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This paper aims to present a history of the marketing of hope chests in the USA, focusing in particular on one very successful sales promotion, the Lane Company’s Girl Graduate Plan. The Girl Graduate Plan is placed within its historical context to better understand the socioeconomic forces that contributed to its success for a considerable period but ultimately led to decreased demand for the product.

The history of the marketing of hope or marriage chests draws upon primary sources located in the Lane Company Collection at the Virginia Museum of History and Culture. Secondary sources and images of advertising culled from Google image searches provided additional insight into the operation of the company’s Girl Graduate Plan.

While the Lane Company benefitted in the form of increased sales, profit and brand awareness and loyalty from prevailing socio-economic trends, which supported the success of its Girl Graduate Plan, including targeting the youth market, this promotion ultimately fell victim to the company’s failure to stay abreast of social changes related to the role of women in society.

Like all historical research, this research is dependent upon the historical sources that are accessible. The authors combined documents available from the Virginia Historical Society archives with online searches, but other data sources may well exist.

This history investigates how one manufacturer, a leader in the North American industry, collaborated with furniture dealers to promote their products to young women who were about to become the primary decision makers for the purchase of home furnishings. As such, it provides an historical example of the power of successful collaboration with channel partners. It also provides an example of innovation within an already crowded market.

The hope chest as an object of material culture can be found in many cultures worldwide. It has variously represented a woman’s coming of age, the love relationship between a couple and a family’s social status. It has also served as a woman’s store of wealth. This history details how changing social values influenced the popularity of the hope chest tradition in the USA.

The history of the marketing of hope chests is an area that has not been seriously considered in consumption histories or in histories of marketing practices to date, in spite of the continuing sentimental appeal for many consumers.

This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to track a number of young graduates as they completed their studies and embarked upon career of choice.

The approach adopted is defined and discussed as one of “common sense”. Alongside the notion of “common sense” the paper deploys two further concepts, “convention” and “faith” necessary to complete a rudimentary methodological framework. The narratives which are at the heart of the papers are built in such a way as to contain not only the most significant substantive issues raised by the graduates themselves but also the tone of voice specific to each.

Five cases are presented; the stories of five of the graduates over the course of one year. Story lines that speak of learning about the job, learning about the organisation and learning about self are identified. An uneven journey into a workplace community is evident. “Fragmentation” and “cohesion” are the constructs developed to reflect the conflicting dynamics that formed the lived experience of the transitional journeys experienced by each graduate.

Whilst the longitudinal perspective adopted overcomes some of the major difficulties inherent in studies which simply use “snap shot” data, the natural limits of the “common sense” approach restrict theoretical development. Practically speaking, however, the papers identify issues for reflection for those within higher education and the workplace concerned with developing practical interventions in the areas of graduate employability, reflective practice and initial/continuous professional development.

The series of papers offers an alternative to orthodox studies within the broader context of graduate skills and graduate employment. The papers set this debate in a more illuminating context.

School counselors and school psychologists are charged with supporting the holistic development of students with disabilities. They often collaborate with educational enterprise to improve educational outcomes and implementation of special education services to support student success and postsecondary transitions. However, historically underserved students, particularly Black girls with disabilities, have unique challenges that impact their overall success and preparedness for postsecondary educational opportunities. As such, the purpose of this chapter is to examine these challenges and provide strategies for school counselors and school psychologists to promote college and career readiness among Black girls with disabilities.

This study aims to explore whether socio-economic factors determine the level of menstrual knowledge and perceptions of schoolgirls in Bangladesh. The aim of this study is to understand how knowledge and perceptions vary with variations in the different socio-economic factors in a schoolgirl’s life such as place of residence, religion, age, grade, parents’ education, parents’ occupation, family income and even family size.

Data were collected from four schools (two in urban areas and two in rural areas). A total of 450 schoolgirls from grades V–X were interviewed to examine how knowledge and perceptions varied with different socio-economic aspects. Multiple logistic regression models were used to measure the associations between various socio-economic variables and perceptions of and knowledge about menstruation.

