Saint Clare School is a Roman Catholic elementary school operated by Saint Clare Parish in Santa Clara, California , in the United States . Founded in 1856, it is the second oldest continuously operating elementary school in California and serves families of the Diocese of San Jose .
98-504: Saint Clare School was founded in 1856 by the Sisters of Notre Dame de Namur and is located adjacent to Santa Clara University (formerly Santa Clara College). In 1856 the Sisters of Notre Dame de Namur who came to create one of the earliest school systems in California founded St. Mary's School to educate elementary age students in the parish. It was located next to Mission Santa Clara and
196-587: A Belgian and superior of a small mission at Falmouth , felt the urgent need of schools for poor, Catholic children. He asked and obtained from the Superior of the Sisters of Notre Dame at Namur a community of six sisters, and with these he opened a small school at Penryn in Cornwall . It continued only three years, however, as the place afforded no means of subsistence for a religious house. The Redemptorists having established
294-574: A community of eight sisters for the girls' schools in the Jesuit mission of Zambezi , Mashonaland . An academy and free school were opened later at Kronstadt , Orange River Colony , South Africa . The King of Belgium created Mother Aimee de Jesus a Knight of the Order of Leopold , and Sister Ignatia was accorded a similar honor after fourteen years of labor in the Congo. During Aimee's generalate Mother Julie Billiart
392-423: A faster decrease of population growth . It therefore has a significant impact on environmental issues such as climate change . The research network Drawdown estimates that educating girls is the sixth most efficient action against climate change (ahead of solar farms , nuclear power , afforestation and many other actions). The proliferation of digital technology and digital services has made digital skills
490-505: A lack of private latrine facilities for girls. Education increases a woman's (and her partner's and the family's) level of health and health awareness. Furthering women's levels of education and advanced training also tends to delay the initiation of sexual activity, first marriage, and first childbirth. Moreover, more education increases the likelihood of remaining single, having no children, or having no formal marriage while increasing levels of long-term partnerships. Women's education
588-886: A leading cause of gender disparities in education are gender disparities in the labor market, which lead to gendered ideas of women's role in a society. In addition to this, some gender disparities are caused by teacher's attitudes towards students in the classroom according to the students' gender. There are some preconceived notions that boys are more intelligent and harder working than girls in some West African countries. In particular in Guinea , surveys have been taken by researchers suggesting that school teachers, particularly in rural schools, believe that boys learn lessons better, have more ambition, are smarter, and work harder, while girls make less effort, rarely give good responses to questions, and use poor French expression. In addition in both urban and rural schools analyzed, girls were expected to do
686-512: A new building for the junior high school was built across Washington street from the school, next door to the St. Clare convent. After more than 150 years of ministry, the Sisters transferred control of the school to lay leadership staff in 1998. Sisters of Notre Dame de Namur The Sisters of Notre Dame de Namur (Congregationis Sororum a Domina Nostra Namurcensi) is a Catholic institute of religious sisters , founded to provide education to
784-574: A new convent for the teaching sisters located across from the school at 725 Washington Street in Santa Clara, freeing up more classroom space. This building is now the St. Clare Parish Offices. As the enrollment demand increased at Saint Clare, the Roman Catholic Archdiocese of San Francisco authorized the opening of nearby St. Martin School in 1955 and St. Justin School in 1958. On August 7, 1958
882-428: A number of solutions to reduce these threats, such as providing the teachers with guard dogs, weapons, and telephones. In Pakistan, a negative relationship was found between the formal level of education a woman attains and the likelihood of violence against that woman (After, 2013). The researcher used snowball convenient sampling, a sampling method where participants are referred. Ethical and privacy issues made this
980-513: A planned, structured curriculum, which included learning how to do skills such as learning how to "fish, cook, weave, spin cotton, dress hair, and make baskets, musical instruments, pots, and fishing nets." Much of the scholarship and research on these schools arises from the Bundu schools of Sierra Leone. In addition to these skills, girls would often be given reproductive education, such as birth control techniques or child rearing skills. In particular to
1078-1160: A prerequisite for full participation in society . Today, an inability to navigate the internet poses disadvantages. While these disadvantages were once somewhat contained to wealthy countries, they are now relevant globally, due to the rapid and continuing proliferation of internet-connected technology. Equipping women and girls with digital skills helps put them on equal footing with digitally savvy men, and opens up countless opportunities for increased agency and choice. Websites and mobile applications on health and legal rights , for example, can help women make informed decisions to safeguard and care for themselves and their families, while online social networks and digital communications allow women to disseminate information and share knowledge beyond their immediate community. Mobile learning opportunities, from literacy apps to open online courses ( MOOCs ) about subjects as diverse as astronomy and caring for older relatives with dementia, can open up new educational pathways, especially for out-of-school girls and adult women. Job search engines and professional networking sites enable women to compete in
