scholarly journals Services and programming provided by post-secondary institutions for international students: experiences of select female students from Nigeria

2021 ◽  
Author(s):  
Mofiyinfoluwa Badmos
Keyword(s):  
International Students ◽  
Feminist Theory ◽  
International Student ◽  
Female Students ◽  
Educational Institutions ◽  
Post Colonial ◽  
Post Secondary ◽  
Greater Toronto Area ◽  
Gender Based ◽  
And Gender

The number of international students in Canada has been increasing over the years, as the Canadian government and educational institutions have begun to acknowledge their economic and cultural benefits (Alboim, 2011). This study explores the services currently provided by post-secondary institutions in the Greater Toronto Area to international students. More specifically, it is a gender-based analysis, exploring the specific needs (and if and how they are met) of female international students from Nigeria. Data were gathered from in-depth audio-recorded interviews with eight female international students from Nigeria and two international student advisors working in post-secondary institutions in the GTA. Analyzing the interviews showed that there are unique needs of international students from Nigeria and gender should be taken into account when considering their needs. The study utilizes post-colonial feminist theory and intersectionality as frameworks. It is hoped that this research will contribute to a greater understanding of the unique experiences and needs of some female international students from Nigeria. Key words: International Students, services, female, Canada, Nigeria

scholarly journals Services and programming provided by post-secondary institutions for international students: experiences of select female students from Nigeria

2021 ◽  
Author(s):  
Mofiyinfoluwa Badmos
Keyword(s):  
International Students ◽  
Feminist Theory ◽  
International Student ◽  
Female Students ◽  
Educational Institutions ◽  
Post Colonial ◽  
Post Secondary ◽  
Greater Toronto Area ◽  
Gender Based ◽  
And Gender

The number of international students in Canada has been increasing over the years, as the Canadian government and educational institutions have begun to acknowledge their economic and cultural benefits (Alboim, 2011). This study explores the services currently provided by post-secondary institutions in the Greater Toronto Area to international students. More specifically, it is a gender-based analysis, exploring the specific needs (and if and how they are met) of female international students from Nigeria. Data were gathered from in-depth audio-recorded interviews with eight female international students from Nigeria and two international student advisors working in post-secondary institutions in the GTA. Analyzing the interviews showed that there are unique needs of international students from Nigeria and gender should be taken into account when considering their needs. The study utilizes post-colonial feminist theory and intersectionality as frameworks. It is hoped that this research will contribute to a greater understanding of the unique experiences and needs of some female international students from Nigeria. Key words: International Students, services, female, Canada, Nigeria

International Undergraduate Student Choice of Alberta for Post-Secondary Education

2021 ◽  
pp. 292-307
Author(s):  
Darren Howes
Keyword(s):  
Decision Making ◽  
Qualitative Research ◽  
Secondary Education ◽  
International Students ◽  
Undergraduate Student ◽  
International Student ◽  
Higher Learning ◽  
Student Choice ◽  
Secondary System ◽  
Post Secondary

In this chapter, the author provides an overview of the decision-making process that international students will go through when choosing a country, province, and ultimately, an institution for their international higher learning education. After conducting exploratory qualitative research from an Alberta perspective, it was determined that international students are influenced by (1) safety, (2) quality, (3) knowing someone locally, (4) jobs and strength of the economy, and (5) cost. Subsequently, the author will also consider the factors that would influence international students to enjoy or remain in a province after their studies. Having an understanding of the factors that influence international student choice can help the reader understand some of the marketing implications of recruiting international students to institutions and how international students end up studying in the Canadian post-secondary system.

scholarly journals Canada’s Immigration Policies to Attract International Students

2014 ◽  
pp. 19-21 ◽  
Author(s):  
Anita Gopal
Keyword(s):  
International Students ◽  
International Student ◽  
Educational Institutions ◽  
Immigration Policies ◽  
Student Enrollment ◽  
Canadian Government ◽  
Competitive Edge ◽  
A Priority ◽  
Border Controls ◽  
The U.S

This article highlights Canada’s flexible immigration and visa policies designed to increase international student enrollment. Such policies are a priority for all levels of the Canadian government and educational institutions since international students significantly bolster Canada’s economy with their skills and talent and serve as a remedy to current labor shortages. Flexible immigration policies provide Canada with a competitive edge over other major countries receiving international students, such as the U.S. and the U.K., where border controls are more restrictive.

scholarly journals Gender-based Students’ Listening Ability of Auditory Learning Modality

2020 ◽  
Vol 5 (2) ◽  
pp. 17-23
Author(s):  
Dadang Cunandar
Keyword(s):  
Female Students ◽  
Male Students ◽  
Physical Aspect ◽  
Research Subjects ◽  
Auditory Learning ◽  
Fifth Grade Students ◽  
Field Notes ◽  
Listening Ability ◽  
Gender Based ◽  
And Gender

This study aims to determine the characteristics of gender-based auditory learning modality, supporting aspects of listening ability, and gender-based listening abilities. This study used a qualitative approach with a case study design. The research subjects were the fifth grade students of Cigugur State Elementary School. Data was collected through literature studies, observations, interviews, documentation, and field notes. The validity of the data is checked by data credibility and data dependability. Data is analyzed by data reduction, data presentation, and conclusion or verification. The results of the study show 85% students showed the characteristics of auditory learning modality. The characteristics of male students tend to be independent, strong, and ambitious while female students are more cheerful, spoiled and obey. The supporting aspects of listening ability are physical aspect, psychological aspect, sex, and learning media. The listening ability of female students is better than male.

scholarly journals Obstacles to Birth Surname Retention Upon Marriage: How Do Hostile Sexism and System Justification Predict Support for Marital Surname Change Among Women?