Respondents from urban areas were 4.75 times more likely and those 14–16 years old were two times more likely to report higher levels of knowledge about menstruation compared to their counterparts. Based on the father’s occupation, respondents whose father was engaged in a professional occupation were 1.983 times more likely to have a higher level of knowledge on menstruation compared to those whose fathers were in an unskilled profession. Similarly, the odds of positive perceptions on menstruation were 1.456 and 1.987 times higher, respectively, among respondents living in urban areas and those 14–16 years old, compared to their counterparts.

This study provides evidence that different socio-economic and even demographic factors are important in the development of menstrual knowledge and perceptions. Policy formulation and development actions related to adolescent girls’ physical and reproductive health development need to consider these factors in Bangladesh and in other developing countries, where poor knowledge and perception related to menstruation are hindering girls’ mental and physical development. This is expected that better knowledge and perception will facilitate girls’ right to have better health and social lives.

A recent President’s Council of Advisors on Science and Technology report predicts a shortfall of 1 million college graduates in STEM (science, technology, engineering, and mathematics) fields in the United States over the next several years (2012). Recommendations to address this include diversifying the STEM workforce, which is plagued by a lack of gender diversity (Hill, Corbett, & St. Rose, 2010). University–School partnerships are crucial in developing a pipeline that moves interested primary and secondary students (aged 5-18) into majoring and eventually working in STEM fields. The lower involvement of women in STEM fields is multi-factorial and affects all communities, including Abilene, Texas. Abilene Independent School District’s STEM high school, the Academy for Technology, Engineering, and Science (ATEMS) consistently has a female student population at or below 35%. A local university, Abilene Christian University (ACU), has struggled to increase female undergraduate students in STEM fields. Creating a University–School partnership between ACU and ATEMS aided in building a STEM pipeline for girls in the Abilene community. In this chapter, we describe this collaboration between ACU and ATEMS and highlight the key features that led to success of the collaboration.

This chapter reviews the status of Education For All (EFA) in China and identifies four gaps: between rural and urban residents, between residents of geographic regions, between ethnicity groups, and between the genders. It turns to examine the educational situation and interests of girls weighed down by the crushing burden of multiple disadvantages in “left-behind” Western China. Based on analysis of macro-level socio-economic and educational conditions, along with rich micro-level data on girls’ vigorous pursuit of education, the authors argue that the changing conditions of rural girls’ lives and their education can best be understood from a critical empowerment perspective. Summarizing the global discourse and cross national evidence on the benefits of girls’ education, the chapter and looks beyond a utilitarian perspective and argues for the cogency of a critical empowerment framework. Filled with telling stories and case studies of Han Chinese, Tibetan, and Muslim girls, this chapter proposes that prioritizing girls’ education in Western China is crucial and required for achieving the MDG of gender parity. Even though girls are often stranded by family financial conditions, their actions and ideas seeing education as their future reflect a changing gender identity and role in the family and society. The fieldwork suggests that educating girls promotes localized development, reduces dangerous levels of economic gaps and social instability, but also advances hard to measure effects: personal and civil empowerment, and sustainable, harmonious cultural change – as well as MDG.

The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community.

The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed.

This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting.

This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

The purpose of this paper is to describe and analyse the significance of the incidence of female principals in the urban sector of Eretz Israel, against the background of growing Jewish society, through the prism of which we can view the development of modern Hebrew education during the waning Ottoman rule.

In addition to the archival material, contemporary newspapers provided an important source, as did memoirs of prominent people that, to some extent, filled in the “gaps”, more on the running of the schools and less on the activities of the four principals.

A survey of the archival material reveals that the four women share biographical elements, their talents, personalities and education obtained abroad, style of school leadership and organization, not to mention their moral contribution to the education of girls in Eretz Israel.

One may point to other fields in which women began to play a more prominent role, based on European training and experience. For instance, in medicine and a modern approach to midwifery, From 1900, modern trained female doctors, nurses and midwives began to be employed in hospitals and private practices around the country, helping to radically reduce childbirth fatalities and allowing women to consult a woman practitioner where before they had been unwilling to expose themselves to men. Although a direct link between the earlier presence of female educational administrators and the entry of women doctors may be difficult to establish, the atmosphere had certainly begun to change.

