Pub Date : 2014-08-22DOI: 10.1515/NJAWHE-2014-0018
S. Turnbull, Liza Howe-Walsh, J. Shute
{"title":"Women in Science and Technology: A Global Development Leadership Pilot Scheme","authors":"S. Turnbull, Liza Howe-Walsh, J. Shute","doi":"10.1515/NJAWHE-2014-0018","DOIUrl":"https://doi.org/10.1515/NJAWHE-2014-0018","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"24 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116349910","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 : 2014-08-22DOI: 10.1515/njawhe-2014-0014
Kathryn A. E. Enke
Women are underrepresented in senior-level leadership positions in higher education institutions, and their experiences are underrepresented in research about leadership and power in higher education. This qualitative study engaged women senior administrators at liberal arts colleges in the Upper Midwestern United States to better understand how their intersecting identities mediate their enacted leadership. Data were collected from eight women senior administrators at liberal arts colleges in the Upper Midwestern United States via a preliminary questionnaire, document review, in-depth one-on-one interviews, and a day of observation with each participant. For this paper, I investigated how the participants perceived their own power within the campus community. Data analysis using the constant comparative method revealed participants’ conceptions of power, their discomfort with the word power, and the ways they saw their power as mediated by their identities.
{"title":"Conceptions of Power Among Senior Women Administrators at Liberal Arts Colleges in the Upper Midwestern United States","authors":"Kathryn A. E. Enke","doi":"10.1515/njawhe-2014-0014","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0014","url":null,"abstract":"Women are underrepresented in senior-level leadership positions in higher education institutions, and their experiences are underrepresented in research about leadership and power in higher education. This qualitative study engaged women senior administrators at liberal arts colleges in the Upper Midwestern United States to better understand how their intersecting identities mediate their enacted leadership. Data were collected from eight women senior administrators at liberal arts colleges in the Upper Midwestern United States via a preliminary questionnaire, document review, in-depth one-on-one interviews, and a day of observation with each participant. For this paper, I investigated how the participants perceived their own power within the campus community. Data analysis using the constant comparative method revealed participants’ conceptions of power, their discomfort with the word power, and the ways they saw their power as mediated by their identities.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125088530","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 : 2014-08-22DOI: 10.1515/njawhe-2014-0012
MaryBeth Walpole, C. Chambers, K. Goss
This inquiry is an exploration of the educational trajectories of African American women community college students. We compare the persistence of African American women to African American men and to all women college students using the 1996/2001 Beginning Postsecondary Students Longitudinal Survey and the 1993/2003 Baccalaureate and Beyond Longitudinal Survey. We find that the propensity of African American women to enroll notwithstanding, African American women attending community colleges are less likely to graduate than their African American male peers and than their female peers. However, we also find that African American women who start at community colleges and complete a Bachelor degree are similar to African American men and all women who pursue graduate degrees. This implies that greater attention to the trajectories of African American women through the community college is warranted as the majority of those entering postsecondary education do so at the community college. Assisting these women in succeeding in community colleges and in transferring is critical because Bachelor degree attainment is key to ensuring equitable outcomes.
{"title":"Race, Class, Gender and Community College Persistence Among African American Women","authors":"MaryBeth Walpole, C. Chambers, K. Goss","doi":"10.1515/njawhe-2014-0012","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0012","url":null,"abstract":"This inquiry is an exploration of the educational trajectories of African American women community college students. We compare the persistence of African American women to African American men and to all women college students using the 1996/2001 Beginning Postsecondary Students Longitudinal Survey and the 1993/2003 Baccalaureate and Beyond Longitudinal Survey. We find that the propensity of African American women to enroll notwithstanding, African American women attending community colleges are less likely to graduate than their African American male peers and than their female peers. However, we also find that African American women who start at community colleges and complete a Bachelor degree are similar to African American men and all women who pursue graduate degrees. This implies that greater attention to the trajectories of African American women through the community college is warranted as the majority of those entering postsecondary education do so at the community college. Assisting these women in succeeding in community colleges and in transferring is critical because Bachelor degree attainment is key to ensuring equitable outcomes.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126717607","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}
The Patient Protection and Affordable Care Act (PPACA) of 2010 (P.L. 118-148) has already changed college students’ health care options and has a larger impact on women as they outnumber men in college enrollment and require unique services. Through a feminist policy framework, we discuss how the PPACA impacts college women’s health and reproductive rights with a call for higher education to proactively develop policies and standards that focus on the health of women students without limiting access to a range of reproductive health care options.
