. More than looking at the representation of Muslim women in education institutions, the current paper will analyse the challenges and experiences of Muslim women to reach the secondary and higher secondary levels of education.

This conceptual research paper seeks to understand how African women can be empowered for relevance in the fourth industrial revolution (4IR) era. It is fastened on a scoping review which served as data and the empowerment theory that served as the lens - theoretical framework. The insights of the paper for women students infer that STEM skills are critical for anyone to be relevant in the 4IR era and women students are underrepresented in that field, however, they should be hopeful if they are studying courses relevant to decision making science and humanities which 4IR era benefits from. Further to this, it reveals that learnings about the 4IR instil the consciousness of hope and fear in women about the opportunities the era bring. In conclusion, the paper emphasis that the views of 4IR critics of it promoting or widening inequalities and unemployment in the 4IR should not be taken for granted and for that reason empowering women with education especially the type of education that addresses the future is a necessity.