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#17328631550731176-416: A province of Zambia, girls spend four times as much time on direct productive labor as boys. Therefore, girls' late schooling, absenteeism and dropouts are closely related to labor. The location of the school has a direct impact on the type of education that women receive, the quality of education, and the time of education. Many parents are unwilling to let young children go to school far away from home, and
1274-669: A second English mission at Clapham , near London , and having asked again for Sisters of Notre Dame for a school, the community of Penryn was transferred there in 1848. Through the initiative of Father Buggenoms the Sisters of the Holy Child Jesus , a community in the Diocese of Northampton , about fifty in number, were affiliated in 1852 to the Institute of Notre Dame, with the consent of the Bishop of Namur and Bishop of Northampton . Scarcely had
1372-533: A system of instruction based upon that of St. John Baptist de La Salle for the French Brothers of the Christian Schools. Mother St. Joseph was twice re-elected superior-general, the term being at first fixed at ten years. To give greater stability to the government of the institute, a general chapter unanimously approved extension to life-tenure for the office of superior-general. In 1819 a foundation for
1470-422: A waste, that is, all proceeds flow to another family. Therefore, it is often difficult for women to get care from their father and thus lose many educational opportunities. Many tribes in different parts of the world, do not advocate women education. Their cultural values are violated in case of disobeyance of their ancestors. Effectively promote universal, free and compulsory basic education, reduce or eliminate
1568-565: Is Sister Mary Johnson. In 2011 there were about 2000 SNDdeN sisters around the world. The Sisters founded and continue to administer schools in every continent. 41°53′19.91″N 12°24′11.13″E / 41.8888639°N 12.4030917°E / 41.8888639; 12.4030917 Christian education of girls Female education is a catch-all term for a complex set of issues and debates surrounding education ( primary education , secondary education , tertiary education , and health education in particular) for girls and women. It
1666-707: Is a highly affected group by domestic violence. Though this program took place outside of a traditional classroom, dialogue, critical thinking, and emotional well-being were stressed, areas that should be acquired while in school. Lastly, though many of the women were illiterates they were still able to come away with a stronger sense of control over their own lives, an important life skill. Different countries experience various forms of violence against women and girls, which in Nigeria, UNICEF noted 16 facts about such incidence. Some of those facts include: physical effects, psychological effects, short-term and long-term effect; effects on
1764-497: Is an important factor in determining whether a parent is capable of withstanding the direct and indirect costs of a child's education. Direct costs include tuition, school uniform fees, transportation fees and other material fees like textbooks. In Kenya, 47% of the rural population and 27% of the urban population live below the poverty line, yet they have to bear nearly 60% of the cost of primary education. This forces them to selectively educate their children. For poor families, girls are
1862-682: Is at Amersfoort, Netherlands. Later in 1850, the political situation in Europe necessitated that the Amersfoort Sisters go to Coesfeld, Germany, to train two young women, Hilligonde Wohlbring and Elizabeth Kuhling, among others, according to the rule of St. Julie. The Sisters of Notre Dame of Coesfeld spread to America where they have large schools in Cleveland, Ohio , Covington, Kentucky , Toledo, Ohio , and Thousand Oaks, California . Mother St. Joseph died on February 9, 1838. The third superior-general
1960-483: Is beneficial to society as a whole. These entail an increase in family health, in higher wage jobs available to women, an improvement in quality standards of childhood development, and a greater inclusion of women in decisions making that can impact a nation in environmental, political, social and economic ways. Despite there being a drop in participation of women in education in the majority of countries in West Africa in
2058-550: Is considered to be related to women's traditional occupations, such as nursing). In addition, various forms of sexual violence and sexual harassment in schools, or concerns about sexual violence and sexual harassment, are silent barriers to girls' enrollment. These behaviors not only affect the school's academic performance, but also cause pregnancy, early marriage and so on. At the same time, in many countries, teenage pregnancy almost interrupted girls' school education. Africa's deep-rooted attitude towards women may be traced back to
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#17328631550732156-857: Is frequently called girls' education or women's education. It includes areas of gender equality and access to education. The education of women and girls is important for the alleviation of poverty . Broader related topics include single-sex education and religious education for women, in which education is divided along gender lines. Inequalities in education for girls and women are complex: women and girls face explicit barriers to entry to school, for example, violence against women or prohibitions of girls from going to school, while other problems are more systematic and less explicit, for example, science, technology, engineering and mathematics (STEM) education disparities are deep rooted, even in Europe and North America. In some Western countries, women have surpassed men at many levels of education. For example, in
