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The Role of Computer Education in the Social Empowerment of Muslim Minority Women in Greek Thrace

by Keratso Georgiadou (Author)
©2017 Thesis 238 Pages
Series: Europäische Bildung im Dialog , Volume 12

Summary

This book explores the Muslim minority women’s perceptions of how computer education can lead them to social participation. Moreover, it discusses the contribution of (administrative) members of the community to this effort. The analysis of quantitative findings shows that Muslim women in Greek Thrace exhibit a more western-oriented behavioural intention to use computers. By evaluating multiple interviews, the author presents how women use the potential of computer education for social participation and empowerment. In doing so, she emphasises the role of information and communications technology as a window to the outside world.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • Acknowledgements
  • List of contents
  • Chapter 1: Introduction
  • 1. Introduction
  • 1.1 Background and Context
  • 1.2 Initial Research
  • 1.2.1 Demographics of Participants
  • 1.2.2 Relation to ICTs
  • 1.2.3 Places to Gather
  • 1.2.4 Conclusions
  • 1.3 Further Research
  • 1.4 Purpose and Need of Study
  • 1.5 Problem Statement
  • 1.6 Statement of Purpose and Research Questions
  • 1.7 Research Approach
  • 1.8 Rationale and Significance
  • 1.9 Study Structure
  • Chapter 2: Review of Literature
  • 2. Introduction
  • 2.1 Muslim Minority in Thrace
  • 2.1.1 Education of Minority
  • 2.1.2 Educational Choices for Muslim Students in Komotini
  • 2.2 Muslim Minority Women in Thrace
  • 2.3 Overview of Literature for Minority Women
  • 2.4 Gender and ICTs
  • 2.4.1 Information Society
  • 2.4.2 Digital Divide
  • Lack of infrastructure
  • Education and skills
  • Social and Cultural Issues
  • Financial resources
  • Content on the Internet
  • Industry and Labour
  • Lack of statistics
  • Power and decision making
  • 2.5 Empowerment of Women
  • 2.6 Empowerment of Women and ICT
  • 2.7 Muslim Women’s Empowerment through ICTs
  • 2.7.1 Economic Empowerment
  • 2.7.2 Socio-Cultural Empowerment
  • 2.7.3 Political Empowerment
  • 2.7.4 Empowerment of Women through Internet
  • Chapter 3: Methodology
  • 3. Introduction and Overview
  • 3.1 Methodology and Discussions
  • 3.2 Rationale for Quantitative and Qualitative Research Designs
  • 3.3 Sample
  • 3.3.1 Women in Quantitative Research
  • 3.3.2 Women in Qualitative Research
  • 3.3.3 Key Informants
  • 3.4 Overview of Information Needed
  • 3.5 Research Design Overview
  • 3.6 Data Collection Methods
  • 3.6.1 Models Measuring Behaviour
  • 3.6.2 TPB Method Adopted in Research
  • 3.6.3 TAM Method Adopted in Research
  • 3.6.4 Structured Interviewing
  • 3.6.5 Key Informant Technique
  • 3.7 Definition of Variables
  • 3.8 Hypotheses
  • 3.8.1 Hypotheses on Demographics
  • 3.8.2 Hypotheses for TPB Method
  • 3.8.3 Hypotheses for TAM Method
  • 3.8.4 Questions for the Qualitative Research
  • 3.9 Tools
  • 3.9.1 Questionnaire Used for TPB Method
  • 3.9.2 Questionnaire Used for TAM Method
  • 3.9.3 Women’s Interviews
  • 3.9.4 Key Informants’ Interviews
  • 3.10 Pilot Study
  • 3.10.1 Psychological Variables of TAM and TPB Method
  • TPB Questionnaire
  • TAM Questionnaire
  • 3.10.2 Women Interviews
  • 3.10.3 Key Informants
  • 3.11 Data Coding
  • 3.12 Data Analysis and Synthesis
  • 3.13 Ethical Considerations
  • 3.14 Issues of Trustworthiness
  • 3.15 Limitations of Study
  • Chapter 4: Findings
  • 4. Introduction
  • 4.1 Problems during the Research
  • 4.2 Places of Research
  • 4.3 Quantitative Research
  • 4.3.1 Demographics of Women
  • 4.3.2 Results of TPB Method
  • Measurement model
  • 4.3.3 Results of TAM Method
  • Reliability of questionnaire
  • Data analysis and results
  • Regression analyses -Measurement of β-coefficients to test TAM
  • Benefits
  • 4.4 Qualitative Research
  • 4.4.1 Demographics of Women
  • 4.4.2 Experiences on ICTs
  • 4.4.3 Infrastructure
  • 4.4.4 Multiplier Impact
  • 4.4.5 Reasons for Computer Use and the Internet
  • 4.4.6 Social and Psychological Impact
  • 4.4.7 Education Impact and Educators
  • 4.4.8 Opinions on Key informants
  • 4.5 Key-Informants’ interviews
  • 4.5.1 Demographics
  • 4.5.2 Relation to ICTs
  • 4.5.3 Key Informants’ Views on Women relation to ICTs
  • 4.5.4 Problems encountered
  • 4.5.4.1 Knowledge/Awareness
  • Gaps in the minority
  • Lack of information from the state
  • 4.5.4.2 Means
  • Lack of education and skills
  • Financial problems – Unemployment- Need for money
  • Lack of infrastructure
  • Internal family problems
  • Associations
  • 4.5.4.3 External Factors
  • Social pressure
  • State
  • 4.5.4.4 Aims of Action
  • Feelings of fear
  • Lack of trust
  • Mosques
  • 4.5.4.5 Education as Capability of Development
  • Education of children
  • Communication
  • Language matter
  • Scarf issue
  • Changes from past-Cultural transformation -Emancipation
  • Chapter 5: Discussion
  • 5. Introduction
  • 5.1 TAM and TPB Metod
  • 5.1.1 TPB Method
  • 5.1.2 TAM Method
  • 5.2 Women’s Interviews
  • 5.2.1 Experiences on ICTs
  • 5.2.2 Reasons for Computer Use and Internet
  • 5.2.3 Infrastructure
  • 5.2.4 Multiplier Impact
  • 5.2.5 Social and Psychological Impact
  • 5.2.6 Educational Impact
  • 5.2.7 Opinions about Key Informants
  • 5.3 Key Informants’ Interviews
  • 5.3.1 Key-informants’ relation to ICTs
  • 5.3.2 Key Informants’ Views
  • Relations with majority
  • Scarf issue
  • Lack of knowledge of Greek language
  • Policy
  • Lack of money
  • Internal family problems
  • Social pressure
  • Lack of infrastructure
  • Turning the tide
  • Chapter 6: Conclusions and Recommendations
  • 6. Introduction
  • 6.1 Conclusions
  • 6.1.1 Psychological Factors Influenced Behavioural Intention to Computer Use
  • 6.1.2 Social Empowerment of Minority Women through Computer Education
  • 6.1.3 Key Informants’ Contribution to Women’s Empowerment through ICTs
  • 6.2 Recommendations
  • 6.3 Contribution of the Study
  • 6.4 Limitations of the Study and Suggestions for Further Research
  • List of references

