This thesis is centered on few extraordinary female student’s perceptions based on their academic and personal experience on a woman university which is located in Bangladesh. Historically, in terms of schooling and quality education, women are somehow deprived and lacks behind men everywhere around the world especially in Asian and Muslim countries. In this thesis, the stories of three students from a woman university will be portrayed with the purpose of finding out how empowering teaching method and influencing diverse environment can transform female students into a powerful individual and responsive to the community.
Through this paper, the concept of empowerment and its application on female students will be analyzed from various aspects. In the literature review, various barriers in terms of patriarchal ideologies, social construction on gender, gender inequalities in education, the overall picture of woman education focusing on Asian and Muslim countries will be enlightened. In the second chapter, through empowerment and feminist theory, the story of three female students will be characterized following methodologies used to find out the experience. These students experience based on the woman university will be embodied through case studies and the outcomes will be revealed based on themes and sub-themes. Discussion on finding will constantly relate back to the literature review and theories with a possible result of empowerment education creating effective and responsive female students for community development.
Table of Contents
CHAPTER 1. Introduction
1.1 Introduction of the Research
1.2 Statement of the Problem
1.3 Research Objectives
1.4 Research Questions
1.5 Significant of the Study
1.6 Organization of the Study
CHAPTER 2. Literature Review
2.1 Women Empowerment
2.2 Women in Education for Empowerment
2.3 Women Empowerment in South Asian Countries: Focusing on Bangladesh
2.4 Curriculum in Education
Formal Curriculum
Hidden Curriculum
2.5 Theoretical Framework
Empowerment Theory
Feminist Perspective and Empowerment
2.6 Conceptual Framework
2.7 Brief Introduction of AUW
CHAPTER 3. Methodology
3.1 Qualitative Approach: Case study
3.2 Selection of Participants
3.3 Data Collection Procedures
3.4 Data Analysis
3.5 Researcher ‘Stance’
3.6 Ethical Consideration and Validity
Ethical Consideration
Reliability and Validity
CHAPTER 4. CASE STUDIES
4.1 Rimu, “AUW made me who I am today”
Life before AUW
Journey with AUW
Life after Graduation
Complete Picture
Thoughts on Empowerment
4.2 Hanin, “I would say that this experience with AUW was the hardest and the best thing that happened in my life.”
Life before AUW
Journey with AUW
Complete Picture
Her Thoughts on Empowerment
Life after Graduation
4.3 Hakima, “AUW made me realize what I want, apart from which community I come from.”
Life before AUW
Journey with AUW
Life after Graduation
Complete Picture
Thoughts on Empowerment
4.4 Summary of the Findings
CHAPTER 5. Findings
5.1 Early Influences
5.2 University Curriculum
Formal Curriculum
Hidden Curriculum
5.3. Individual Influences
Academic
Personal
Obstacles and Challenges
CHAPTER 6. Discussion and Conclusion
6.1 Empowerment and Personal Improvement
6.2 Empowerment and Career Development
6.3. Recommendation
6.4. Limitations
Objectives and Core Themes
This study aims to examine the perceptions of three female students regarding their academic and personal experiences at the Asian University for Women (AUW) in Bangladesh. It specifically investigates how the university's empowerment-oriented curriculum, pedagogical methods, and diverse environment transform students into effective, responsive leaders for their communities.
- The impact of higher education on female empowerment in Asian and Muslim contexts.
- The role of formal and hidden curricula in fostering self-confidence and critical thinking.
- Barriers to women's education, including patriarchal ideologies and socio-cultural constraints.
- The importance of inclusive, diverse educational environments in developing ethical leadership.
- The influence of empowerment-based training on career development and personal growth.
