The Mixed Effects of Schooling for High School Girls in Jordan: The Case of Tel Yahya

Adely, Fida

doi:10.1086/423361

Cited by 17 publications

(6 citation statements)

References 8 publications

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“…Additional, the country enjoys near parity in pre-primary education through secondary enrollment, and notable overrepresentation of women in tertiary enrollment (43%/37% female/male enrolment [39]). This gender parity in enrollment is a recent phenomenon, and it has raised the question of a possible change in the perception of young women's roles in society [40]. Still, fewer than a quarter (22.8%) of STEM researchers are women [41].…”

Section: B Jordan: Recent Growth In Representation Less Research Fomentioning

confidence: 99%

Factors affecting the educational and occupational trajectories of women in engineering in five comparative national settings

Kranov

DeBoer

Abu-Lail

2014

2014 International Conference on Interactive Collaborative Learning (ICL)

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Issues surrounding women's participation in engineering have confounded policymakers around the globe for a number of years. While substantial progress has been documented for women in engineering and in computing and information technology in the Middle East, the recruitment and retention of women in these fields continue to face substantial challenges. The primary objective of our new multi-site case study is to identify the factors underlying and contributing to the educational and occupational trajectories of women in engineering and computing in Jordan, Malaysia, Saudi Arabia, Tunisia and the US. These countries vary substantially in their economic, educational, cultural, historical, legal, geographic, and political contexts AND in women's engineering and computing representation. Perhaps most importantly, they differ in their levels of prosperity, the democratization of their political and social institutions, and in the prevailing cultural understandings of engineering and computing, including its gender labeling.Our research questions are: (1) What motivates women's choice of engineering or computing as an educational/occupational path? (2) How do women perceive professionals in these fields and the work they do? (3) What societal, cultural, legal, and policy factors are perceived to support or constrain women's participation in engineering or computing fields of study and occupations? (4) What common themes emerge in different national sites and for women at different stages of study or professional practice? (5) What can we learn from one another? In addition to these general research questions, our collaborating teams in each of the five case study contexts (Jordan, Malaysia, Saudi Arabia, Tunisia, and the USA) have created contextspecific questions based on relevant literature and national metrics for each respective site. Our collaborators in Saudi Arabiahave developed a set of context-specific research questions related to computing as well, which has enjoyed strong female participation in that nation. We will include Saudi's first female engineering program, opened in 2011, in the second phase of our study when its first cohort has graduated. In this paper, we describe general and country-specific research questions and solicit input from diverse stakeholders in the IFEES community on the relevance, validity, and scope of these questions. By eliciting varied and broad perspectives, the research questions and resulting interview protocol for this study will gather rich qualitative data and will encourage buy in from the IFEES community for scale up survey work during our next phase.

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Section: B Jordan: Recent Growth In Representation Less Research Fomentioning

confidence: 99%

Factors affecting the educational and occupational trajectories of women in engineering in five comparative national settings

Kranov

DeBoer

Abu-Lail

2014

2014 International Conference on Interactive Collaborative Learning (ICL)

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“…At the al-Khatwa School for Girls I often heard debates about the desirability and even permissibility of women's work. 68 The debates were not limited to the religious acceptability or moral propriety of women's working outside the home, however; they frequently dealt with women's desires, the practical difficulties of working outside the home given household responsibilities, and the limited job opportunities in their locale. A conversation with friends Anwar and Lena about their expectations for the future reveals some of this:…”

Section: E D U C At Io N F O R S E C U R It Ymentioning

confidence: 99%

EDUCATING WOMEN FOR DEVELOPMENT: THEARAB HUMAN DEVELOPMENT REPORT 2005AND THE PROBLEM WITH WOMEN'S CHOICES

Adely

2009

Int. J. Middle East Stud.

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In the 1980s, after a decades-long emphasis on economic growth as the primary engine for development, a number of prominent economists and development practitioners heralded a new era in the conceptualization of development as primarily a human endeavor with improved life chances and quality of life as the proper end. Thus was coined the term “human development,” followed by subsequent efforts to delineate the essential dimensions of human development and the appropriate measures of a development endeavor that no longer had “growth” (and, more narrowly, increased income) as its primary indicator but now sought to measure human ends, capabilities, and opportunities. Of most prominence, the United Nations Development Programme (UNDP) took up this charge in the form of an annual global human development report, releasing the first one in 1990. Perhaps no other human development reports have received as much attention in the past few years as have the Arab human development reports.

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“…Many people also expressed the belief that boys, because they had greater mobility and opportunities to undertake activities outside school and home (even if it was just hanging out with their friends in the street), were preoccupied with other things. The large majority of girls had limited opportunities for spending time outside their home or school, particularly once they reached high school (Adely 2004).…”

Section: The Absence Of Boysmentioning

confidence: 99%

“…This article draws on ethnographic research conducted in the al-Khatwa School for Girls, in Bawadi al Naseem, a city in northern Jordan, over a period of eight months in 2005. It also builds on earlier ethnographic research in a nearby community, primarily in another girls' high school and a local youth group (see Adely 2004). My research consisted of interviews, classroom observation and observation of daily goings-on in the schoolyard, teachers' room, principal's office, and other spaces within and around the school.…”

Section: Introductionmentioning

confidence: 99%

Is Music Haram? Jordanian Girls Educating Each Other about Nation, Faith, and Gender in School

Adely

2007

Teachers College Record: The Voice of Scholarship in Education

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Purpose This research explores the importance of extracurricular activities, specifically music performances of a high school music group in Jordan, for the education of adolescent girls about patriotism, the proper way to live their faith, and their role as young women in contemporary Jordan. Setting Article is based on research in a high school for girls in a Jordanian city. Research Design The research presented in this article draws upon an ethnographic study, including interviews and observation, of a girls’ high school in Jordan, and event analysis of school-sponsored assemblies in and outside of school. Conclusions/Recommendations The participation of adolescent girls in music performances at patriotic events—the culmination of extracurricular activities at school—brought to the fore conflicts between patriotism and new forms of religiosity and gendered propriety, creating opportunities for young women to deliberate about these critical issues.

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The Mixed Effects of Schooling for High School Girls in Jordan: The Case of Tel Yahya

Cited by 17 publications

References 8 publications

Factors affecting the educational and occupational trajectories of women in engineering in five comparative national settings

Factors affecting the educational and occupational trajectories of women in engineering in five comparative national settings

EDUCATING WOMEN FOR DEVELOPMENT: THEARAB HUMAN DEVELOPMENT REPORT 2005AND THE PROBLEM WITH WOMEN'S CHOICES

Is Music Haram? Jordanian Girls Educating Each Other about Nation, Faith, and Gender in School

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