I am The Woman That Some Love, Some Admire, Some Envy, Some Hate....But None Ignores, I Have So much Influence!
Women—and only women—lowered their intellectual self-esteem between high school graduation and sophomore year of college.
If your plans are failing, search your motives. When you do things for the wrong reasons, do not expect God to back you up.
You Have The Holy Spirit That's All You Need For That's All It Takes!
Ukikaa nyuma yangu utafanikiwa, ukikaa mbele utaanguka.
If you want to live an effortless life, believe me you will not live, you will just exist because living in the true sense requires you to put constant efforts day in day out.
You’re so quiet and subdued! You worry me. Are you well?” “Quite well. Deflated, perhaps. I have been deserted by my enemies. The affair is over. I am done.
If you feel inferior all the time, this means that you regularly let people say and do to you whatever they feel like.
As valedictorians matured from high school they began to change their views of success from stereotypical ideals such as material wealth or emulating their parents’ lifestyle to an idea created on their own. They now sought balance between money, career and family as opposed to, say, only wealth. Academically and careerwise most of them were traditionally successful.
Are valedictorians successful a decade and a half after high school? Yes is the simple answer to this straightforward question…Yet the answer becomes infinitely less simple when we examine what society and the valedictorians themselves mean by “success.
The record is clear; nothing succeeds like success and there is no predictor of academic success better than a history of academic success.
Extremely talented students face an odd danger: they do so well in the paths they choose that they might not question whether the direction really fits them.
Male valedictorians attended Harvard, Yale, Princeton, MIT, and Stanford. Only one woman chose an Ivy League university-Cornell.
Success is a game which we measure not by the intentions of our opponents, but by the effects of their play.
For academically talented women, in contrast, school success does not guarantee occupational success. Even the best female college students need people who will support them, encourage them, and – most important—who will connect them to opportunities.
Outstanding students of color arrived on campus without the web of white middle-class family and school structures that provided Anglo students with practical knowledge in such areas as college choice strategies and career planning.
College bonds weakened for students of who lived off campus, took outside employment, and maintained active family commitments. Unskilled in navigating the university, these students were unlikely to enter the personal networks where insiders traded the practical information they desperately needed.
For minority students, as for women and working-class white valedictorians, superior college grades did not lead smoothly to high-level satisfying work.
The stories of successful channels, stifling ruts, and missed paths all point to the same conclusion: the successful passage from school to postschool achievement requires an interpersonal process of increasing self-understanding, career socialization, and tacit knowledge.
Academically capable men and women almost never follow a single-minded interest from childhood into careers.
