Women's education

For women in the 1990s, post secondary education became a lottery dream as the financial expenditures of such an investment only promised serious financial indebtedness. The Canadian federal and provincial governments reduced and eliminated various student grants, effectively increasing individual student loan debt loads.

This article is a summary of the findings of a study of young women in Nova Scotia. It was conducted for the Secretary of State, Halifax Region.

The author writes about Women's Studies Programme at the University of New Brunswick

In this article, the author discusses the stereotypes and myths of aging.

In this article, the author discusses her views on Canadian universities as “man-centred…, a breeding ground not of humanism, but of masculine privilege.” Also discussed are women's studies and rural outreach programs.

This article provides information on the "Summer Science" program for girls aged 9 to 12 years presented by the Society for Canadian Women in Science and Technology (SCWIST). The initial program, which took place in 1984, was so promising that the project continued under SCWIST sponsorship for the next four summers. In 1989 SCWIST published Imagine the Possibilities, a resource book for other groups wanting to present similar workshops.

This article is a personal account of an attempt to establish a new engineering program in one Canadian university. It was hoped in this manner to address how the numbers of women studying engineering, and remaining in the field as both practitioners and teachers, might be increased.

This article discusses the seminar, and the participants of the seminar, which took place in 1991 in El Salvador, "Disabled Women and Functional Literacy." The women attending the seminar came from all over Central America: Panama, Nicaragua, Honduras, Mexico, Costa Rica, El Salvador. They came to learn about writing.

There are a great many doubts to be dispelled about learning and older women. Since the increase in the number of universities in our country in the 50s and with the advent of community colleges in the 60s, there are more opportunities for learning. There are now many alert, older women attending both credit and non-credit courses and completing formal and informal learning programs. Older women CAN and DO learn!

In this article, the authors look at the numbers of young women that enroll in Ontario secondary school math, science and technology courses. They also examine the reasons for the low participation rate.