Women's education

This article is about the Counselling Women Certificate Program (C.W.C.P.), offered, at the time the article was written, by the Women's Program through the Faculty of Extension at the University of Alberta. The course was designed for women who work with women in counseling settings and who are interested in a feminist perspective.

This article talks about the isolation of older farm woman and introduces a handbook, Sowing Circles of Hope, written to identify ways in which older farm women can benefit from their participation in support groups.

The privatization of government- funded labour market programs for women has significantly altered the context of job-entry training both for participants and trainers. This changing context has created both opportunities and constraints for women.

In this article, the authors share ideas about the effects of violence on education.

This article is about the second Ms. Infinity conference, in Whitehorse, Yukon. Over 120 women were involved, with a full third of students coming to Whitehorse from rural communities.

The answer to the question of whether equal access to education translates into equal outcomes for girls and boys—for women and men—is not a forgone conclusion. It seems that while for most men education fulfills their aspirations, for the women sitting next to them—completing the same assignments, listening to the same lectures, reading the same materials—hopes and aspirations vaporize in the face of social reality.

This paper provides a review of the transcripts of the CCLOW research proposal, "Women's Learning and Women's Work" .

This article concerns an event that took place 100 years before this article was written. Late in the summer of 1884, Donald A. Smith offered McGill $50,000 for the higher education of women. Within a month, more than twenty women were registered at McGill.

The author and her husband home-schooled their two children during their elementary school years. In this article, Wendy Priesnitz expresses her views on home-based education and how she feels that it has the potential to demonstrate what can happen when the barriers to the integrated progress of the individual are removed.

In this article, the author, a professor of mathematics in a postsecondary institution, tells the story of her efforts to change her teaching style in order to avoid discriminating against students who are currently denied access to mathematics. She succeeded in providing a more meaningful and equal mathematics education for all students.