2254-605: Is half that of children whose mothers are illiterate . In the poorest countries of the world, 50% of girls do not attend secondary school. Yet, research shows that every extra year of school for girls increases their lifetime income by 15%. Improving female education, and thus the earning potential of women, improves the standard of living for their own children, as women invest more of their income in their families than men do. Yet, many barriers to education for girls remain. In some African countries, such as Burkina Faso, girls are unlikely to attend school for such basic reasons as
2352-536: Is highlighted in Sustainable Development Goal 4 "Quality Education for All", and deeply connected to Sustainable Development Goal 5 "Gender Equality ". Education of girls (and empowerment of women in general) in developing countries leads to faster development and a faster decrease of population growth , thus playing a significant role in addressing environmental issues such as climate change mitigation . Project Drawdown estimates that educating girls
2450-470: Is important for women's health as well, increasing contraceptive use while lowering sexually transmitted infections, and increasing the level of resources available to women who divorce or are in a situation of domestic violence. Education also improves women's communication with partners and employers and their rates of civic participation . Because of the wide-reaching effects of female education on society, alleviating inequalities in education for women
2548-497: Is shown to be successful. The discussion of girl power and women's education as solutions for eliminating violence against women and economic dependence on men can sometimes take dominance and result in the suppression of understanding how context, history and other factors affect women (Shenila Khoja-Moolji , 2015). For example, when past secretary of State, Hillary Clinton , referenced the tragedies of Malala Yousafzai in Pakistan and
2646-447: Is still to strengthen the society's perception of women's family life, and to hide the prejudice that women's intelligence is not as good as men's. In such a learning environment, women's learning attitudes are often negative, and they cannot fully exert their abilities. In the secondary and higher education stages, women are usually assigned to learn courses that are more feminine, such as home economics, craft classes or biology (biological
2744-639: Is the Training College for Catholic School-Mistresses at Mount Pleasant , Liverpool , the direction of which was confided to the Sisters of Notre Dame by the government in 1856. The sisters who ran the Training College resided in what is now known as Notre Dame Catholic College in Everton valley . At the request of the Scottish Education Department , the Sisters led by Mary Lescher opened
2842-403: Is the "male breadwinner" ideal that prioritizes educating boys over girls and limited funds available to families for education. In addition, in West Africa women are seen as the primary providers of unpaid care work . This offers competing demands on the time of girls and oftentimes their families will prioritize girls' spending time taking care of siblings or doing domestic labor . In addition,
2940-449: Is the sister school of the Jesuit -run boys' school Santa Clara Prep, now known as Bellarmine College Preparatory . In 1924 Saint Clare moved across the street into a brand new school building that housed Kindergarten through eighth grade. A Marble Plaque on the front of the school proclaims "DEO OPTIMO MAXIMO IN HONREM SANCTAE CLARAE XXI OCTOBRIS A.D. MCMXXIV DEDICATA" which translates to "To
3038-473: Is the sixth most efficient action against climate change (ahead of solar farms and nuclear power ). Violence against women students became a political issue in Sweden during the period from 1900 to 1940. By 1900, 66 percent of Sweden's teachers were women, many of whom worked in isolated rural areas, where they faced loneliness and the threat of male violence. Politicians, teachers, and female authors debated
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3136-471: The Dahomey , Asante and Yorùbá people, were pioneered by missionaries and institutions that were trying to educate religious thought in addition to teaching more traditional western educational topics such as reading and writing. As early as 1529, King John III of Portugal had given instruction to open schools and provide education in "religious thought, reading and writing" and for the instructors to be paid by
3234-790: The Dowanhill Training College for Catholic School-Mistresses at Glasgow in 1895. A second convent in Scotland opened at Dumbarton in 1910. Pope Paul VI canonized St. Julie Billiart in 1969. With the inspiration of the Second Vatican Council , and with ecclesiastical approval, the Sisters of Notre Dame de Namur updated their Constitutions in 1984. Their charism now, as then, is to make known God's goodness. The great variety of ways they do this includes spirituality programs, legal aid, job training, and simply going around greeting people to bring them comfort and joy. In 1992,
3332-468: The Netherlands was sought by Rev. F. Wolf, S.J. , but, on account of political difficulties, Mother St. Joseph could not grant it. She offered, instead, to train aspirants to the religious life. Accordingly, two came to Namur, passed their probation, made their vows, and returned to labor in their own country. This is the origin of the congregation of Sisters of Notre Dame of Amersfoort , whose mother-house
3430-557: The Sorbonne ). The first regular schools of the Sisters were opened in August 1806, with a rush of students. The urgent need of Christian education among all classes of society in France at the time, led the foundresses to modify their original plan of teaching only the poor and to open schools for the children of the rich also. A unique feature of St. Julie's educational system was to use revenue from
