Pub Date : 2018-01-02DOI: 10.1080/19407882.2017.1373255
Reviewed by Michael S. Hevel
{"title":"Deans of Women and the Feminist Movement: Emily Taylor’s Activism","authors":"Reviewed by Michael S. Hevel","doi":"10.1080/19407882.2017.1373255","DOIUrl":"https://doi.org/10.1080/19407882.2017.1373255","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130665888","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 : 2018-01-02DOI: 10.1080/19407882.2017.1380049
G. Sarseke
The article aims to explore the main reasons why women are under-represented in science, technology, engineering, and mathematics (STEM) subjects and careers. The article critically analyzes three approaches: educational, feminist, and scientific. This work highlights that the subject “gender and science” has been looked at for at least three decades and the results obtained have not changed significantly. This article concludes that the under-representation of women in STEM has a link with both biological and social-constructivism theory. The possible factors for the dearth of women in the sciences embrace both the influence of socio-cultural factors and the influence of genetics.
{"title":"Under-Representation of Women in Science: From Educational, Feminist and Scientific Views","authors":"G. Sarseke","doi":"10.1080/19407882.2017.1380049","DOIUrl":"https://doi.org/10.1080/19407882.2017.1380049","url":null,"abstract":"The article aims to explore the main reasons why women are under-represented in science, technology, engineering, and mathematics (STEM) subjects and careers. The article critically analyzes three approaches: educational, feminist, and scientific. This work highlights that the subject “gender and science” has been looked at for at least three decades and the results obtained have not changed significantly. This article concludes that the under-representation of women in STEM has a link with both biological and social-constructivism theory. The possible factors for the dearth of women in the sciences embrace both the influence of socio-cultural factors and the influence of genetics.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130760626","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 : 2018-01-02DOI: 10.1080/19407882.2017.1385489
C. Linder, Jess S. Myers
Institutional betrayal, feelings of treason that occur when an institution fails to prevent or respond appropriately to wrongdoings committed within the context of an institution, contributes to exacerbated trauma for survivors of sexual violence (Smith & Freyd, 2014). Through a qualitative research study, we examine experiences of 10 sexual violence activist-survivors related to institutional betrayal. Participants describe individual, departmental, and systemic institutional betrayal. Additionally, we explore institutional betrayal as a motivator for campus activism and provide implications for student affairs educators striving to prevent and effectively respond to sexual violence on their campuses.
{"title":"Institutional Betrayal as a Motivator for Campus Sexual Assault Activism","authors":"C. Linder, Jess S. Myers","doi":"10.1080/19407882.2017.1385489","DOIUrl":"https://doi.org/10.1080/19407882.2017.1385489","url":null,"abstract":"Institutional betrayal, feelings of treason that occur when an institution fails to prevent or respond appropriately to wrongdoings committed within the context of an institution, contributes to exacerbated trauma for survivors of sexual violence (Smith & Freyd, 2014). Through a qualitative research study, we examine experiences of 10 sexual violence activist-survivors related to institutional betrayal. Participants describe individual, departmental, and systemic institutional betrayal. Additionally, we explore institutional betrayal as a motivator for campus activism and provide implications for student affairs educators striving to prevent and effectively respond to sexual violence on their campuses.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132512582","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 : 2018-01-02DOI: 10.1080/19407882.2017.1407801
A. Niskodé-Dossett
In Parenting to a Degree: How Family Matters for College Women’s Success, Laura T. Hamilton delves into the lives of young undergraduate women and the diverging roles parents play in their personal...
