Education Commons^™

Orono House Of Pizza Promotional Sticker, Orono House Of Pizza

Social Justice: Diversity, Equity, & Inclusion

An Orono House of Pizza promotional rainbow sticker in rainbow pride colors stuck on a lamp post outside Fogler Library at the University of Maine. The lettering reads: "Ohop. All my homies are pepperonis." Popular with university students, the Orono House of Pizza, located at 154 Park Street in Orono offers pick up, delivery, and in-house seating.

Gender And Ethnicity In Myanmar Education. Baseline Study Report For The Convention On The Elimination Of All Forms Of Discrimination Against Women (Cedaw) Committee, Syeda Kashfee Ahmed, Toby Carslake, Anna Dabrowski, Petra Lietz

Gender and education

This report consists of two key sections. The first section offers a discussion of the status of Convention on the Elimination of All Forms of Discrimination against Women(CEDAW) Committee activities in Myanmar, includes current opportunities and barriers for supporting educational participation for women and girls in the country, including those of diverse ethnicity. This discussion also focuses on the possibilities for fostering conditions that can lead to enhanced educational opportunities for women and girls. Building on the construct of possibilities, the second section provides the results of an extensive data mapping exercise of available data sources pertaining to educational participation …

Knock On The Door: A Feminist Standpoint Theory Case Study Of Internationally Educated Chinese Females Finding Academic Positions In China, Chenzi Feng Zhao

Electronic Thesis and Dissertation Repository

This study examines how gender shapes the experiences of internationally educated Chinese females in trying to obtain academic positions in Chinese higher education institutions from a feminist standpoint theory perspective. The interactions between education and gender in the contemporary globalized world have been an important theme in studies about education, gender, and social equity. Identifying the gaps in the statistic-based understandings of gender parity, this study adopts a qualitative narrative method and interviewed four female scholars who have applied and interviewed for academic jobs in China in the past four years. The findings are presented as four elaborate narratives. The …

Meant To Lead: Women, Equity, And Education, Elise R. Ecoff

Graduate Student Dissertations, Theses, Capstones, and Portfolios

Women are underrepresented in K-12 educational leadership roles in public, independent, and international school settings. Numerous research studies have interviewed women who have attained leadership roles and documented the obstacles and enablers to success. Consistently, women indicate that gender bias, a lack of mentors, few role models, the challenge of work-life balance, and limited training programs and resources inhibited their progress. Conversely, when those barriers were removed, many were able to thrive as educational leaders.

This case study design explored the challenges and enablers perceived by current female educational leaders in attaining and thriving in an educational leadership role. Further, …

Chinese Women, Marriage And Gender: Exploring The Idea Of Women And Marriage Over Time In The Context Of China., Siyu Chang

Major Papers

Chinese women who pursue professional careers must secure degrees in higher education and often require graduate degrees; however, in China, women are expected to be married and have begun a family by their mid-twenties. While, it is also a prime time for women to pursue their education and career advancement. Thus, Chinese women’s familial expectations and academic goals often come into conflict. The phenomenon of young people being pushed to marry is more common among women. Some people believe that a woman who does not marry at this age has failed to conform to social expectations and may be undesirable. …

Teacher Approaches To Women’S History, Gender, And Feminism In Secondary Social Studies, Kimberly R. Bowman

Theses and Dissertations

While several scholars have worked to reimagine social studies curriculum from a feminist perspective, there are few studies that look at how teachers understand and experience gender equity work (Bohan, 2017; Engebretson, 2018). This study seeks to bridge that gap between theory and practice in order to progress toward a more gender-equitable social studies education. Utilizing a hermeneutic circle design to facilitate dialogue across participants, I conducted one-on-one, semi-structured interviews with seven secondary social studies teacher participants and collected participant-provided curriculum materials. Using techniques from constructivist grounded theory, I analyzed how teachers made sense of their experiences trying to include …