From that period on, during the British Mandate, and after the creation of the State of Israel, immense changes have been instituted. One can view the seeds of these changes as, at least in part, having been planted by the pioneering work of our four women. There were far reaching developments in the conception of female management from the time of the Ottoman rule through the period of the British Mandate.

This research shines a light on a forgotten world and pursues a phenomenon not yet revealed in Zionist historiography − the running of girls’ schools by women in the Jewish community, under the dying Ottoman regime. The study allows us a deeper insight into the historical educational processes that fashioned the profession of head teachers, via pioneering female principals. Female administration in a patriarchal society, with a hegemonic male orientation that placed man at the centre and woman as secondary, faced these problems, obstacles and opposition. Women who were appointed to run schools had to justify their position by imitating the “masculine” style of management and to carry out their work − both pedagogical and administrative − without organizational, social or emotional support. They suffered opposition, internal (their male teaching staff) and external (from patrons and the religious community) and the need to respond to their criticism.

Social implications are as follows: social activism; girls education; collaboration; collective action; and change agent.

Learning outcomes are as follows: evaluate the role of a change agent in a nonprofit organization; understand collaborative partnerships in a nonprofit organization; examine how a nonprofit organization is promoting education in conflict-affected countries; understand the importance of education for girls as a basic human right; understand and discuss the threats to girls’ education in conflict-affected countries; analyze the role of Malala Yousafzai in supporting girls’ education globally; identify the challenges unique to educating girls; and explore steps that Yousafzai needs to take to ensure girls have equal access to the knowledge and skills they need to learn and lead in a world affected by the pandemic and climate change.

The case discusses social activist Malala Yousafzai’s (She) diligent efforts to promote girls’ education in conflict-affected regions globally through her not-for-profit organization Malala Fund. Co-founded in 2013, Malala Fund worked to ensure every girl globally could access 12 years of free, safe, quality education. The fund worked towards this goal by building creative partnerships and investing in its global network of education activists and advocates fighting for girls’ education in communities where most girls missed out. Malala Fund supported girls’ education programs in countries such as Pakistan, Afghanistan, Nigeria, India, Brazil, Ethiopia, Turkey and Lebanon. The Fund’s projects were aimed at addressing gender norms, promoting the empowerment of girls through education, imparting gender-sensitive training for teachers and raising awareness about the need for girls’ education. In 2016, the fund created the Education Champion Network to support the work of local educators and advocates to advance.

Post-graduate level students.

Teaching notes are available for educators only.

CCS 11: Strategy.

To write this case, several research methods were used. Most importantly, field interviews were conducted with employees at Banati foundation. The interviews were held with three different employees at different points in time, including the marketing manager, the executive manager and the head teacher working with the girls at the foundation. These interviews helped provide details regarding the foundation’s culture which is hard to get from secondary sources. In addition to this, one of the researchers was a volunteer at the foundation for 6 months before starting this research and so had strong background knowledge on the workings of the entity. Finally, secondary sources were used to provide accurate historical information and numerical statistics. These sources included the foundation’s website and annual reports as well as newspaper interviews with the Banati’s Chairperson.

This case poses the marketing dilemma faced by Banati Foundation, a non-profit organization (NPO) based in Egypt. Banati has offered child protection services to girls at risk since its establishment in 2009. In particular, the case focuses on the foundation’s strategy and operations in 2020. Since its inception, the foundation has been led by the main founder, Dr Hanna Abulghar. Under her leadership, the foundation flourished and won several international awards. The foundation became a home, a school and a support system to the girls who were once homeless. Yet even though Banati succeeded in improving the lives of many girls at risk, the foundation still sought ways to sustain its funds and to empower the girls to thrive after they left the foundation. As the key person responsible for setting the foundation’s direction and strategy, Dr Hanna faced marketing challenges that include overcoming social stigma, diversifying the donor base and increasing fundraising.

This case is suitable for undergraduate and Master’s students who already have an understanding of the basic marketing principles such as the marketing mix (4Ps)/market segmentation and have taken an introductory marketing course previously. Furthermore, the case presents an opportunity to apply marketing concepts such as segmentation, targeting, positioning and promotion within the context of social and NPO marketing. It is ideal for students studying social marketing, NPO marketing strategy, cause marketing, fundraising techniques and social inclusion.