Pub Date : 2018-09-02DOI: 10.1080/19407882.2018.1477682
Mary A. Hermann, Cheryl Neale-McFall
Researchers have identified some of the factors that inhibit the success of mothers in academia, including overt and covert discrimination, inequitable teaching and service assignments, and the lack of policies that support combining motherhood and academic work. Pretenure mothers are particularly vulnerable, as they attempt to balance increasing demands for achieving tenure and the overlap of the tenure and biological clocks. In addition to further exploring these factors, this phenomenological study of 10 women counseling professors considered the impact of rising cultural expectations related to motherhood. Results of this study revealed that combining pretenure academic work and motherhood seems to be increasingly more challenging. Themes highlighted include instances of incompatibility in academic and motherhood roles and barriers in academic culture. Also provided are positive aspects of academic motherhood, strategies for success under current cultural and academic systems, and suggestions for advocacy efforts to further support faculty mothers.
{"title":"Experiences of Pretenure Counseling Professor Mothers","authors":"Mary A. Hermann, Cheryl Neale-McFall","doi":"10.1080/19407882.2018.1477682","DOIUrl":"https://doi.org/10.1080/19407882.2018.1477682","url":null,"abstract":"Researchers have identified some of the factors that inhibit the success of mothers in academia, including overt and covert discrimination, inequitable teaching and service assignments, and the lack of policies that support combining motherhood and academic work. Pretenure mothers are particularly vulnerable, as they attempt to balance increasing demands for achieving tenure and the overlap of the tenure and biological clocks. In addition to further exploring these factors, this phenomenological study of 10 women counseling professors considered the impact of rising cultural expectations related to motherhood. Results of this study revealed that combining pretenure academic work and motherhood seems to be increasingly more challenging. Themes highlighted include instances of incompatibility in academic and motherhood roles and barriers in academic culture. Also provided are positive aspects of academic motherhood, strategies for success under current cultural and academic systems, and suggestions for advocacy efforts to further support faculty mothers.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"65 Suppl 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126341783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-02DOI: 10.1080/19407882.2018.1526608
Margaret W. Sallee, A. Bergerson
{"title":"In Memoriam: Kelly Ward","authors":"Margaret W. Sallee, A. Bergerson","doi":"10.1080/19407882.2018.1526608","DOIUrl":"https://doi.org/10.1080/19407882.2018.1526608","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121651468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-02DOI: 10.1080/19407882.2018.1475286
Alyssa Stefanese Yates
{"title":"Critical Mentoring: A Practical Guide By Torie Weiston-Serdan","authors":"Alyssa Stefanese Yates","doi":"10.1080/19407882.2018.1475286","DOIUrl":"https://doi.org/10.1080/19407882.2018.1475286","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114871229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-09DOI: 10.1080/19407882.2018.1451754
P. Reynolds, J. Mendez, Angela Clark-Taylor
This qualitative study utilizes feminist media analysis to examine the depiction of college women in the U.S. TV show Greek. Overall women engage in and graduate from higher education at rates greater than men, but representations of higher education in popular culture tend to minimize women’s intellectual engagement within the academy. Our findings focus on two themes emerging from our analysis: that of the show’s depiction of college women as “intellectual-lite” through portrayals of their limited and stereotypical interests, and their depictions as “knowers,” portrayed through the ways they make sense of college and how they engage in it. As artifacts of popular culture, such as TV shows, provide templates of college student identity and behaviors for viewers, we close with recommendations to challenge continuing misrepresentations within personal and institutional practice in higher education by suggesting ways to recognize and counter these messages.
{"title":"“Do You Want Me to Become a Social Piranha?”: Smarts and Sexism in College Women’s Representation in the US TV Show, Greek","authors":"P. Reynolds, J. Mendez, Angela Clark-Taylor","doi":"10.1080/19407882.2018.1451754","DOIUrl":"https://doi.org/10.1080/19407882.2018.1451754","url":null,"abstract":"This qualitative study utilizes feminist media analysis to examine the depiction of college women in the U.S. TV show Greek. Overall women engage in and graduate from higher education at rates greater than men, but representations of higher education in popular culture tend to minimize women’s intellectual engagement within the academy. Our findings focus on two themes emerging from our analysis: that of the show’s depiction of college women as “intellectual-lite” through portrayals of their limited and stereotypical interests, and their depictions as “knowers,” portrayed through the ways they make sense of college and how they engage in it. As artifacts of popular culture, such as TV shows, provide templates of college student identity and behaviors for viewers, we close with recommendations to challenge continuing misrepresentations within personal and institutional practice in higher education by suggesting ways to recognize and counter these messages.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115351730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-09DOI: 10.1080/19407882.2018.1441032
Paige Haber-Curran, Rosanna F. Miguel, Marcy Levy Shankman, S. Allen
How women understand and practice leadership is a growing focus in research and in practice. This study was the first of its kind to examine different variables that drive college women’s leadership self-efficacy. The researchers sought to identify which of the 19 capacities of emotionally intelligent leadership (EIL) are significant drivers of college women’s leadership self-efficacy. Four EIL capacities emerged as significant: initiative, facilitating change, developing relationships, and managing conflict. The findings and discussion include specific strategies to support college women’s leadership development and suggest further exploration of gender disparities in college student leadership development.