3528-478: The labour market , while e-commerce platforms and digital banking services can help increase their income and independence. Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women. Education for disabled women has also improved. In 2011, Giusi Spagnolo became
3626-466: The post-nominal letters SNDdeN (less often SNDN or SND). These should not be confused with the School Sisters of Notre Dame (SSND) of Bavarian origin. Founders were St. Julie Billiart and Marie-Louise-Françoise Blin de Bourdon , Countess of Gézaincourt, whose name as a Sister was Mother St. Joseph. Mlle Blin de Bourdon, who had received spiritual guidance from Julie for many years, defrayed
3724-413: The 1950s and 1960s, rates of women education have been steadily climbing since then. However, there is still much statistical gender disparity as according to UNESCO statistics on women's enrollment and graduation rates. Due to handicapes made for the afghan women and girls for getting education by Taliban government, United nations dedicated 2023 World education day to the afghan girls and women. One of
3822-525: The 1980s, Zambia brought in schooling at all levels. Education systems vary in administration, curriculum and personnel, but all have an influence on the students that they serve. As women have gained rights, formal education has become a symbol of progress and a step toward gender equity. In order for true gender equity to exist, a holistic approach needs to be taken. Different places have different challenges requiring different solutions. However, focusing on women's empowerment in educational systems worldwide
3920-690: The Bundu schools, women would be given an intense education in medicinal herbs and home medicinal skills. These schools did not just teach educational curriculum (such as history passed on through songs and dances), but enabled the transmission of cultural values and were centers of female power. Despite the colonial and post-colonial ideal that women ought to be educated just to serve decorative or child-bearing maternal roles, these institutions taught women to play central economic, corporate and familial roles in their communities. Traditional education in West-Africa that predates colonial influence came about through
4018-666: The FAWE Conference girls across the Sub-Saharan region reported lower scores in Math and Science subjects. The tendency for girls to be pushed into clerical positions upon finishing school is also a widely researched and held belief. Despite this, formal education offers many benefits recognized internationally. The Fourth United Nations World Conference on Women has released publications citing numerous ways through which women's education in Africa
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4116-526: The Gambia, Ghana, Malawi, and Zambia. The gender parity index for secondary and higher education also tends to increase. In addition to the enrollment rate and gender parity index, other indicators, such as repetition rates, dropout rates, graduation rates, etc., also reflect the progress of women's education in Africa. In 1999, the repetition rate of female primary education in Sub-Saharan African countries
4214-669: The Hierarchy been re-established in England when the Government offered education to the Catholic poor. The Sisters of Notre Dame devoted themselves to this work, under the guidance of Sister Mary of St. Francis (Hon. Laura M. Petre), who was to the congregation in England what Mother St. Joseph was to the whole institute. Before her death (June 24, 1886) eighteen houses had been founded in England. By 1910 there were twenty-one. Among these English houses
4312-628: The Indians of the Oregon Territory . Five years later these sisters, at the request of the Right Reverend Joseph S. Alemany , Archbishop of San Francisco , were transferred to San Jose, California . This first establishment on the Pacific Coast was followed in the course of time by ten others, which formed a separate province from Cincinnati. For thirty years Sister Marie Cornélia directed
4410-453: The Institute's academies to defray expenses at the free schools. The community lived under a provisional religious Rule based upon that which Saint Ignatius of Loyola wrote for the Jesuits , drawn up by Mother Julie and Fr. Varin and approved in 1805 by Jean-François de Mandolx (fr), Bishop of Amiens . A more permanent Rule was adopted in 1818 and it became the basis for various versions of
4508-628: The Rocky Mountains. In her 15 years as superior she founded 14 new convents, a large novitiate in Waltham, Massachusetts, and an orphanage in San Jose, California. A Connecticut province was founded and a numerous apostolates would be pursued in Baltimore. On February 22, 1847, a colony of eight sisters under the care of Right Reverend F.N. Blanchet and Fr. Peter De Smet , S.J., left Namur to labor among
4606-693: The Rule until 1968. At that time a total revision occurred guided by changes at the Second Vatican Council . A later update occurred in 1984. The first branch house was established at St. Nicholas , near Ghent . This, along with Mother Julie's five other foundations in France, were all temporary. Later and permanent foundations were made in Belgium : Namur , 1807, which became the motherhouse in 1809; Jumet , 1808; St. Hubert , 1809; Ghent, 1810; Zele , 1811; Gembloux and Andenne , 1813; Fleurus , 1814; and Liège and Dinant , 1816. Mother St. Joseph Blin de Bourdon ,
4704-522: The Sisters of Notre Dame de Namur established Notre Dame Mission Volunteers - AmeriCorps as a non-profit volunteer organization. In 2015 at the 175th anniversary of their arrival in the United States, the sisters there numbered 800, with an additional 400 in the South American and African missions. A video presentation of their history was made for the occasion. The current Congregational Leader
