The Men and Women of Yeshiva: Higher Education, Orthodoxy, and American Judaism.

1990 ◽  
Vol 19 (2) ◽  
pp. 309
Author(s):  
Nathan Glazer ◽  
Jeffrey S. Gurock
Keyword(s):  
Higher Education ◽  
Men And Women ◽  
American Judaism

The Men and Women of Yeshiva: Higher Education, Orthodoxy, and American Judaism.

1990 ◽  
Vol 95 (5) ◽  
pp. 1646
Author(s):  
Deborah Dash Moore ◽  
Jeffrey S. Gurock
Keyword(s):  
Higher Education ◽  
Men And Women ◽  
American Judaism

scholarly journals Validity Evidence of the CAAS in Brazilians with Higher Education

Psico-USF ◽  
2019 ◽  
Vol 24 (2) ◽  
pp. 287-298
Author(s):  
Marília Cammarosano ◽  
Lucy Leal Melo-Silva ◽  
José Egídio Barbosa Oliveira
Keyword(s):  
Higher Education ◽  
Career Adaptability ◽  
Men And Women ◽  
Four Dimensions ◽  
Invariance Testing ◽  
Brazilian Version ◽  
Turbulent Times ◽  
Confirmatory Factor ◽  
Contemporary Work ◽  
Structural Invariance

Abstract The contemporary work context is characterized by unpredictability, thus requiring the ability of individuals to adapt to changes imposed by the market. Career adaptability refers to the individual’s ability to handle working transitions in turbulent times. This study aimed to test the structural invariance of the last Brazilian version of the Career Adapt-Abilities Scale (CAAS) according to sex and observe possible differences between men and women in the dimensions of adaptability. The sample consisted of 599 Brazilian professionals, of both sexes, with higher education level. The CAAS was subject to confirmatory factor analysis and invariance testing, demonstrating structural invariance according to sex. A subsequent MANOVA evidenced the lack of differences between men and women in the four dimensions of the CAAS. Results corroborate the consistency and reliability of the CAAS as an instrument for measuring career adaptability in both sexes.

Gender, socio-political cleavages and the co-constitution of gender identities: a multidimensional analysis of self-assessed masculine and feminine characteristics

2021 ◽  
Author(s):  
Amy C. Alexander ◽  
Catherine Bolzendahl ◽  
Patrik Öhberg
Keyword(s):  
Higher Education ◽  
Gender Identity ◽  
Multidimensional Analysis ◽  
Social Location ◽  
Gender Identities ◽  
Political Factors ◽  
Men And Women ◽  
Self Assessments ◽  
Using Data ◽  
Binary Gender

This study offers a multidimensional analysis of individuals’ self-assessments of their masculine and feminine characteristics to better understand variation from more to less binary gender identities. Through gender’s co-constitution along with various social localities, we expect that a number of socio-political factors differentiate individuals’ gender identities through self-assessments of their masculine and feminine characteristics. Using data from a 2013 Swedish survey, our results show that men and women tend towards traditionally polarised gender identities and that social location is a particularly influential correlate of men’s claims of feminine characteristics and women’s of masculine characteristics. Individuals from younger generations and individuals who are more educated are consistently more likely to ascribe to less binary feminine and masculine characteristics. This suggests that generational replacement and higher education may increase the tendency of populations to ascribe to less binary gender identities.<br /><br />Key messages<br /><ul><li>Measuring individuals self-assessed masculine and feminine characteristics.</li><br /><li>Exploring the influence of social location on gender identity.</li></ul>

Sweden, the Middle Way?

2020 ◽  
pp. 69-90
Author(s):  
Richard Breen ◽  
Jan O. Jonsson
Keyword(s):  
Higher Education ◽  
Market Economy ◽  
Social Mobility ◽  
Tertiary Education ◽  
Open Society ◽  
Men And Women ◽  
Strong Growth ◽  
Substantial Growth ◽  
Middle Way ◽  
Upper Secondary

Sweden was renowned for attempting a “middle way” between capitalism and socialism, with a market economy combined with ambitious policies for equalizing both opportunities and living conditions. Did this facilitate social mobility, and was equalization of educational attainment the mechanism behind it? We document increasing social mobility during a period of strong growth of higher class occupations, both for men and women, an increase that, however, tends to level off for cohorts born in the mid-1960s. We also verify that most of this development into a more socially open society was due to the equalization of educational outcomes. However, the very substantial growth of upper secondary and tertiary education also contributed, because this expansion meant that more people in younger cohorts received higher education where, in Sweden, the importance of social origin for class destinations is considerably weaker than at lower levels of education.