{"title":"Opportunities and Threats for College Women’s Health: Health Care Reform and Higher Education","authors":"Tamara Yakaboski, Liz Hunter, Amber Manning‐Ouellette","doi":"10.1515/njawhe-2014-0013","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0013","url":null,"abstract":"The Patient Protection and Affordable Care Act (PPACA) of 2010 (P.L. 118-148) has already changed college students’ health care options and has a larger impact on women as they outnumber men in college enrollment and require unique services. Through a feminist policy framework, we discuss how the PPACA impacts college women’s health and reproductive rights with a call for higher education to proactively develop policies and standards that focus on the health of women students without limiting access to a range of reproductive health care options.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121343616","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 : 2014-08-22DOI: 10.1515/njawhe-2014-0011
Sheena Kennedy, Rachelle Winkle-Wagner
African American women have made great strides in their college enrollment and graduation rates despite social and economic barriers. This study explores Black women’s reflections on their college adjustment processes during their sophomore year at a predominantly White university. The findings indicated that the way participants coped with the new situation was to use the strategy of maintaining familial support while developing an autonomous sense of self.
{"title":"Earning Autonomy While Maintaining Family Ties: Black Women’s Reflections on the Transition Into College","authors":"Sheena Kennedy, Rachelle Winkle-Wagner","doi":"10.1515/njawhe-2014-0011","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0011","url":null,"abstract":"African American women have made great strides in their college enrollment and graduation rates despite social and economic barriers. This study explores Black women’s reflections on their college adjustment processes during their sophomore year at a predominantly White university. The findings indicated that the way participants coped with the new situation was to use the strategy of maintaining familial support while developing an autonomous sense of self.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122639875","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 : 2014-08-22DOI: 10.1515/njawhe-2014-0017
Jodi L. Linley
In their edited volume, White Women Getting Real About Race, Judith James and Nancy Peterson have assembled eleven narratives from White women who are not afraid to share their racial missteps as educators. The authors span the K-12 landscape, including teachers of elementary, middle, and high school; teachers of the arts; a special education teacher; and teachers who are nontraditional educators. I entered this text with skepticism; I was concerned that I would be reading the experiences of White women who viewed themselves as saviors. After a rocky initial chapter that emphasized stereotypes and reminded me of Michelle Pfieffer’s character in Dangerous Minds, the second chapter by editor James named the paternalistic nature of wanting to save someone, and I did not put the book down again until I had finished the final chapter. This volume overall avoided stories of White women with savior complexes; rather, the purpose of this collection was to invite readers to examine White privilege at work in education. In assembling narratives that exposed the sordid underbelly of White privilege, the editors have compiled a volume that inspires dialogue. Recognizing the work of building inclusive schools as an obligation for all educators, the editors sought stories that would “challenge the security of silence by White women in schools” (p. 1). James and Peterson provided structure for their readers to engage by including journal questions at the end of each chapter, and a final chapter of exercises to continue asking critical questions and learning about race and racism. While the context
朱迪思·詹姆斯(Judith James)和南希·彼得森(Nancy Peterson)在编辑过的《白人女性直面种族问题》(White Women Getting Real About Race)一书中，收集了11位白人女性的故事，她们作为教育者敢于分享自己在种族问题上的失误。作者涵盖了K-12领域，包括小学、初中和高中教师;艺术教师;特殊教育教师;还有非传统教育工作者。我带着怀疑的态度进入这篇文章;我担心我会读到那些自认为是救世主的白人女性的经历。第一章强调刻板印象，让我想起米歇尔·菲弗(Michelle Pfieffer)在《危险心理》(Dangerous Minds)中饰演的角色。第二章由编辑詹姆斯(James)撰写，讲述了想要拯救某人的家长式本质，直到读完最后一章，我才再次放下这本书。这本书总体上避开了带有救世主情结的白人女性的故事;相反，这本合集的目的是邀请读者审视白人在教育中的特权。在将揭露白人特权肮脏阴暗面的叙述集合起来的过程中，编辑们编纂了一本激发对话的书。认识到建设包容性学校是所有教育工作者的义务，编辑们寻找能够“挑战白人女性在学校沉默的安全”的故事(第1页)。詹姆斯和彼得森为读者提供了一个结构，在每章的末尾包括日记问题，并在最后一章的练习中继续提出批判性问题，了解种族和种族主义。而上下文