{"title":"Parenting to a Degree: How Family Matters for College Women's Success by Laura T. Hamilton","authors":"A. Niskodé-Dossett","doi":"10.1080/19407882.2017.1407801","DOIUrl":"https://doi.org/10.1080/19407882.2017.1407801","url":null,"abstract":"In Parenting to a Degree: How Family Matters for College Women’s Success, Laura T. Hamilton delves into the lives of young undergraduate women and the diverging roles parents play in their personal...","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"18 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131687744","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 : 2018-01-02DOI: 10.1080/19407882.2017.1382379
J. Mendez, J. Mendez
The purpose of this study is to examine gender preferences that students may have in hypothetical professor selection by either profile picture or catalog listing. First, we showed picture profiles of male and female professors (while controlling for attractiveness and age) to student participants and asked them to select one or the other. Second, we provided students with faculty names indicating their gender in a simulated course catalog format and asked them to select one from the pair. We found that students preferred male faculty overall, both in the photo and name experiment. When we compared male students to female students, male faculty were consistently selected in the name experiment; however in the photo experiment, female students preferred female faculty while male students preferred male faculty. Further, we found evidence of indirect racial effects. Students more often selected male faculty when the photos were White and when the names were White, Black, and Asian. Hispanic faculty pairings were the only ethnic groups where female faculty were preferred over male faculty.
{"title":"The Gender Effect in Student Selection of Professors for Classes","authors":"J. Mendez, J. Mendez","doi":"10.1080/19407882.2017.1382379","DOIUrl":"https://doi.org/10.1080/19407882.2017.1382379","url":null,"abstract":"The purpose of this study is to examine gender preferences that students may have in hypothetical professor selection by either profile picture or catalog listing. First, we showed picture profiles of male and female professors (while controlling for attractiveness and age) to student participants and asked them to select one or the other. Second, we provided students with faculty names indicating their gender in a simulated course catalog format and asked them to select one from the pair. We found that students preferred male faculty overall, both in the photo and name experiment. When we compared male students to female students, male faculty were consistently selected in the name experiment; however in the photo experiment, female students preferred female faculty while male students preferred male faculty. Further, we found evidence of indirect racial effects. Students more often selected male faculty when the photos were White and when the names were White, Black, and Asian. Hispanic faculty pairings were the only ethnic groups where female faculty were preferred over male faculty.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122363966","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 : 2017-11-16DOI: 10.1080/19407882.2017.1380673
Justin T. Samuel
An extensive ethnographic and phenomenological qualitative study, Shabana Mir???s Muslim American Women on Campus: Undergraduate Social Life and Identity expertly guides the reader through narratives...
{"title":"Muslim American Women on Campus: Undergraduate Social Life and Identity By Shabana Mir","authors":"Justin T. Samuel","doi":"10.1080/19407882.2017.1380673","DOIUrl":"https://doi.org/10.1080/19407882.2017.1380673","url":null,"abstract":"An extensive ethnographic and phenomenological qualitative study, Shabana Mir???s Muslim American Women on Campus: Undergraduate Social Life and Identity expertly guides the reader through narratives...","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122948087","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 : 2017-09-02DOI: 10.1080/19407882.2017.1398030
{"title":"NJAWHE Editorial Board","authors":"","doi":"10.1080/19407882.2017.1398030","DOIUrl":"https://doi.org/10.1080/19407882.2017.1398030","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125003815","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 : 2017-09-02DOI: 10.1080/19407882.2017.1363785
Nicole M. West
Although engagement in social and academic counterspaces has been studied as a strategy used by African American college students to withstand racially inhospitable campus climates, very little research documents the impact of professional counterspaces on African American women student affairs administrators. The purpose of this basic interpretive qualitative study was to explore how consistently participating in the African American Women’s Summit (AAWS), a professional development program in the United States designed by and for African American women student affairs administrators (i.e., a professional counterspace), assisted these women working at PWIs to withstand their status as outsiders-within. Findings revealed three primary ways participants benefited from participating in the AAWS: identification and validation of oppressive experiences, dissemination of strategies to resist oppressions, and fortification of African American women’s standpoint. Based upon the findings of this study, it can be presumed that African American women in higher education may be better equipped to identify (and thus better prepared to respond to) microaggressive incidents, find greater access to survival and success strategies, and develop a healthier standpoint when engaged in culturally homogenous professional counterspaces that are developed by and for themselves.
