عنوان

The underrepresentation of muslim women in higher education: a case study of the causes and opportunities for change in uganda

شماره

TL48839

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

The underrepresentation of muslim women in higher education: a case study of the causes and opportunities for change in uganda

نام عام مواد

[Thesis]

نام نخستين پديدآور

Fatihiya Migdad Saad

نام ناشر، پخش کننده و غيره

University of Leicester (United Kingdom)

تاریخ نشرو بخش و غیره

2014

نام خاص و کميت اثر

0

متن يادداشت

Place of publication: United States, Ann Arbor;

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

University of Leicester (United Kingdom)

امتياز متن

2014

متن يادداشت

A mixed methods research focusing on the feminist perspective was applied using an adaptation of Bronfrenbrenner's (2005) ecological cycle to investigate the causes and appropriate responses to the underrepresentation of the Ugandan Muslim Woman in the field of higher education. The premise of the study was based upon human rights. The UN Millennium Development Goals Report (2007) suggested that despite the leaps and bounds female emancipation groups were taking toward a free, fair and equitable environment toward education, women still fared poorly in accessing higher education. Equality of access to and attainment of educational qualifications was necessary if more women were to become agents of change since education for girls was argued to be the single most effective way of alleviating poverty (King 1993). However, 'Traditional cultures and sexist stereotypes diffused by media and religious extremists often affect girls' access to education; dropout rates and professional or higher education opportunities' (UN Report 2003). Notwithstanding Uganda's affirmative action policies that openly favoured women's progress in education, various factors adapted from Bronfrenbrenner's ecological cycle (2005) were found to combine to lower the academic performance and aspirations of girls even when they did remain in school. An online questionnaire and semi structured in depth interviews captured women's voices at Makerere University, Uganda and these were qualitatively analysed and coded into themes which were identified as enablers, barriers and strategies adapted by Muslim women in their pursuit of higher education. Interestingly enough religion and culture were perceived as both barriers and enablers depending on the attitudes and perceptions of different families. It is hoped that the findings of this study would subsequently make a significant contribution, so that women's education is more effectively represented as a means towards achieving targets set by several mandates including the Millennium development goals (MDG's), Education for All (EFA) and Widening Participation into higher Education.

اصطلاح موضوعی

(UMI)AAI10137110;Social sciences

مستند نام اشخاص تاييد نشده

Banghart, Thomas Eli, V

مستند نام تنالگان تاييد نشده

University of Leicester (United Kingdom)

شماره بازیابی

1808393718; 10137110

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y