{"title":"White Women Getting Real About Race: Their Stories About What They Learned Teaching in Diverse Classrooms","authors":"Jodi L. Linley","doi":"10.1515/njawhe-2014-0017","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0017","url":null,"abstract":"In their edited volume, White Women Getting Real About Race, Judith James and Nancy Peterson have assembled eleven narratives from White women who are not afraid to share their racial missteps as educators. The authors span the K-12 landscape, including teachers of elementary, middle, and high school; teachers of the arts; a special education teacher; and teachers who are nontraditional educators. I entered this text with skepticism; I was concerned that I would be reading the experiences of White women who viewed themselves as saviors. After a rocky initial chapter that emphasized stereotypes and reminded me of Michelle Pfieffer’s character in Dangerous Minds, the second chapter by editor James named the paternalistic nature of wanting to save someone, and I did not put the book down again until I had finished the final chapter. This volume overall avoided stories of White women with savior complexes; rather, the purpose of this collection was to invite readers to examine White privilege at work in education. In assembling narratives that exposed the sordid underbelly of White privilege, the editors have compiled a volume that inspires dialogue. Recognizing the work of building inclusive schools as an obligation for all educators, the editors sought stories that would “challenge the security of silence by White women in schools” (p. 1). James and Peterson provided structure for their readers to engage by including journal questions at the end of each chapter, and a final chapter of exercises to continue asking critical questions and learning about race and racism. While the context","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121935820","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 : 2014-02-28DOI: 10.1515/NJAWHE-2014-0003
Monika Williams Shealey, Patricia Alvarez Mchatton, Erica D. McCray, Ursula Thomas
The research literature devoted to examining the experiences of faculty from diverse backgrounds in higher education has contributed to a growing understanding of the complexities of working in these institutions, particularly predominantly White institutions. An analysis of the literature is provided, which yielded the following themes as central to the extent to which Faculty of Color successfully navigate life in the academy: isolation, resistance, teaching, and mentoring and support. These themes are exemplified through personal narratives from each of the coauthors, all Women of Color in teacher education. The authors conclude with recommendations for program development in higher education, proactive steps for Women of Color in these settings, and areas in need of further exploration and research.
{"title":"“Sista Doctas” Taking a Seat at the Table: Advocacy and Agency Among Women of Color in Teacher Education","authors":"Monika Williams Shealey, Patricia Alvarez Mchatton, Erica D. McCray, Ursula Thomas","doi":"10.1515/NJAWHE-2014-0003","DOIUrl":"https://doi.org/10.1515/NJAWHE-2014-0003","url":null,"abstract":"The research literature devoted to examining the experiences of faculty from diverse backgrounds in higher education has contributed to a growing understanding of the complexities of working in these institutions, particularly predominantly White institutions. An analysis of the literature is provided, which yielded the following themes as central to the extent to which Faculty of Color successfully navigate life in the academy: isolation, resistance, teaching, and mentoring and support. These themes are exemplified through personal narratives from each of the coauthors, all Women of Color in teacher education. The authors conclude with recommendations for program development in higher education, proactive steps for Women of Color in these settings, and areas in need of further exploration and research.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121383758","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 : 2014-02-28DOI: 10.1515/njawhe-2014-0006
Casey E. George-Jackson
This study uses longitudinal data of undergraduate students from five public land-grant universities to better understand undergraduate students’ persistence in and switching of majors, with particular attention given to women’s participation in science, technology, engineering, and mathematics (STEM) fields. Specifically, the study examines patterns of behavior of women and minorities in relation to initial choice of college major and major field persistence, as well as what majors students switched to upon changing majors. Factors that impact major field persistence are also examined, as well as how switching majors affects students’ time-to-degree. Using a broad definition of STEM, data from nearly 17,000 undergraduate students were analyzed with descriptive statistics, cross tabulations, and binary logistic regressions. The results highlight women’s high levels of participation and success in the sciences, challenging common notions of underrepresentation in the STEM fields. The study calls for researchers to use a comprehensive definition of STEM and broad measurements of persistence when investigating students’ participation in the STEM fields.
