The dynamics of intra-household economics among sedentary farmers in rural Kenya suggest that women, whether or not they have a male household head, are responsible for providing basic resources to insure the daily survival of household members. Many rural Kenyan women operate small businesses in rural market centers in order to meet these obligations, and many of these women are also heads of their households. This paper examines women's resource bases for establishing and maintaining small-scale businesses. Compared to women who are associated with male-headed households, women who head households have fewer resources for establishing businesses which in turn generate lower earnings. At the same time, these women are almost completely dependent on their businesses for meeting the household's needs.
Women in many rural areas of the US often engage in small-scale businesses as one of several avenues for contributing to household incomes. In those geographical areas that contain a significant minority population, many of the women's businesses display the cultural diversity of the regions in which they live. Likewise, women's roles as economic providers as well as wives and mothers are reflected in the manner in which they operate their businesses. Candida Brush suggests that women's strategies for operating their businesses are highly integrative because women's business decisions are intertwined with familial responsibilities, household economic demands and desires to contribute to their communities. Hispanic and Native American women in the Four Corners region of southwestern US and African American women in central Virginia participated in interviews in which they responded to numerous short answer and open-ended questions about their businesses and decision-making strategies. From these interviews an image emerges of rural minority business women who are operating their businesses at the nexus of family obligations, economic necessities, cultural ties and with a commitment for serving their communities.
Service-learning courses within a university setting help students to better understand their roles as members of civil society. This article examines the evolution of an urban stream cleanup project that has been part of a world regions geography course for six years. After connecting course goals with the current best practice literature on student engagement and "greening of the curriculum," the context of the cleanup is discussed, focusing on the physical geography of the urban stream and political and university perspectives that influence the environmental status of the stream. The article analyzes the successes and challenges of the project and identifies strategies that have evolved in order to enhance the success of the project. It closes with recommendations for using this as a model for generating service-learning courses at other universities.
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