2021 ◽  
Vol 12 ◽  
Author(s):  
Maria Chayinska ◽  
Özden Melis Uluğ ◽  
Nevin Solak ◽  
Betül Kanık ◽  
Burcu Çuvaş
Keyword(s):  
The United States ◽  
Ambivalent Sexism ◽  
Benevolent Sexism ◽  
System Justification ◽  
Female Students ◽  
Hostile Sexism ◽  
Cross Sectional ◽  
System Justification Theory ◽  
Gender Based ◽  
And Gender

Despite the ongoing shift in societal norms and gender-discriminatory practices toward more equality, many heterosexual women worldwide, including in many Western societies, choose to replace their birth surname with the family name of their spouse upon marriage. Previous research has demonstrated that the adherence to sexist ideologies (i.e., a system of discriminatory gender-based beliefs) among women is associated with their greater endorsement of practices and policies that maintain gender inequality. By integrating the ideas from the system justification theory and the ambivalent sexism theory, we proposed that the more women adhere to hostile and benevolent sexist beliefs, the more likely they would be to justify existing gender relations in society, which in turn, would positively predict their support for traditional, husband-centered marital surname change. We further argued that hostile (as compared to benevolent) sexism could act as a particularly strong direct predictor of the support for marital surname change among women. We tested these possibilities across three cross-sectional studies conducted among women in Turkey (Study 1, N=118, self-identified feminist women; Study 2, N=131, female students) and the United States (Study 3, N=140, female students). Results of Studies 1 and 3 revealed that higher adherence to hostile (but not benevolent) sexism was associated with higher support for marital surname change indirectly through higher gender-based system justification. In Study 2, the hypothesized full mediation was not observed. Consistent with our predictions, in all three studies, hostile (but not benevolent) sexism was found to be a direct positive predictor of the support for marital surname change among women. We discuss the role of dominant ideologies surrounding marriage and inegalitarian naming conventions in different cultures as obstacles to women’s birth surname retention upon marriage.

scholarly journals Narrative Imagination and Social Change: Instructors in Agricultural Colleges in Ethiopia Address Sexual and Gender-Based Violence

2021 ◽  
Vol 10 (2) ◽  
pp. 1-18
Author(s):  
S. M. Hani Sadati ◽  
Claudia Mitchell
Keyword(s):  
Social Change ◽  
Extensive Literature ◽  
Gender Based Violence ◽  
Post Secondary ◽  
Narrative Imagination ◽  
Rural Settings ◽  
Agricultural Colleges ◽  
Gender Based ◽  
And Gender

Ethiopia has one of the highest rates of sexual and gender-based violence (SGBV) in the world, making female students particularly vulnerable in its post-secondary institutions. Although there is extensive literature that describes the problem, mainly from the students' perspectives, what remains understudied is the role of instructors, their perception of the current issues, and what they imagine they can do to address campus-based SGBV, particularly in rural settings. In this study, we used the concept of narrative imagination to work with instructors in four Ethiopian agricultural colleges to explore how they understand the SGBV issues at their colleges and what they imagine their own role could include in efforts to combat these problems. Using qualitative narrative-based methods such as interviews and an interactive storyline development workshop, as well as cellphilming (cellphone + film) as a participatory visual method, the data were collected across several fieldwork phases. We consider how we might broaden this framework of narrative imagination to include the notion of art for social change.

scholarly journals The Experience of International Students and Institutional Recommendations: A Comparison Between the Students From the Developing and Developed Regions

2021 ◽  
Vol 12 ◽  
Author(s):  
Talat Qadeer ◽  
Muhammad Kashif Javed ◽  
Aqsa Manzoor ◽  
Min Wu ◽  
Syed Imran Zaman
Keyword(s):  
Regression Analysis ◽  
International Students ◽  
International Student ◽  
Educational Experiences ◽  
Health And Safety ◽  
Educational Institutions ◽  
Hierarchical Regression ◽  
Chinese Government ◽  
Student Health ◽  
Hierarchical Regression Analysis

Prior studies on the experiences of international students in China have mostly focused on their academic, sociocultural, and accommodation experiences. Hence, student health and safety, discrimination, and the services by the International Student Office (ISO) have remained unexplored. Moreover, due to the motivational differences between the students from developing and developed regions, a study that samples students from both regions may depict an exact picture of the experience of international students. Therefore, the objective of this study is to examine the influence of the dimensions (including those dimensions that have been ignored) of the experience of international students on their satisfaction. In addition, we make recommendations regarding Chinese institutes for future students based on a comparison between the students from developing and developed regions. Using hierarchical regression analysis, this study reveals that educational and non-educational experiences vary among students from different regions. Therefore, based on developing (e.g., Asia and Africa) and developed (e.g., America, Europe, and Australia) regions, important recommendations are discussed regarding how educational institutions and the Chinese government could best allocate resources and introduce policies to improve the experience of international students.