{"title":"College Women’s Leadership Self-Efficacy: An Examination Through the Framework of Emotionally Intelligent Leadership","authors":"Paige Haber-Curran, Rosanna F. Miguel, Marcy Levy Shankman, S. Allen","doi":"10.1080/19407882.2018.1441032","DOIUrl":"https://doi.org/10.1080/19407882.2018.1441032","url":null,"abstract":"How women understand and practice leadership is a growing focus in research and in practice. This study was the first of its kind to examine different variables that drive college women’s leadership self-efficacy. The researchers sought to identify which of the 19 capacities of emotionally intelligent leadership (EIL) are significant drivers of college women’s leadership self-efficacy. Four EIL capacities emerged as significant: initiative, facilitating change, developing relationships, and managing conflict. The findings and discussion include specific strategies to support college women’s leadership development and suggest further exploration of gender disparities in college student leadership development.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121267572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-07DOI: 10.1080/19407882.2018.1438293
Erich N. Pitcher
{"title":"Trans* in College: Transgender Students’ Strategies for Navigating Campus Life and the Institutional Politics of Inclusion By Z Nicolazzo","authors":"Erich N. Pitcher","doi":"10.1080/19407882.2018.1438293","DOIUrl":"https://doi.org/10.1080/19407882.2018.1438293","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116134694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-04DOI: 10.1080/19407882.2017.1392875
C. Linder, Marvette C. Lacy
{"title":"Campus Sexual Assault: College Women Respond By Lauren Germain","authors":"C. Linder, Marvette C. Lacy","doi":"10.1080/19407882.2017.1392875","DOIUrl":"https://doi.org/10.1080/19407882.2017.1392875","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128332168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-04DOI: 10.1080/19407882.2017.1392874
Annemarie Vaccaro, Amanda Ramirez
A qualitative case study with 18 non-traditional age undergraduate Women of Color yielded rich data about strategies they employed to cope with racial microaggressions on a predominantly White campus. Women first decided if, and how, to “pick their battles” based on how much time and emotional energy they had left after fulfilling familial and full-time employment responsibilities. Then, they drew upon six different coping strategies to respond to racial microaggressions. Implications and recommendations are provided.
{"title":"“Swim with the Current, Stand like a Rock”: Non-Traditional Age Undergraduates Coping with Racial Microaggressions","authors":"Annemarie Vaccaro, Amanda Ramirez","doi":"10.1080/19407882.2017.1392874","DOIUrl":"https://doi.org/10.1080/19407882.2017.1392874","url":null,"abstract":"A qualitative case study with 18 non-traditional age undergraduate Women of Color yielded rich data about strategies they employed to cope with racial microaggressions on a predominantly White campus. Women first decided if, and how, to “pick their battles” based on how much time and emotional energy they had left after fulfilling familial and full-time employment responsibilities. Then, they drew upon six different coping strategies to respond to racial microaggressions. Implications and recommendations are provided.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117129840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-04DOI: 10.1080/19407882.2018.1456473
S. Abukar, S. Ghanbari, N. Nariman, Tracey Jenkins-Martin, Pam Thompson, Karina M. Viaud
Nationally, the attrition rate of doctoral students is high, and it is often attributed to a lack of support. In higher education, the attrition rate of doctoral Students of Color and other underrepresented populations is even greater. This article briefly reviews the structure of one cohort model doctoral program and its impact on the overall experiences of six members. The six women, referred to as Weekend Warriors, retrospectively share personal and professional experiences and common themes that amalgamated through their dissertation research explained through applied critical leadership. This article also conveys how the Weekend Warriors organized into a writing group, which ultimately supported the completion of the doctoral program and fostered continued growth in social justice leadership.
{"title":"Weekend Warriors Unite: Six Women’s Personal and Professional Growth in Social Justice Leadership","authors":"S. Abukar, S. Ghanbari, N. Nariman, Tracey Jenkins-Martin, Pam Thompson, Karina M. Viaud","doi":"10.1080/19407882.2018.1456473","DOIUrl":"https://doi.org/10.1080/19407882.2018.1456473","url":null,"abstract":"Nationally, the attrition rate of doctoral students is high, and it is often attributed to a lack of support. In higher education, the attrition rate of doctoral Students of Color and other underrepresented populations is even greater. This article briefly reviews the structure of one cohort model doctoral program and its impact on the overall experiences of six members. The six women, referred to as Weekend Warriors, retrospectively share personal and professional experiences and common themes that amalgamated through their dissertation research explained through applied critical leadership. This article also conveys how the Weekend Warriors organized into a writing group, which ultimately supported the completion of the doctoral program and fostered continued growth in social justice leadership.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123350414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-04DOI: 10.1080/19407882.2017.1392323
Laura Parson, C. Ozaki
Using the framework of feminist standpoint theory, this study explored the everyday work of undergraduate STEM students to identify STEM institutional cultural norms and standards that organize and inform the organization of everyday work for undergraduate women majoring in math and physics. Data collection and analysis focused on how the interface between undergraduate women and STEM education was organized as a matter of everyday encounters between students, faculty, and administration through their experiences inside and outside the classroom. Undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. These characteristics are evidence of a masculine STEM institution, which also creates a masculine ideal that women students are expected to meet and exacerbates their discomfort in the STEM environment.
{"title":"Gendered Student Ideals in STEM in Higher Education","authors":"Laura Parson, C. Ozaki","doi":"10.1080/19407882.2017.1392323","DOIUrl":"https://doi.org/10.1080/19407882.2017.1392323","url":null,"abstract":"Using the framework of feminist standpoint theory, this study explored the everyday work of undergraduate STEM students to identify STEM institutional cultural norms and standards that organize and inform the organization of everyday work for undergraduate women majoring in math and physics. Data collection and analysis focused on how the interface between undergraduate women and STEM education was organized as a matter of everyday encounters between students, faculty, and administration through their experiences inside and outside the classroom. Undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. These characteristics are evidence of a masculine STEM institution, which also creates a masculine ideal that women students are expected to meet and exacerbates their discomfort in the STEM environment.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114710886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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