Empowered but afraid: do Saudi women have the capability to freely decide their university majors?

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2024-06-27 DOI:10.1080/01425692.2024.2371891

Abdulaziz Salem Aldossari

引用次数: 0

Abstract

This study used a capability approach to investigate Saudi women’s empowerment experiences and their capabilities in decision-making regarding choosing their university majors. Further, the study e...

查看原文本刊更多论文

有权力但也害怕：沙特妇女有能力自由决定自己的大学专业吗？

本研究采用能力方法来调查沙特妇女的赋权经验及其在选择大学专业时的决策能力。此外，该研究还对沙特妇女在选择大学专业时的能力进行了分析。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.