Claiming Medicine as a Profession for Women: The English Woman’s Journal’s Campaign for Female Doctors

2019 ◽  
pp. 120-139
Author(s):  
Teja Varma Pusapati
Keyword(s):  
Higher Education ◽  
Young Women ◽  
Social Roles ◽  
Female Physician ◽  
Access To Higher Education ◽  
Domestic Sphere ◽  
Male And Female ◽  
The World ◽  
Professional Achievement ◽  
College Educated

This chapter highlights a model of active femininity that places young women outside the domestic sphere. Pusapati explores the support extended to the mid-century campaign for women’s entry into medicine in England by the feminist periodical the English Woman’s Journal (1858–64). The journal’s promotion of a ‘specific and highly ambitious model of the college-educated, professional female physician’ functioned to encourage young women to strive for access to higher education as well as entry to the world of medicine (122). As Pusapati demonstrates, the English Woman’s Journal frequently looked to examples from beyond Britain’s borders to buttress this sense of possibility for female readers, not only in terms of professional achievement but also to reassure readers, male and female, that women could practice medicine without flouting ‘women’s culturally sanctioned domestic and social roles’ (123).

scholarly journals Forced Internationalization of Higher Education: An Emerging Phenomenon

2019 ◽  
pp. 9-10 ◽  
Author(s):  
Hakan Ergin ◽  
Hans De Wit ◽  
Betty Leask
Keyword(s):  
Higher Education ◽  
Internationalization Of Higher Education ◽  
Access To Higher Education ◽  
Disadvantaged Groups ◽  
World Today ◽  
The World ◽  
Forced Migrants ◽  
The Many ◽  
National Systems ◽  
The Doors

A growing number of forced migrants are knocking on the doors of universities today. This paper argues that it is time for universities across the world to increase their efforts to provide access to higher education to forced migrants. Welcoming international disadvantaged groups into higher education is not only consistent with the traditional four rationales for internationalization (academic, sociocultural, political, and economic), it is also important for humanitarian reasons. Using the example of “forced migrants” from Syria in Turkey, we can see that this new phenomenon of “forced internationalization” creates uncommon challenges for institutions on a scale never seen before. However, it also creates opportunities for institutions and national systems seeking to internationalize, as well as for the many displaced scholars and students in the world today.

Autonomy to Accountability

2005 ◽  
Author(s):  
Patricia Albjerg Graham
Keyword(s):  
Higher Education ◽  
High School ◽  
Twentieth Century ◽  
High School Graduates ◽  
The United States ◽  
Eighth Grade ◽  
Access To Higher Education ◽  
Graduate Degree ◽  
The World ◽  
College Classes

When is Schooling Complete? At the beginning of the twentieth century most Americans believed they had “completed” their schooling if they finished the eighth grade. Only 6 percent of young people then graduated from high school. Eighth-grade graduation was a major celebration, particularly in rural neighborhoods, with the newly recognized scholars feted and dressed in their best as the photograph of my father’s 1908 Ottertail County, Minnesota, eighth-grade class illustrates. In 1955 a ninth-grade student in my homeroom, when queried how far her father had gone in school, replied confidently, “all the way.” That meant high school graduation in the Deep Creek, Virginia, neighborhood. By the end of the twentieth century, however, that definition had changed radically. “Completing schooling” now means some college at a minimum, with about 66 percent of high school graduates now attending, and increasingly it has meant acquiring a post-graduate degree. These changing expectations for what is considered sufficient schooling have dramatically altered American views of higher education. Once thought the domain of the very few (less than 2 percent of the age group in 1900) and largely peripheral to the economy, colleges and universities occupied a very different position at the beginning of the twenty-first century. They now appeal to a mass population, and they constitute a crucial link in the economy through their research and development activities. Furthermore, unlike 1900 when few foreigners would ever have considered coming to the United States to study, they now attract both students and faculty from all over the world, including some of the most gifted and ambitious. The range of these institutions from the leading research universities, which remain among the best in the world, to “open enrollment” institutions (with no requirements for admission other than paying the tuition), which provide unparalleled access to higher education, is extraordinary. Today the academic overlap between some of the best high schools and some undergraduate institutions is considerable, with high school juniors and seniors flourishing in college classes.