4802-475: The Sisters of Notre Dame, including Trinity College , Washington, D.C. , and a provincial house and novitiate at Cincinnati, Ohio. Sister Agnes Mary (b. 1840, d. 1910) made three foundations and built the first chapel dedicated to Blessed Mother Julie in America, a beautiful Gothic structure in stone at Moylan, Pennsylvania . In 1886 Sister Julia McGroarty succeeded as superior of the order’s American houses east of
4900-563: The Tonga of Zambia it could range from six weeks to four months. In these forms of initiations, the children would be sent out to a specific location where they would be observed by professional teachers. In the 19th century, Nana Asmaʼu (1793–1864) founded the Yan Taru movement for the education of Sokoto women. Early colonial forms of education on the West African coasts, particularly among
4998-427: The United States in 2005/2006, women earned 62% of associate degrees, 58% of bachelor's degrees, 60% of master's degrees, and 50% of doctorates. Improving girls' educational levels has been demonstrated to have clear impacts on the health and economic future of young women, which in turn improves the prospects of their entire community. The infant mortality rate of babies whose mothers have received primary education
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#17328631550735096-588: The assumption of the crown of Belgium by Leopold of Saxe-Gotha had put an end to petty persecutions of religious. The most important work of Mother St. Joseph's generalate was the compiling and collating of the Rules and Constitution of the Sisters of Notre Dame. She left an explanation of the Rules, the particular rule of each office, and the Directory and Customs. She had preserved a faithful record of all that Mother Julie had said or written on these points. She also drew up
5194-719: The classroom determines empowerment among females and gender equality. Successful projects in Peru and Malawi have conducted teacher training using teaching guides for gender-sensitive instruction. The teacher guides have been created by Visionaria Network from Peru, and Girls Empowerment Network from Malawi. They both received grants from WomenStrong International. These projects creates guides and teacher trainings for teachers to support gender sensitivity in classrooms and support girls in recognizing and reaching their full potential. A systematic review on vocational and business training for women in low- and middle-income countries summarized
5292-737: The co-foundress, was elected Superior General succeeding Saint Julie. During her generalate the institute passed through the most critical period of its existence, due to the persecution of religious institutes by William of Orange-Nassau , King of the Netherlands . Some of the measures adopted to harass and destroy all teaching institutes were to compel them to remain in status quo , to hold diplomas obtained only after rigid examinations in Dutch and French by state officials, and to furnish lengthy accounts regarding convents , schools , finances, and subjects. But Mother St. Joseph's tact and zeal for souls saved
5390-443: The colonial administrations introduced schools to the region, they ignored educating women to fill economic roles in the community. In fact, the educational ideal of men as " breadwinners ", i.e. the primary financial support of a nuclear family structure, was introduced by successive British colonial governments in West Africa. One of the groups of people that the colonial governments in West Africa put heavy import on educating were
5488-478: The colonial presence. Particularly in Nigeria, formal education was seen as a policy making tool, as women's formal education has been linked to having effects on "population growth, health, nutrition, fertility, infant mortality, and changes in women's productivity and earnings." Researchers have cited some disadvantages however to this reliance on women's formal education. One, there is concern for women being alienated from their indigenous cultures and not receiving
5586-423: The direct cost of basic education, so that primary education can be more affordable. For example, in 2001, Tanzania implemented free primary education, resulting in a rapid increase in the gross enrollment rate of women's primary education from 61.6% to 88.8%. Schools create a safe and fair learning environment and institutional culture that is conducive to women. Gender considerations will be taken into account in
5684-423: The distance between the school and the home is very common in rural Africa. Insufficient infrastructure such as school teaching, health, and dormitory can also prevent women from entering school. At the same time, the curriculum and related teachers, syllabus, textbooks and teaching methods lack gender awareness, or exist gender bias, which has far more adverse effects for girls than boys. In many African countries, it
5782-413: The education in values that were typically received through pre-colonial indigenous educational systems. In addition, there is an increasing body of literature that suggests how the formal education institutions channel women into particular lower-earning job fields such as the humanities, while guiding women away from more technical jobs with higher wages. In regards to academic achievement, according to
5880-544: The education was also gendered by Western standards: the boys were educated from a young age to be military officers in the Dutch army and the girls were educated to be married to Dutch military officers in the region. One of the other ways through which colonizing countries were able to exert influence and indirect rule over the indigenous people was through maternal education. In colonial Ghana, Methodist missionaries led classes teaching western methods of hygiene and child birth to