Reach Across Cultures

2020 ◽  
pp. 223-237
Author(s):  
Vicki L. Marshall
Keyword(s):  
International Students ◽  
Qualitative Study ◽  
Intercultural Competence ◽  
Student Persistence ◽  
International Student ◽  
Educational Leaders ◽  
Open Communication ◽  
Post Secondary ◽  
Academic Practices

The purpose of this chapter is to suggest personal and academic practices that will encourage international student persistence in post-secondary institutions. International students who enroll in U.S. post-secondary institutions face barriers that may prevent persistence; therefore, faculty have a responsibility to exercise intercultural competence and to help international students overcome those barriers. These suggestions are derived from Marshall's phenomenological qualitative study in which successful global educational leaders from eight different states described their own personal and academic practices. Personal practices that led to intercultural competence of educational leaders included C.O.R.E. values: compassion, open communication, respect, and an ethnorelative attitude.

Class Relations, Material Conditions, and Spaces of Class Struggle in Rural India

2009 ◽  
Vol 2 (3) ◽  
pp. 1-23 ◽  
Author(s):  
Raju J Das
Keyword(s):  
Class Struggle ◽  
Poor People ◽  
Spatial Spread ◽  
Post Colonial ◽  
Colonial India ◽  
Specific Interpretation ◽  
Gender Based ◽  
And Gender ◽  
Material Conditions ◽  
Maoist Movement

For historical-geographical materialists, making history and geography means that existing conditions of life are not acceptable because they are exploitative and oppressive, and that new and better conditions of life can, and must, be created through political struggles against the class/classes responsible for the existing conditions. The act of making history (and geography) in a class-society is class struggle. This paper is about class and class struggle in the historical-geographical context of post-colonial India. It discusses how relations of class as well as caste- and gender-based social oppression have created extremely difficult conditions of living for workers and peasants in rural and tribal areas, which the post-colonial capitalist-landlord state has, more or less, failed to significantly mitigate. The conjunctural combination of unjust conditions of living and state failure has created a historical-geographical situation ripe for class struggle, one instance of which is the Naxalite movement, a part of the worldwide Maoist movement. Its growth and spatial spread are examined. Also discussed is the extent to which the Naxalites provide some immediate relief to poor people. Although this is a movement which has much appeal among the rural poor in many areas, it is not without some serious problems. The paper, therefore, discusses some of the major limitations of the Naxalite movement that partly grow out of (a specific interpretation of) the same historical-geographical conditions that have prompted it in the first place. In particular, the paper is critical of the Maoists underplaying society's capitalist character and of the use of violent method by some Naxalite groups as a means of class struggle.

scholarly journals The influence of early experiences and university environment for female students choosing geoscience programs: a case study at Universidad de Chile

2020 ◽  
Vol 53 ◽  
pp. 227-244
Author(s):  
Tania Villaseñor ◽  
Sergio Celis ◽  
Juan Pablo Queupil ◽  
Luisa Pinto ◽  
Maisa Rojas
Keyword(s):  
Undergraduate Students ◽  
Early Period ◽  
Female Students ◽  
Women In Science ◽  
Female Representation ◽  
Undergraduate Enrollment ◽  
Gender Based ◽  
And Gender ◽  
And Mathematics

Abstract. This case study addresses the experiences of female undergraduate students in the geology and geophysics programs at Universidad de Chile. These majors are part of the Faculty of Physical Sciences and Mathematics (FCFM) and have a relatively large proportion of female representation compared to the other engineering and science majors at FCFM that are dominated by male students. We interviewed 12 female students in geoscience majors to understand (a) the reasons for choosing geoscience as a major and (b) their experiences both at FCFM and in geoscience in an institution with a strong masculine environment that aims to increase women's undergraduate enrollment. We found that the decision to pursue a geoscience career was made during high school, and they maintained this decision during the first years of college, which is heavily focused on mathematics and physics, with no geoscience-related courses. During this early period in college, known as the common core program, students perceived a hostile environment due to high academic demands and gender-based discrimination. Their experiences had a positive shift once they started the geoscience courses in their fifth or sixth semester. The relatively large proportion of female students in the geoscience majors at FCFM creates a positive environment in which the participants developed a sense of belonging in the geoscience community. Students also felt that the feminist movement during 2018 in Chile positively influenced their perspectives on their path at FCFM. These findings give insights for developing strategies to increase early interest, participation, and satisfaction of women in science, technology, engineering, and mathematics (STEM) disciplines at various educational levels.

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