Social Class Matters: Rejoinder to “The Menace of Misinformation: Faculty Misstatements in Management Education and Their Consequences”

2019 ◽  
Vol 43 (4) ◽  
pp. 454-460
Author(s):  
Michele L. Heath
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Management Education ◽  
Business Schools ◽  
Access To Higher Education ◽  
Student Demographics ◽  
Or Groups ◽  
The World ◽  
Working Class Students ◽  
What Matters

“Faculty Misstatements in Management Education and their Consequences” is a thought-provoking article that draws attention to what information is being disseminated in business schools. The article argues that faculty communicate misinformation about the economic model and what matters in life. This rejoinder addresses the notion that social class plays a significant role in what students value and what matters to them in life. Social class refers to the division of individuals or groups of culture based on wealth, income, education, type of occupation, and social network. Social class matters because it shapes individuals’ experience of themselves in the world. I argue that socioeconomic factors matter when you discuss beliefs, values, and norms. Student demographics are changing in higher education. Working-class students are gaining access to higher education, which means that the classrooms in business schools are becoming more diverse. Ultimately, social class plays a role in how students view life and how they treat other people. The article concludes with a call to faculty to understand and explore differences in our classroom.

scholarly journals Discrimination against Women in Accessing Higher Education in Cambodia

2019 ◽  
Vol 3 (1) ◽  
pp. 101
Author(s):  
Sophorn Tuy
Keyword(s):  
Higher Education ◽  
Social Norms ◽  
Young Women ◽  
Access To Higher Education ◽  
Action Plans ◽  
Women In Higher Education ◽  
Structured Interviews ◽  
Participation Of Women ◽  
Women's Role ◽  
Desk Review

Young women in Cambodia face challenges in accessing higher education. Social norms, financial constraints and other problems are the main root causes in the limitation of opportunities for women to pursue higher education. Social norms of the older generation in Cambodia remain from the past and they often think that it is not necessary for women to study in higher education institutions since a women’s role is to just be a housewife after marriage. Another restriction on women’s access to higher education is that they often have financial problems in supporting their education. Some women have to work in order to support their families, so they have no chance to pursue a higher education. Additionally, since most universities are located in cities, parents often feel insecure about their daughters studying far away from home. Currently there is increased enrollment of young women in higher education due to Government action, as it has ratified international conventions and enacted domestic laws. As well, there is government cooperation with NGOs to establish some strategies and action plans to promote and protect gender equality in all sectors, including the education sector, by improving scholarship opportunities or building dormitories for female students to live in while studying at university. However, these supports cannot provide access to higher education for young women in all areas in the Kingdom of Cambodia, and Cambodia has not yet enacted specific laws to promote the participation of women in higher education. This research aims to explore the opportunities that have been provided to young women to pursue higher education, particularly at the university level. After exploring the opportunities, the researcher will analyze data regarding the challenges for women in accessing higher education. Finally, the researcher will provide some possible recommendations to address these challenges. This research utilized multiple methods, including desk review and structured interviews. Interviews were conducted face-to-face and in focus group discussions (FGD). Desk review focuses on all relevant international and national laws, strategic and action plans related to the promotion of women studying at university and the de facto equality of that issue.

scholarly journals Religion, a Major Driver for Forced Internationalization

2019 ◽  
pp. 9-10
Author(s):  
Hakan Ergin ◽  
Hans De Wit
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
International Students ◽  
Access To Higher Education ◽  
Syrian Refugees ◽  
World War ◽  
Religious Motivation ◽  
Policy Makers ◽  
The World ◽  
Education In Turkey