{"title":"Undergraduate Women’s Persistence in the Sciences","authors":"Casey E. George-Jackson","doi":"10.1515/njawhe-2014-0006","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0006","url":null,"abstract":"This study uses longitudinal data of undergraduate students from five public land-grant universities to better understand undergraduate students’ persistence in and switching of majors, with particular attention given to women’s participation in science, technology, engineering, and mathematics (STEM) fields. Specifically, the study examines patterns of behavior of women and minorities in relation to initial choice of college major and major field persistence, as well as what majors students switched to upon changing majors. Factors that impact major field persistence are also examined, as well as how switching majors affects students’ time-to-degree. Using a broad definition of STEM, data from nearly 17,000 undergraduate students were analyzed with descriptive statistics, cross tabulations, and binary logistic regressions. The results highlight women’s high levels of participation and success in the sciences, challenging common notions of underrepresentation in the STEM fields. The study calls for researchers to use a comprehensive definition of STEM and broad measurements of persistence when investigating students’ participation in the STEM fields.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130384758","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 : 2014-02-28DOI: 10.1515/njawhe-2014-0008
Peggy M. Delmas
While much has been written about beauty pageants and their history in America, author Karen Tice focuses her efforts on the neglected spectacle of campus pageantry. Her book Queens of Academe: Beauty Pageantry, Student Bodies, and College Life, “attempts to redress a lack of attention and understanding of the dynamics of race, gender, and class in variant student cultures by exploring campus beauty pageantry on both historically Black and predominantly White campuses” (p. 9). Queens of Academe is written in an engaging manner that uses humor as a way to pull the reader into the surprisingly complex subject of campus beauty pageants. This use of humor is immediately evident in some of the chapter titles, such as “Cleavage and Campus Life,” and “Beauty and the Boar.” The latter is the title of the opening chapter in which Tice relates the uproar that ensued at a private religious college after a beauty contestant performed a lasso routine as her talent, lassoing a lifesized stuffed pig. In spite of this eyebrow raising introduction to the world of college beauty pageants, Tice’s aim is not to belittle the enterprise of pageantry, nor its participants. Rather, Tice situates her book “within the wide-ranging feminist project of theorizing gendered, classed, and racialized bodies and debates about beauty” (p. 10). Beginning with a detailed history of beauty pageants in general, Tice explains how the nation’s obsession with beauty and the feminine ideal permeated the college campus, resulting in colleges hosting beauty pageants as early as the 1920s. By tracing the development of beauty pageants on historically Black campuses and universities (HBCU) and predominantly
{"title":"Book Review. Queens of Academe: Beauty Pageantry, Student Bodies, and College Life","authors":"Peggy M. Delmas","doi":"10.1515/njawhe-2014-0008","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0008","url":null,"abstract":"While much has been written about beauty pageants and their history in America, author Karen Tice focuses her efforts on the neglected spectacle of campus pageantry. Her book Queens of Academe: Beauty Pageantry, Student Bodies, and College Life, “attempts to redress a lack of attention and understanding of the dynamics of race, gender, and class in variant student cultures by exploring campus beauty pageantry on both historically Black and predominantly White campuses” (p. 9). Queens of Academe is written in an engaging manner that uses humor as a way to pull the reader into the surprisingly complex subject of campus beauty pageants. This use of humor is immediately evident in some of the chapter titles, such as “Cleavage and Campus Life,” and “Beauty and the Boar.” The latter is the title of the opening chapter in which Tice relates the uproar that ensued at a private religious college after a beauty contestant performed a lasso routine as her talent, lassoing a lifesized stuffed pig. In spite of this eyebrow raising introduction to the world of college beauty pageants, Tice’s aim is not to belittle the enterprise of pageantry, nor its participants. Rather, Tice situates her book “within the wide-ranging feminist project of theorizing gendered, classed, and racialized bodies and debates about beauty” (p. 10). Beginning with a detailed history of beauty pageants in general, Tice explains how the nation’s obsession with beauty and the feminine ideal permeated the college campus, resulting in colleges hosting beauty pageants as early as the 1920s. By tracing the development of beauty pageants on historically Black campuses and universities (HBCU) and predominantly","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115251641","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 : 2014-02-28DOI: 10.1515/njawhe-2014-0001
Amy Aldous Bergerson, Sharon A. Aiken-Wisniewski
{"title":"Editors’ Notes","authors":"Amy Aldous Bergerson, Sharon A. Aiken-Wisniewski","doi":"10.1515/njawhe-2014-0001","DOIUrl":"https://doi.org/10.1515/njawhe-2014-0001","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132197419","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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