5978-433: The evidence from thirty-five studies regarding the impacts of such training programs. The authors found that these types of programs have small positive effects on employment and income with variability across studies. They found that the effects of training may increase with a stronger gender focus of the program. Education of girls (and empowerment of women in general) in developing countries leads to faster development and
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#17328631550736076-471: The fields of education, humanities, and art, the proportion of girls generally far exceeds that of boys. Science, engineering, and architecture are dominated by boys. There are gender differences in education in Africa, and the factors that lead to these differences are manifold. The factors that hinder the education of gender equality can be roughly divided into economic factors, school-related factors, and social and cultural factors. Family economic status
6174-532: The first woman with Down Syndrome to graduate college in Europe (she graduated from the University of Palermo in Italy). Christian missionaries in the 19th century opened modern educational methods, but they usually focused on boys. After early experiments they settled on promoting ideology of domestic femininity imparted through girls' schooling. In South Africa after 1820, male Scottish missionaries decided that only
6272-417: The following year. In 1841 Mother Constantine (Marie-Jeanne-Joseph-Collin, b. 1802, d. 1875) was elected. She governed the institute for thirty-three years. Her term of office was marked by the papal approbation of the Rule in 1844, the first mission to England in 1845, to California in 1851, and to Guatemala in 1859. Under Mother Aloysie (Therese-Joseph Mainy, b. 1817, d. 1888), fifth superior-general,
6370-735: The girls kidnapping in Chibok , Nigeria , as comparable, using girls' education as the focus, history and context were ignored. What led to the shooting of Malala was reduced to being solely about her educating herself as a girl. United States interference, poverty, and government corruption and instability were not addressed. Education systems and schools play a central role in determining girls' interest in various subjects, including STEM subjects, which can contribute to women's empowerment by providing equal opportunities to access and benefit from quality STEM education. To enhance female literacy in Bangladesh,
6468-522: The government has implemented a range of programs. These initiatives encompass distributing free books to all primary schoolchildren, providing free education for girls up to the university level, and granting stipends to girls attending rural secondary schools. Gender equity goes further than simply enabling access to school; the curriculum also matters. There is a need to focus in schools on boosting girls' confidence and capacity to equally participate in society. The type of instruction teachers are using in
6566-411: The greatest and best God in honor of St. Clare. Dedicated October 21st, 1924." The following year Saint Clare Parish is built on the site of the original brick school next to Sodality Hall (later renamed St Clare Hall). Unfortunately, a fire in 1926 destroyed the original 96-year-old Mission Santa Clara. The school continued to grow and was in dire need of space. In 1952 school raised $ 138,000 to build
6664-578: The higher the level of education, the more unfavorable the situation. One of the most important reasons for this "vertical separation" is that girls' academic performance is worse than that of boys, and the percentage of students who can graduate and pass the exam is low. At the same time, in the diversion of secondary education and higher education, there is also a "level separation" of gender, which means that boys and girls are concentrated in certain classes and majors, so that these courses become male-dominated subjects or female-dominated subjects. For example, in
6762-710: The immediate expenses of founding the Congregation. At Amiens, August 5, 1803, they took a house in Rue Neuve. In the chapel of this house, at Mass on February 2, 1804, the two foundresses and their postulant , Catherine Duchatel of Reims , made or renewed their vow of chastity , to which they added that of devoting themselves to the Christian education of girls , further proposing to train religious teachers who would go wherever their services were requested. Victoire Leleu (Sister Anastasie) and Justine Garçon (Sister St. John) joined
6860-544: The indigenous Amazonian people in their struggle against the logging companies who took their land. Notre Dame Health Care Center in Worcester, Massachusetts , with roots dating back to 1900, has long been a leading health care facilitator. Peace and justice work has increasingly become a part of the sisters' efforts. It was through the Redemptorists that the Sisters of Notre Dame first went to England. Father de Buggenoms,
6958-462: The indigenous mothers or mothers-to-be. The missionaries tried to construct an ideal of motherhood that matched white European middle-class standards, irrespective of the social context of the ideals of motherhood in place in the Asante societies they were located in. In post-colonial West Africa, many of the ideals of Western education have remained while much of the infrastructure and funding left with
7056-553: The institute in America, failing health caused Sr. Louise's recall to Namur, where she worked until her death in 1866. The superiors who followed Louise found themselves after 1845 in charge of other houses founded east of the Rocky Mountains . Every year the sisters were asked for in some part of the country, and the mother-house of Namur gave generously of sisters and funds until the convents in America were able to supply their own needs. In this period fifteen houses were founded by
7154-714: The institute the same year. The Fathers of the Faith (a group founded for Jesuits during the Suppression of the Society of Jesus ) who were giving missions in Amiens sent to the sisters women and girls to be prepared for the sacraments . St. Julie assisted the Fathers in the neighboring towns. In Amiens, Mother St. Joseph Blin trained the novices and sisters with the assistance of (former Jesuit) Frs. Varin, Enfantin, and Thomas (a former professor in