Dietary habits and awareness of healthy eating among students of different types of higher education courses based on questionnaire survey

2018 ◽  
Vol 68 (2) ◽  
pp. 211-222
Author(s):  
Kamil Tworkowski ◽  
Marta Filimoniuk ◽  
Gabriela Pękała ◽  
Katarzyna Taraszkiewicz-Sulik
Keyword(s):  
Higher Education ◽  
Oral Cavity ◽  
Healthy Eating ◽  
Dietary Habits ◽  
Young Person ◽  
Systemic Diseases ◽  
Men And Women ◽  
Different Types ◽  
The University ◽  
Education Courses

Introduction. The period of higher education, between 19 and 25 years of age, is often connected with the change of dietary habits of a young person. “Student lifestyle” can lead to systemic diseases, including lesions and diseases of the oral cavity. Aim of the study. To perform analysis of dietary habits and awareness of healthy eating among students. Materials and methods. A total of 328 respondents took part in the survey, including 287 women and 41 men. The study was based on a 50-question questionnaire. The questionnaire provided the sociodemographic information as well as changes in students’ dietary habits during the course of their education, the quality, frequency and type of consumed meals and the regularity and duration of their consumption. Results. 75.6% of respondents reported that they had changed their diet during studies. 18.6% of students increased the frequency of meals and 48.2% decreased the frequency of meals. Both men and women most often consumed 3-4 meals a day. It was noticed that the respondents regularly had breakfast, dinner, and lunch, with up to 25.6% of students claiming to have the biggest meal late in the evening and at night. 70.9% of students reported breaks between their meals lasting longer than three hours. It was noticed that 38.8% had the last meal later than two hours before bedtime. Frequent snacking between meals was declared by 39.6%. Conclusions. During the university studies, students change their dietary habits. Students are aware of the principles of proper nutrition, but it is not reflected in their lifestyle.

scholarly journals From Major Preferences to Major Choices: Gender and Logics of Major Choice

2019 ◽  
Vol 93 (2) ◽  
pp. 91-109 ◽  
Author(s):  
Natasha Quadlin
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Major Choice ◽  
Community Survey ◽  
American Community Survey ◽  
Economic Returns ◽  
Men And Women ◽  
Fields Of Study ◽  
And Gender ◽  
Using Data

Research shows that college students choose majors for a variety of reasons. Some students are motivated by potential economic returns, others want to take engaging classes, and others still would like opportunities to help people in their jobs. But how do these preferences map onto students’ actual major choices? This question is particularly intriguing in light of gender differences in fields of study, as men and women may take divergent pathways in pursuit of the same outcome. Using data from the Pathways through College Study (N = 2,639), I show that men and women choose very different majors even when they cite the same major preferences—what I call gendered logics of major choice. In addition, I use earnings data from the American Community Survey to assess how these gendered logics of major choice may be associated with broader patterns of earnings inequality. I find that among men and women who have the same major preferences, men’s major choices are tied to significantly higher prospective earnings than women’s major choices. This finding demonstrates that the ways men and women translate their preferences into majors are unequal from an earnings perspective. Implications for research on higher education and gender are discussed.

An investigation of gender and generational differences in attitudes toward the importance of a college degree in the UAE

2017 ◽  
Vol 32 (8) ◽  
pp. 535-553 ◽  
Author(s):  
Laura L. Matherly ◽  
Sheikha Shamma bint Sultan bin Khalifa Al Nahyan ◽  
Nadia Amin
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Student Perceptions ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
College Education ◽  
Intergenerational Relationships ◽  
College Degree ◽  
Men And Women ◽  
Content Type

Purpose This study examines attitudes toward higher education for men and women among male and female students and parents in the United Arab Emirates (UAE) and demonstrates gender differences in parent and student expectations about the importance of higher education. Design/methodology/approach This quantitative study examines attitudes toward higher education among 461 matched students and parents (total sample size 1442 respondents) in six higher education institutions in the United Arab Emirates (UAE) and demonstrates gender differences between parent and student perceptions. Findings In general, attitudes about the importance of a college degree were high and stable, except that younger, more recent female graduates were more likely to disagree that family traditions were threatened by women completing a college degree. Socio-demographic variables were associated with more favorable attitudes about the value of education for global leadership, the importance of a college education for both men and women and gender equality. Research limitations/implications Six higher education institutions were represented in the sample so external validity can be improved by studying these variables in other sample groups across the nation, region and globe. In addition, including additional types of universities, e.g. distance learning, technical, research and military, would indicate if the findings are generalizable to a broader range of institutions of higher education. There are opportunities for future comparative studies to examine the relevance of these findings across cultures and government initiatives to build national human resource capital and to consider other aspects of intergenerational relationships, attitudes and behaviors. Originality/value The authors examine perceived implications of the value of higher education on different arenas of men and women’s lives among the Emirates. Additionally, we focus on whether their attitudes vary by gender and generation.

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