Excerpt from the Thesis
4.1 Rimu, “AUW made me who I am today”
Rimu is a student from Chittagong, Bangladesh. She is from a lower-middle-class family. Like every other family from Bangladesh, her family wanted her to get chance in the Medical University. However, as she couldn’t prepare herself good enough for the medical university exam, she didn’t pass the exam. Although her parents wanted her to give an admission examine again for medical University, she was looking for other universities while preparing the exam. Although her parents wanted her to be a doctor, she did not realize she really wanted to be a doctor or not.
In the year of 2009, she was reading a local newspaper and the advertisement of AUW grabbed her attention. She had never heard of AUW Before. Two things made her very interested in getting admission into this university: International Women University and a full scholarship. People who she knew had no idea about AUW and what it means. As nobody knew about this University, she was not able to apply right away, and then found out more information about the University. Then she applied for the admission. She got shortlisted and took an exam and an interview. Apparently, in her batch among all the AUW students, she stood first in the admission test in 2009. It was a surprise that she got first place in admission.
But it took her a while to make her parents understand what AUW means, as her parents did not know much about for the AUW. However, they eventually agreed her to go to AUW, for her under-graduation.
Summary of Chapters
CHAPTER 1. Introduction: Presents the research background, statement of the problem, and objectives regarding women's higher education at the Asian University for Women.
CHAPTER 2. Literature Review: Discusses women's empowerment, gender barriers in education, and the role of both formal and hidden curricula in shaping educational outcomes.
CHAPTER 3. Methodology: Outlines the qualitative case study approach, participant selection criteria, and data collection procedures involving semi-structured interviews.
CHAPTER 4. CASE STUDIES: Provides detailed narrative accounts of three female students' journeys through AUW, covering their backgrounds, university experiences, and perspectives on empowerment.
CHAPTER 5. Findings: Analyzes the themes emerging from the interviews, including early socio-cultural influences, university curriculum, and individual academic and personal development.
CHAPTER 6. Discussion and Conclusion: Synthesizes the research findings, highlighting the role of empowerment education in career development and personal improvement, while acknowledging limitations.
Keywords
gender inequality, women empowerment, higher education, case study, feminist theory, curriculum, AUW, critical thinking, Bangladesh, student perception, career development, social change, leadership, empowerment education, patriarchal society.
Frequently Asked Questions
What is the core focus of this thesis?
The thesis explores the perceptions and experiences of female students at the Asian University for Women (AUW) in Bangladesh, specifically examining how the university's environment and curriculum facilitate their personal and professional growth.
What are the primary thematic areas covered?
Key areas include the concept of women's empowerment, the distinction between formal and hidden curricula, the role of higher education in overcoming socio-cultural barriers, and the impact of a diverse international student body.
What is the main research question?
The research investigates how female students are motivated to achieve higher career goals through a curriculum and training program based on empowerment education at AUW.
What methodology does the author employ?
The author uses a qualitative case study approach, conducting semi-structured, in-depth interviews with three female alumni to gather rich, narrative data about their experiences.
What subjects are addressed in the main chapters?
The chapters cover the introduction and problem statement, a comprehensive literature review, the methodological framework, individual student case studies, a thematic findings analysis, and a concluding discussion on the effectiveness of empowerment education.
Which keywords characterize this research?
The research is characterized by terms such as gender inequality, women empowerment, higher education, feminist theory, student perception, and leadership.
How does AUW's "hidden curriculum" contribute to empowerment?
The hidden curriculum, encompassing social interactions, club activities, and the diverse cultural atmosphere outside the classroom, plays a vital role in fostering student confidence, critical thinking, and a sense of community.
Does the author identify any shortcomings in the university's approach?
Yes, the thesis highlights concerns regarding administrative instability, the lack of a permanent campus, and critical reflections from participants regarding how the university portrays its students as "underprivileged" and the presence of perceived neo-colonial attitudes among faculty.
- Quote paper
- Ms. Nabeal Ummi (Author), 2018, The Influences of Empowerment Education on Female Students, Munich, GRIN Verlag, https://www.grin.com/document/923163