7252-486: The institute. During his tour in 1829, King William visited the establishment at Namur and was so pleased that he gave the Mother General Dutch citizenship. She founded houses at Thuin , 1817; Namur Orphanage, 1823; Hospital St. Jacques, 1823; Verviers , 1827; Hospital d'Harscamp ; and Bastogne , 1836 – which had been for the past thirty years a state normal school; Philippeville , 1837. The Revolution of 1830 and
7350-456: The labor market, but with an average annual growth rate of 3.2%. Researchers hope that improving primary education attainment and accomplishment will lead to more attainment and accomplishment in the tertiary educational level and in the labor market. In the past few decades, African countries have attached great importance to the role of education in the process of nation-state construction and development. Therefore, education has been placed on
7448-733: The late 19th century brought along a highly restrictive policy against schooling for their girls. As of 2015, Priscilla Sitienei was attending elementary school in Kenya at age 92. She died in November 2022, at the age of 99, whilst preparing for final exams. Women's education in West Africa manifested in both formal and informal structures, with one of the more notable structures that had influence on women's education being preparatory schools labeled "Bush Schools". These bush schools were institutions that would oftentimes boast near 100% graduation rates and completed courses. They were organized by women and had
7546-540: The manual labor to keep the schools clean while this expectation was not held for the boys. Gender disparities in higher education persist as well, with women accounting for a little over 20% of university level enrollment in all of Sub-Saharan Africa, and countries in West Africa such as Niger and Ghana reporting rates of 15% and 21%, respectively. This is considered a contributing factor to why there are so few women in higher-level management and administrative jobs. In Ghana in 1990, women made up less than 1% of managers in
7644-462: The mixed children of white people, typically men, and indigenous people, typically women. In pre-British era of Ghanaian history, when much of the interaction between indigenous people and Europeans was through Dutch traders, mixed race children of traders and indigenous people were removed from their indigenous communities and placed in Dutch educational institutions in Ghana. In these early colonial schools
7742-524: The most basic education was necessary to prepare native women for the propagation of Christianity within the home. They prevented female teachers from operating in the Scottish mission's territory. They delayed the establishment of a Girls' Department at Lovedale Institution . Finally new leadership arrived who had a broader vision of uplifting native women so they could promote Christianity and Western gender codes. Muslims from India who came to East Africa in
7840-428: The most convenient method. An informant played a major role in gathering information that was then cross-checked. The sample of victims of violence was made up of married women from ages 18–60 both from rural and urban communities. The study described different forms of physical violence that are already present and provided an idea of what women go through, even across communities (rural and urban). Education in this study
7938-408: The most direct victims when education costs are unaffordable. In a survey in the mid-1990s, 58% of respondents let their daughters to drop out, while only 27% of respondents chose sons. Compared with boys, the opportunity cost of girls to go to school is higher, because they bear multiple roles such as family workers and mothers' assistants, and they have to bear more labor than men. For example, in
8036-492: The other hand, compared with the rest of the world, Africa, especially in Sub-Saharan Africa, still lags behind in the field of women's education. Educational interventions in conflict-affected regions must adopt a more holistic and culturally sensitive approach to reshape gender norms and foster sustainable peace-building efforts. Compared with men, women in most African countries have been disadvantaged in education, and
8134-461: The passing of skills, values, and knowledge from experienced elders to the youth. Some African societies would have initiation ceremonies, where the female children were taught history and mothercraft. They were “trained physiologically, socially and morally to enable them to become competent mothers and wives.” For the Poro society of West Africa, this form of schooling could last up to five years, while in
8232-631: The patriarchal system that continued in African native culture and colonial experience. Traditionally, women's reproductive and family roles are of great value. Adolescent African girls feel this pressure strongly because she either assists her mother or other female relatives to complete their home tasks or achieves a transition to an adult role such as a wife or mother at this time. From that age, some girls who are still in elementary school are at risk of interrupting their studies. The traditional concept of marriage in Africa regards investment in women's education as
8330-526: The policy priorities, and the rapid expansion of the number of educational institutions at all levels has greatly increased women's educational opportunities. In particular, after the World Conference on Education for All, women's education received special attention in Africa and achieved rapid development. Taking Sub-Saharan Africa as an example: in early 1960, the gross enrollment rate of girls in primary education, secondary education and higher education
