Download or read book An Analysis of Five Institutional Barriers to Higher Education as Perceived by Adult Women Students at SIU C written by Lynette Carol Wolff and published by . This book was released on 1982 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1982 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reasons Adult Women Give for Returning to Institutions of Higher Education Institutional Barriers Encoutered by Adult Women and Adult Womens Perceptions of Educational Facilitators in Randomly Selected Dommunity Colleges in New York State written by Charles M. Mattson and published by . This book was released on 1979 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Barriers Influencing the Persistence of Adult Black Female Undergraduates in Public Higher Education written by Monique Wells-Lopez (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2018 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: While a growing number of adult Black females have enrolled in postsecondary institutions over the last decade their graduation rates remain low. The aim of this phenomenological research was to examine the challenges unique to adult Black women’s academic persistence. The study examined the intersectionality of race, gender, class and age and its impact on the situational barriers, intersecting identities and institutional barriers that impacted the persistence of adult Black female undergraduates seeking a higher education degree. Ten adult Black women age 25 and older who were enrolled in or recently graduated from a 4-year public institution in the State of Massachusetts participated in this study. The researcher merged Collins (1990) theory of intersectionality with Cross’ (1981) CAL model of adult learning to gain further insights into the experiences of adult Black female undergraduates. This study used a modified Van Kaam (1966) method of analysis by Moustakas (1994) to gain insights into the experiences of the participants. Findings from this study indicate that the participants experienced multiple barriers related to family, health, employment, and financial aid eligibility. Despite these challenges the adult Black female undergraduates found strategies to overcome these barriers and persist toward their educational goals. The implications from this study indicate the need to review financial aid policies to support adult student’s educational goals and increase support services for adult Black female undergraduates. Recommendations include increasing federal and state funding for affordable day care for low income families and creating a supportive environment for adult Black female undergraduates in higher education institutions. The study provides information to higher education institutional agents, policy makers, colleges and universities to assist them in modifying and developing practices and policies aimed at increasing the persistence and graduation rates of adult Black female undergraduates. Furthermore, this study contributes to the literature on adult Black female college persistence.

Download or read book Lean Semesters written by Sekile M. Nzinga and published by JHU Press. This book was released on 2020-10-13 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addressing in depth the reality that women of color, particularly Black women, face compounded exploitation and economic inequality within the neoliberal university. More Black women are graduating with advanced degrees than ever before. Despite the fact that their educational and professional opportunities should be expanding, highly educated Black women face strained and worsening economic, material, and labor conditions in graduate school and along their academic career trajectory. Black women are less likely to be funded as graduate students, are disproportionately hired as contingent faculty, are trained and hired within undervalued disciplines, and incur the highest levels of educational debt. In Lean Semesters, Sekile M. Nzinga argues that the corporatized university—long celebrated as a purveyor of progress and opportunity—actually systematically indebts and disposes of Black women's bodies, their intellectual contributions, and their potential en masse. Insisting that "shifts" in higher education must recognize such unjust dynamics as intrinsic, not tangential, to the operation of the neoliberal university, Nzinga draws on candid interviews with thirty-one Black women at various stages of their academic careers. Their richly varied experiences reveal why underrepresented women of color are so vulnerable to the compounded forms of exploitation and inequity within the late capitalist terrain of this once-revered social institution. Amplifying the voices of promising and prophetic Black academic women by mapping the impact of the current of higher education on their lives, the book's collective testimonies demand that we place value on these scholars' intellectual labor, untapped potential, and humanity. It also illuminates the ways past liberal feminist "victories" within academia have yet to become accessible to all women. Informed by the work of scholars and labor activists who have interrogated the various forms of inequity produced and reproduced by institutions of higher education under neoliberalism, Lean Semesters serves as a timely and accessible call to action.

Download or read book Women s Colleges and Universities in a Global Context written by Kristen A. Renn and published by JHU Press. This book was released on 2014-10-13 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: A pathbreaking study of the critical role women’s institutions play in global higher education. Educating girls and women is a powerful route to improving societies worldwide. When women receive more education, literacy rates in children rise, maternal and infant death rates drop, and women enjoy an increased earning capacity. Yet in parts of the developing world, women’s education is considered a low priority at best and a dangerous countercultural activity at worst. In Europe and North America, the number of women’s colleges is shrinking—yet women-only institutions are growing in size and number in many other regions of the world, where they provide access to female students who are prevented for legal, cultural, religious, or practical reasons from attending coeducational universities. Women’s Colleges and Universities in a Global Context is the first book to provide a comprehensive comparative analysis of the increasing significance of single-sex higher education institutions for women around the world. Based on Kristen A. Renn’s on-site study of thirteen women’s colleges and universities in ten different countries—Australia, Canada, China, India, Italy, Japan, Kenya, South Korea, the United Arab Emirates, and the United Kingdom—this timely and provocative volume combines interviews of campus leaders, faculty, and students with extensive online and archival research. Renn provides an overview of each country’s political, economic, and educational situation, then explores the theoretical and practical themes she uncovers in their educational institutions for women. In the end, this volume addresses not only the role of women’s colleges in their own countries but also what these institutions can teach us that would benefit higher education worldwide.