{"title":"Withstanding our Status as Outsiders-Within: Professional Counterspaces for African American Women Student Affairs Administrators","authors":"Nicole M. West","doi":"10.1080/19407882.2017.1363785","DOIUrl":"https://doi.org/10.1080/19407882.2017.1363785","url":null,"abstract":"Although engagement in social and academic counterspaces has been studied as a strategy used by African American college students to withstand racially inhospitable campus climates, very little research documents the impact of professional counterspaces on African American women student affairs administrators. The purpose of this basic interpretive qualitative study was to explore how consistently participating in the African American Women’s Summit (AAWS), a professional development program in the United States designed by and for African American women student affairs administrators (i.e., a professional counterspace), assisted these women working at PWIs to withstand their status as outsiders-within. Findings revealed three primary ways participants benefited from participating in the AAWS: identification and validation of oppressive experiences, dissemination of strategies to resist oppressions, and fortification of African American women’s standpoint. Based upon the findings of this study, it can be presumed that African American women in higher education may be better equipped to identify (and thus better prepared to respond to) microaggressive incidents, find greater access to survival and success strategies, and develop a healthier standpoint when engaged in culturally homogenous professional counterspaces that are developed by and for themselves.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126704571","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 : 2017-09-01DOI: 10.1080/19407882.2017.1364270
Jeni Hart, Dena Lane-Bonds
Kristine De Welde and Andi Stepnick’s (2015) edited text, Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education, is an ambitious volume that explores many of the systemic challenges women faculty face in higher education in the United States, how they are sustained through policy and patriarchy, and potential activist solutions to dismantle institutionalized sexism. The editors draw on Acker’s (1990) theory of gendered organizations and concepts of institutional culture, structure, and climate to guide their understanding of the status of women faculty in the academy and the potential for organizational transformation to improve their status. De Welde and Stepnick pose four primary questions that guide the book:
Kristine De Welde和Andi Stepnick(2015)编辑的文本《打破沉默的文化:面对性别不平等并在高等教育中做出改变》是一本雄心勃勃的书，探讨了女性教师在美国高等教育中面临的许多系统性挑战，如何通过政策和父权制维持这些挑战，以及拆除制度化性别歧视的潜在激进解决方案。编辑们借鉴了Acker(1990)关于性别组织的理论，以及制度文化、结构和气候的概念，来指导他们理解女性教师在学院中的地位，以及组织转型的潜力，以提高她们的地位。De Welde和Stepnick提出了四个主要问题来指导这本书:
{"title":"Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education by Kristine De Welde and Andi Stepnick","authors":"Jeni Hart, Dena Lane-Bonds","doi":"10.1080/19407882.2017.1364270","DOIUrl":"https://doi.org/10.1080/19407882.2017.1364270","url":null,"abstract":"Kristine De Welde and Andi Stepnick’s (2015) edited text, Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education, is an ambitious volume that explores many of the systemic challenges women faculty face in higher education in the United States, how they are sustained through policy and patriarchy, and potential activist solutions to dismantle institutionalized sexism. The editors draw on Acker’s (1990) theory of gendered organizations and concepts of institutional culture, structure, and climate to guide their understanding of the status of women faculty in the academy and the potential for organizational transformation to improve their status. De Welde and Stepnick pose four primary questions that guide the book:","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122645645","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 : 2017-08-29DOI: 10.1080/19407882.2017.1351995
K. Ward, Lisa Wolf-Wendel
When is a good time to have children? Where is a good place to raise a family? Should I work full time? These and other questions are common for faculty looking to combine work and family. In this article, we use feminist theory to analyze data from a longitudinal study of women faculty to explore the critical choices women as mothers make about academic careers.
{"title":"Mothering and Professing: Critical Choices and the Academic Career","authors":"K. Ward, Lisa Wolf-Wendel","doi":"10.1080/19407882.2017.1351995","DOIUrl":"https://doi.org/10.1080/19407882.2017.1351995","url":null,"abstract":"When is a good time to have children? Where is a good place to raise a family? Should I work full time? These and other questions are common for faculty looking to combine work and family. In this article, we use feminist theory to analyze data from a longitudinal study of women faculty to explore the critical choices women as mothers make about academic careers.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121298105","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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