8428-473: The poor. The institute was founded in Amiens , France , in 1804, but the opposition of the local bishop to missions outside his diocese led to the moving of headquarters to Namur (in present-day Belgium ), in 1809 (then occupied by Napoleon ), from which it spread to become a worldwide organization. The Sisters now have foundations in five continents and in 20 countries. Members of the order are identified by
8526-423: The primary ways in which there are gender disparities in education in West Africa are in the ratios of male to female participation: 43.6% of men have completed primary education as opposed to 35.4% of women, 6.0% of men have completed secondary education as opposed to 3.3% of women, and 0.7% of men have completed tertiary education as opposed to 0.2% of women. Some of the reasons for poor enrollment and participation
8624-591: The processes for the canonization of Mother Julie and Mother St. Joseph were begun in 1881; twenty houses of the institute were established – in Belgium, England, and America. Under Aloysie's successor, Mother Aimee de Jesus (Elodie Dullaert, b. 1825, d. 1907), the Sisters of Notre Dame, at the request of Leopold II of Belgium , took charge of the girls' schools in the Jesuit missions of the Congo Free State , where three houses were established. She also sent from England
8722-521: The province. In 1851 two foundations were made in Guatemala , Central America , under government auspices and with such an outburst of welcome and esteem from the people as reads like a romance. Twenty years later the forty-one Sisters of Notre Dame laboring there were expelled by the government. And each February the Sisters remember Sister Dorothy Stang who was assassinated in Brazil in 2005, for standing with
8820-562: The pupil. For women in particular however, these colonial forms of education brought with them European ideals of women's roles in the family, society and economy. These Western ideas of womanhood oftentimes contrasted with women's roles in the economy, society, or in the home. For example, Igbo women had associations known as Mikiri , which were economic and social forums for women in which they discussed direct action to enforce their interests, which were largely misunderstood and disregarded by various British colonial administrations. Hence, as
8918-537: The recently built Santa Clara College (1851) founded by the Jesuits . St. Mary's was later renamed Notre Dame Academy. The school started in the Forbes house located on the city block bordered by Lexington St, Santa Clara St, Lafayette St. and Washington St. The sisters also founded the College of Notre Dame, which split to become the present-day Notre Dame High School and Notre Dame de Namur University . Notre Dame High School
9016-406: The supply and allocation of resources to meet women's specific educational needs. More important is to strengthen gender awareness education for all teachers and educators. The government plays an important role in advancing gender equality in education. One of its roles is to create a good environment through laws and policies to promote women's education to achieve gender equality. Beyond the law,
9114-492: The victims, the children, the society among others There are factors that promote violence against women, which should be made open to the public. There is need for proper women and girl education to save them from the tragedy called violence. Development can be possible if individuals are able to learn positive habits that will shied them away from violence. World Health indicated that around the globe about 30% of women experience violence either by intimate sex mate or relatives. In
9212-480: Was 17.7%, and in 2006 it fell to 13.3%. At the same time, the increase in female enrollment rates has also led to a growing number of female teachers in Africa. In recent decades, female education in Africa has made great (though uneven) progress. On the one hand, the level of development of women's education between countries and countries in this region is still significantly different due to differences in geographical location, social class, language and ethnicity. On
9310-455: Was 25%, 1% and 0.1%, respectively. By 2006, the figures were 89%, 28% and 4%, respectively. While the enrollment rate of women at all levels is increasing, the gender parity index is also improving. In sub-Saharan Africa, the gender parity index for primary school enrollment in 1980, 1990, 2000 and 2006 was 0.77, 0.81, 0.89, and 0.92, respectively. In some countries, women's gross enrollment ratios even exceed men's gross enrollment rates, such as
9408-405: Was Mother Ignatius (Therese-Josephine Goethals, b. 1800; d. 1842). Her services during the persecution under King William had been invaluable. Excessive toil, however, took their toll and she died in the fourth year of her generalate, but not before she had sent the first group of sisters to America in 1840. She was succeeded by Mother Marie Therese who, on account of ill-health, resigned her office
9506-552: Was solemnly beatified by Pius X , May 13, 1906. Mother Marie Aloysie was elected superior general in January 1908. In 1840 the first foundation in America was made at Cincinnati, Ohio , at the request of the Right Reverend John B. Purcell , then Bishop and later the first Archbishop of Cincinnati . Sister Louise de Gonzague was appointed superior of the eight sisters who arrived for this foundation. After firmly establishing
9604-511: Was stressed to be the solution and a necessity in eliminating violence. A discussion of political and social barriers is needed. The relationship is a lot more complicated than it seems, women can be illiterate but still become empowered (Marrs Fuchsel, 2014). Immigrant Latina Women (ILW) were part of a qualitative study of 8 to 10 participant groups, at a time, and completed an 11-week program centered on self-esteem, domestic violence awareness, and healthy relationships. Immigrant Latina Women (ILW)
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