Download or read book An Institutional Evaluation of Perceptions and Expectations of Adult Women Students in Higher Education written by Faith Burke and published by . This book was released on 1986 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT.

Download or read book The Perceived Institutional Barriers of Undergraduate Women who Discontinued Their Education at a Southern Urban University written by Elizabeth Kirkpatrick Jenkins and published by . This book was released on 1975 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clearing the Path for First Generation College Students written by Ashley C. Rondini and published by Lexington Books. This book was released on 2018-06-07 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.

Download or read book Resources in Education written by and published by . This book was released on 1981 with total page 882 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book First Generation Women College Students Starving to Matter written by Argyro Aloupis Armstrong and published by Rowman & Littlefield. This book was released on 2021-06-22 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Impact of Food Insecurity on First-Generation Female Higher Education Students seeks to emphasize the importance of mattering, belonging and effective student resources in the lives of first-generation women college students. They face unique obstacles that if not adequately addressed could impact their retention and persistence. Success in higher education relies on access to resources, connection, and a sense of meaning and purpose. Based on a yearlong qualitative study the book highlights the ways in which access to student resources, mattering and marginalization frame larger issues including mental health and food and housing insecurities. Interviewing both students and staff provides a window into Riverside's campus climate and solidifies the importance of positive interactions. First-generation women striving to matter explain a need for faculty that understand their strengths, staff that encourage them to ask for assistance, and peers that invite them to join the conversation.

Download or read book Barriers to Women s Advancement in Higher Education as Perceived by Faculty and Administrators written by Nicole Reshune Edwards and published by . This book was released on 2002 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Delyte Morris of SIU written by Betty Lou Mitchell and published by SIU Press. This book was released on 1988 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: When Morris became president in 1948, enrollment at SIU was 3,013. By the end of his career, enrollment on the two campuses totaled nearly 35,000. He instituted Ph.D. programs and created family housing. He lobbied for and got the TV station, the FM radio station, the university press, the news service, and outdoor education. Long before it was fashionable he promoted ecology, just as he provided facilities for the handicapped years before society demanded them. He brought to the school such luminaries as R. Buckminster Fuller. Through it all he demanded that SIU be an integral part of the southern Illinois community.

Download or read book Returning Women Students in Higher Education written by Carol K. Tittle and published by Greenwood. This book was released on 1980 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Nontraditional Adult Women Experiences with the Institutional Services and Support Systems at the University of Toledo written by Shazlina Corder and published by . This book was released on 2011 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The U.S higher education demographic has changed, and adult women constitute the fastest-growing segment in the higher learning environment. Increasingly, many institutions of higher education have come to recognize the important role of student services and support systems in the lives of adult women learners. Although much effort exists in creating supportive learning environments for adult women students, educators and higher education practitioners still know very little of these students' experiences with institutional support and student services, what services are beneficial to them and why. The purpose of this study is to enhance our knowledge of nontraditional undergraduate adult women students' experiences with the student services and support systems. An additional purpose of this study is to explore the types of institutional student services and support systems that are found useful and beneficial by these undergraduate women learners themselves and why they are found useful, as well as to explore the challenges, needs, and expectations of adult women learners regarding institutional support systems that they deem unavailable but necessary. A qualitative research method was employed in this study. The participants in this study were nontraditional undergraduate adult women students enrolled at The University of Toledo (UT). The research design used was a semi-structured open-ended interview questionnaire. The in-depth interviews were conducted face-to-face, and the data generated from the interviews were analyzed. The data analysis provided insight into adult women's experiences with the institutional support services in higher education, and captured adult women students' thoughts on the ways they used and benefited from the available academic support, student activities, and campus facilities. The data analysis also provided insight into the adult women students' challenges, needs, and expectations pertaining to their academic journey for success. The results from this study enhance our knowledge of nontraditional undergraduate adult women students' experiences with the institutional support services that effectively support their achievement and academic goal.