Keratso Georgiadou

The Role of Computer Education in the Social Empowerment of Muslim Minority Women in Greek Thrace

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About the author

Keratso Georgiadou studied Gender Studies and ICTs at the University of the Aegean, Rhodes (Greece), and holds a PhD from the Democritus University of Thrace (Greece). Her research interests include immigrant women, Roma women, Muslim minority women and computer education.

About the book

This book explores the Muslim minority women’s perceptions of how computer education can lead them to social participation. Moreover, it discusses the contribution of (administrative) members of the community to this effort. The analysis of quantitative findings shows that Muslim women in Greek Thrace exhibit a more western-oriented behavioural intention to use computers. By evaluating multiple interviews, the author presents how women use the potential of computer education for social participation and empowerment. In doing so, she emphasises the role of information and communications technology as a window to the outside world.

Acknowledgements

This research would not have been possible without the help, support, and active interest of many people around me. I hope that I managed to include everyone in the following section and ask forgiveness of those who feel they should have been mentioned. I would like to express my appreciation for the kind support of the Faculty of Educational Sciences and the Department of Primary Level Education that have allowed me to complete this research. I am most grateful to a supportive and cohesive committee. My deepest appreciation goes out to my advisor and committee chair, Prof Gerassimos Kekkeris for his valuable assistance, and by doing so, encouraged me to perform at higher levels than I thought possible. He made me believe in myself while continually giving me chances to enter in the scientific community from the very beginning of our collaboration. In particular, I thank the members of the scientific committees Prof. Eleni Taratori and Prof. Christina Metaxaki for intellectually challenging me and my work. I am deeply grateful to Prof. Mary Kalantzis at Urbana-Champaign Illinois who has an incredible amount of knowledge in the field of education. She took the time to share her knowledge and to articulate a respect for my own experiences during my research. I highly appreciate the time she has invested in this. I am grateful to Assoc. Prof Sabahat Sansa at the Bogazici University Istanbul, my Turkish “mother”, who has been supporting me for the last decade. She read several drafts of the proposal and offered concrete suggestions holding me to a high standard. Her optimism, spirit and vision helped me recognise potential as well as limitations. I am obliged to thank with gratitude Assoc. Prof. Panagiotis Antoniou for his advices, Assoc. Prof. Georgios Tsomis for providing me material from libraries in Germany and also his encouragement through the preparation of my thesis and Mr Stergios Deliakidis who helped with the labyrinth of the statistics. My thanks do also go to all the people who have supported me in editing and improving the written work.

I am mostly grateful for the educational opportunities my parents have provided me with in the past. Without my mother’s emotional and financial support I would not have been able to start this in the first place. ←7 | 8→ ←8 | 9→

Details

Pages
238
Year
2017
ISBN (PDF)
9783631714454
ISBN (ePUB)
9783631714461
ISBN (MOBI)
9783631714478
ISBN (Hardcover)
9783631714447
DOI
10.3726/b10710
Language
English
Publication date
2017 (March)
Keywords
Behavioral Intention Computer Use Key Informants Muslim Women Greece
Published
Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 238 pp., 64 b/w ill., 14 b/w tables

Biographical notes

Keratso Georgiadou (Author)

Keratso Georgiadou studied Gender Studies and ICTs at the University of the Aegean, Rhodes (Greece), and holds a PhD from the Democritus University of Thrace (Greece). Her research interests include immigrant women, Roma women, Muslim minority women and computer education.

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Title: The Role of Computer Education in the Social Empowerment of Muslim Minority Women in Greek Thrace
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238 pages