A lack of understanding of how women perceive their learning continues to hinder efforts to design educational experiences that prepare women for STEM disciplines. The purpose of this basic qualitative study was to explore women's perceptions of their learning from a middle school STEM program a decade earlier and other learning experiences they…

The purposes of this study were to investigate female juvenile delinquents and at-risk girls' perceptions of their new school experience at a residential alternative education program in Singapore. Participants' views about the three key components of the alternative school are presented. Student characteristics and services offered at the school…

Psychologists have often observed an underlying pattern or theme in the accounts that individuals give of their lives. To test a humanistic-existential approach to human development, 48 women were interviewed with the Loss and Transcendence (L/T) Life History Form. The L/T Life Theme is expressed in two ways: the expanded version includes the…

This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and…

Outlines 10 principles of leadership and program design derived from the philosophy of Woodswomen, Incorporated, an adventure program for women of all ages. Elaborates on the principles of developing an atmosphere of security and safety, encouraging individuals to set their own goals and agendas, and avoiding a success/failure approach to…

Women bring distinct needs to adventure experiences and a unique perspective that would be beneficial if incorporated in all facets of outdoor experiential education. By labeling myths that impede our realization of gender differences, we begin to ensure that outdoor adventure will be a positive, holistic experience for women. (JHZ)

Discusses the search for gender identity in the midst of conflicting messages from modern society and reviews the American tradition of looking to outdoor adventure as a means of affirming gender-based community. Urges experiential educators to be sensitive to gender-related anxiety and aware of the benefits of same-sex groups. (JHZ)

Three women undertook a four-day winter camping trip in the Adirondacks as their practicum in an outdoor and experiential-education course. Their description of the confidence gained and the balance between self-doubt and overconfidence is compared to walking in snowshoes. (TD)

Single-sex adventure education programs for adolescent women give them space to challenge traditional feminine roles, relate to other women without the pressures of mixed-sex groups, and examine issues such as personal relationships and health within a safe environment. If there are insufficient women facilitators, male staff should have awareness…

This proceedings contains articles and workshop summaries from the 1991 conference of the Association for Experiential Education. Both articles and workshop summaries are categorized into the similar areas of: (1) open track, an outline of curriculum and models for training volunteer practitioners; (2) adventure alternatives track, discussing…

This proceedings includes 18 papers and abstracts of papers presented at the third biennial research symposium of the Coalition for Education in the Outdoors. Following an introduction, "Strengthening the Foundations of Outdoor Education" (Anderson B. Young, Leo H. McAvoy), the papers and abstracts are: "Research in Outdoor…

Joshua Miner recounts his 30 years' experience with people and places significant to the history of Adventure-Based Education and Outward Bound in the United States. Fourteen Outward Bound schools visited or assisted by Miner are described in chapters recording events such as the school's inception, daily activities, individuals enrolled, and…

The process of change experienced by adult women reentering higher education is analyzed within the framework of one theory of adult development, and teaching and learning environments that support women's developmental growth are described. Topics addressed include providing adult students with positive feedback, counseling, promoting awareness…

This book contains six presentations from the American Society of Training and Development National Conference in St. Louis. The paper, Career Development, Personal Growth, and Experiential Learning, sees learning as the central task of career development, with experiential learning theory providing a framework for mapping career changes and a…

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…