Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Women, Education, and Social Welfare
Diana J. Fox
Bridgewater State University
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Learning-Informed Agency among Women and Its Impact on Household Well-Being Syarnubi; Septia Fahiroh; Diana J. Fox
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): January - March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.218

Abstract

Household well-being is increasingly recognized as a multidimensional construct shaped not only by material resources but also by the capacity of household members to make informed and adaptive decisions. This study examines the impact of learning-informed agency among women on household well-being, conceptualizing agency as the ability to translate accumulated learning experiences into informed judgment and purposeful action. Using a quantitative cross-sectional design, data were collected from 312 adult women actively involved in household decision-making and analyzed using latent variable modeling techniques. The results indicate that learning-informed agency has a substantial and statistically significant positive effect on household well-being (β = 0.61, p < 0.001), explaining 37% of the variance in household well-being. Measurement model assessment confirmed satisfactory reliability and validity of the constructs. These findings demonstrate that women’s learning-informed agency is a central mechanism through which learning contributes to household stability, emotional security, and adaptive resilience. The study advances theoretical integration between learning, agency, and well-being, while offering policy-relevant insights for women-centered learning and family development interventions.
Challenges and Successes of Women’s Leadership in Higher Education in Qatar: The Case of the Community College of Qatar Amna Ahmed Obeid Abdelnur; Diana J. Fox
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.408

Abstract

This case study examines the cultural, institutional, and personal challenges experienced by women in academic leadership positions at the Community College of Qatar (CCQ), as well as their achievements and perceptions of leadership. Using a mixed-methods approach, data were collected from 26 women holding various leadership positions through a questionnaire, followed by a focus group discussion involving five participants. The findings reveal opportunities and barriers to attaining leadership positions, shaped by workplace culture, professional networks, cultural stereotypes, and domestic responsibilities. Women leaders also experienced burnout, stress, and anxiety after assuming leadership roles. Nevertheless, participants demonstrated strong decision-making skills, resilience, innovation, and collaborative leadership. They contributed to institutional governance by guiding their teams, supporting colleagues, making important decisions, and promoting an inclusive culture that challenges gendered assumptions about leadership. Support from coworkers, families, mentors, institutions, and communities helped participants balance professional and personal responsibilities and overcome cultural and workplace pressures. Appropriate policies, resources, mentoring, and institutional support systems were identified as essential to their success. Although limited in scope, this study contributes to the literature by documenting women’s lived experiences and recommending interventions to address persistent barriers and strengthen women’s leadership in higher education.
Co-Authors Amna Ahmed Obeid Abdelnur Septia Fahiroh Syarnubi