Today's global phenomenon of forced displacement, at a record high since World War II, has resulted in refugees struggling for access to higher education around the world. Refugees form an untraditional category among international students and force policy makers to employ uncommon drivers to both support their access to universities and handle any possible local societal tensions. Using the case of Syrian refugees' access to higher education in Turkey, this article discusses how religious motivation can enhance refugees' access to higher education in a host country.

scholarly journals 2020 Special Issue: Enabling Excellence Through Equity

2020 ◽  
Vol 11 (1) ◽  
pp. i-iii
Author(s):  
Pranit Anand ◽  
Jacinta McNamara ◽  
Liz Thomas
Keyword(s):  
Higher Education ◽  
National Association ◽  
Widening Participation ◽  
Access To Higher Education ◽  
Special Issue ◽  
Biennial Conference ◽  
The World ◽  
The University ◽  
Selection Of

The Enabling Excellence through Equity Conference 2019 was held at the University of Wollongong, Australia from 24th to 27th November 2019. This was a combined biennial conference for the National Association of Enabling Educators of Australia (NAEEA) and the Equity Practitioners in Higher Education in Australasia (EPHEA). The Conference attracted higher education educators, practitioners and researchers from around the world involved in enabling education, widening participation and pathways to higher education, and equity initiatives that promote access to higher education. This special issue contains a selection of the papers as selected by the guest editors Dr Pranit Anand, Jacinta McNamara and Professor Liz Thomas.

scholarly journals How Well Are International Branch Campuses Serving Students?

2015 ◽  
Author(s):  
Stephen Wilkins ◽  
Melodena Balakrishnan
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Access To Higher Education ◽  
Branch Campus ◽  
Academic Literature ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Professional Journals ◽  
International Branch Campus ◽  
The World

Although there is no shortage of criticisms of the international branch campus in the academic literature and professional journals, this article argues that they are fulfilling a vital role in countries all around the world, by expanding capacity and widening access to higher education. It was found that branch campuses are generally satisfying the expectations of both students and quality assurance agencies.

scholarly journals Refugee Access to Higher Education in the World: A Systematic Review

2019 ◽  
Vol 4 (7) ◽  
pp. 127-147
Author(s):  
Elzenir Pereira de Oliveira Almeida ◽  
Arthur Oliveira Silva ◽  
Myllena Maria De Morais Pereira ◽  
Elysyana Barros Moreira ◽  
Sâmia Israele Braz do Nascimento ◽  
...  
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Access To Higher Education ◽  
The World

BIOASSAY CHARACTERISTICS OF INDIVIDUAL URINARY GONADOTROPHIN EXTRACTS

1963 ◽  
Vol 42 (2) ◽  
pp. 214-224
Author(s):  
Raymond C. Mellinger ◽  
Jalileh A. Mansour ◽  
Richmond W. Smith
Keyword(s):  
Reference Material ◽  
Young Women ◽  
Reference Standard ◽  
General Acceptance ◽  
Modifying Factors ◽  
Large Numbers ◽  
The World ◽  
Quantitative Bioassay ◽  
Different Parts ◽  
Age And Sex

ABSTRACT A reference standard is widely sought for use in the quantitative bioassay of pituitary gonadotrophin recovered from urine. The biologic similarity of pooled urinary extracts obtained from large numbers of subjects, utilizing groups of different age and sex, preparing and assaying the materials by varying techniques in different parts of the world, has lead to a general acceptance of such preparations as international gonadotrophin reference standards. In the present study, however, the extract of pooled urine from a small number of young women is shown to produce a significantly different bioassay response from that of the reference materials. Gonadotrophins of individual subjects likewise varied from the multiple subject standards in many instances. The cause of these differences is thought to be due to the modifying influence of non-hormonal substances extracted from urine with the gonadotrophin and not necessarily to variations in the gonadotrophins themselves. Such modifying factors might have similar effects in a comparative assay of pooled extracts contributed by many subjects, but produce significant variations when material from individual subjects is compared. It is concluded that the expression of potency of a gonadotrophic extract in terms of pooled reference material to which it is not essentially similar may diminish rather than enhance the validity of the assay.

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