Pub Date : 2017-05-04DOI: 10.1080/19407882.2017.1331627
Lori D. Patton, Chayla Haynes, Natasha N. Croom
In 2008, Kaba asked, “Are Black American women the new model minority?” (p. 309). On the surface, this question seems harmless and suggests that the model minority characteristic and stereotype is ...
{"title":"Centering the Diverse Experiences of Black Women Undergraduates","authors":"Lori D. Patton, Chayla Haynes, Natasha N. Croom","doi":"10.1080/19407882.2017.1331627","DOIUrl":"https://doi.org/10.1080/19407882.2017.1331627","url":null,"abstract":"In 2008, Kaba asked, “Are Black American women the new model minority?” (p. 309). On the surface, this question seems harmless and suggests that the model minority characteristic and stereotype is ...","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125582810","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 : 2017-05-04DOI: 10.1080/19407882.2017.1328694
Natasha N. Croom, C. Beatty, Lorraine D. Acker, Malika Butler
The purpose of this critical qualitative inquiry was to explore what motivated undergraduate Black womyn (UBW) to engage in “Sister Circle”- type student organizations—or groups that center race and gender. Using a critical race feminist theoretical lens, data were collected through a combination of one-on-one interviews and focus groups. Through this project, we found that participants were motivated to engage in “sister circle” organizations because they were interested in observing how Black womyn co-existed in community, finding role models who may have had similar experiences to provide guidance, and finding a space to discuss and be more of themselves. This study demonstrates that external factors influenced by interlocking systems of oppression are pushing UBW to find and create spaces where they can resolve these negative experiences and messages in productive and healthy ways.
{"title":"Exploring Undergraduate Black Womyn’s Motivations for Engaging in “Sister Circle” Organizations","authors":"Natasha N. Croom, C. Beatty, Lorraine D. Acker, Malika Butler","doi":"10.1080/19407882.2017.1328694","DOIUrl":"https://doi.org/10.1080/19407882.2017.1328694","url":null,"abstract":"The purpose of this critical qualitative inquiry was to explore what motivated undergraduate Black womyn (UBW) to engage in “Sister Circle”- type student organizations—or groups that center race and gender. Using a critical race feminist theoretical lens, data were collected through a combination of one-on-one interviews and focus groups. Through this project, we found that participants were motivated to engage in “sister circle” organizations because they were interested in observing how Black womyn co-existed in community, finding role models who may have had similar experiences to provide guidance, and finding a space to discuss and be more of themselves. This study demonstrates that external factors influenced by interlocking systems of oppression are pushing UBW to find and create spaces where they can resolve these negative experiences and messages in productive and healthy ways.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129406445","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 : 2017-03-16DOI: 10.1080/19407882.2017.1285793
Leah J. Reinert, Tamara Yakaboski
Five lesbian faculty who were out in the workplace had positive personal and professional experiences in relation to how they negotiated family, campus culture, community, and personal fulfillment. This phenomenological qualitative study offers an alternative to deficit model research by exploring the participants’ lived-experiences using a feminist constructivist framework to highlight the shared consensus of the participants’ experiences. Based on these experiences, higher education administration can support positive intersections of work and personal life in order to maintain or create a healthy environment for lesbian and diverse faculty. Some recommendations are: develop and promote events and programs specifically for LGBT faculty and staff, merge the overall LGBT community with the campus LGBT community to address quality of life concerns, provide opportunities for all of campus to educate themselves on LGBT issues, and ensure that information for and about LGBT faculty and staff is readily available.
{"title":"Being out Matters for Lesbian Faculty: Personal Identities Influence Professional Experiences","authors":"Leah J. Reinert, Tamara Yakaboski","doi":"10.1080/19407882.2017.1285793","DOIUrl":"https://doi.org/10.1080/19407882.2017.1285793","url":null,"abstract":"Five lesbian faculty who were out in the workplace had positive personal and professional experiences in relation to how they negotiated family, campus culture, community, and personal fulfillment. This phenomenological qualitative study offers an alternative to deficit model research by exploring the participants’ lived-experiences using a feminist constructivist framework to highlight the shared consensus of the participants’ experiences. Based on these experiences, higher education administration can support positive intersections of work and personal life in order to maintain or create a healthy environment for lesbian and diverse faculty. Some recommendations are: develop and promote events and programs specifically for LGBT faculty and staff, merge the overall LGBT community with the campus LGBT community to address quality of life concerns, provide opportunities for all of campus to educate themselves on LGBT issues, and ensure that information for and about LGBT faculty and staff is readily available.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121132910","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 : 2017-01-02DOI: 10.1080/19407882.2016.1268167
Laura E Hirshfield
Using participant observation and interview data, the author explores interactional styles that men and women chemists-in-training (graduate students and postdoctoral fellows) use to navigate expertise within their research groups. The author finds that men are more likely than women to employ styles that feature their expertise when in group situations, while women are more likely to minimize theirs. Specifically, the author discusses peer-to-peer challenges and gender differences in self-deprecating comments, as well as the consequences of these tactics for success in the natural sciences.
{"title":"“I Don’t Know Everything, But Ethan Would Know”: Language, Expertise, and the Cultural Mismatch for Women Scientists","authors":"Laura E Hirshfield","doi":"10.1080/19407882.2016.1268167","DOIUrl":"https://doi.org/10.1080/19407882.2016.1268167","url":null,"abstract":"Using participant observation and interview data, the author explores interactional styles that men and women chemists-in-training (graduate students and postdoctoral fellows) use to navigate expertise within their research groups. The author finds that men are more likely than women to employ styles that feature their expertise when in group situations, while women are more likely to minimize theirs. Specifically, the author discusses peer-to-peer challenges and gender differences in self-deprecating comments, as well as the consequences of these tactics for success in the natural sciences.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122196990","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 : 2017-01-02DOI: 10.1080/19407882.2017.1285792
R. Magel, C. Doetkott, Li Cao
Salary studies in the United States and some other countries show a gap between male and female faculty salaries in higher education that widens over time. The present study examines one possible explanation, particularly at research universities, by examining changes in faculty salaries in relation to student ratings of instruction. Student ratings of instruction are often used to evaluate teaching effectiveness. The present study uses data on salaries and student ratings of instruction for every tenured and tenure-track faculty member teaching at least one class during the 2008–2009 academic year at one research university in the Midwest. A regression analysis was conducted regressing faculty salaries on a standardized version of a student rating of instruction variable while controlling for other variables such as market salary, rank, and whether or not the faculty member was in a STEM discipline. As student ratings of instruction increased for male faculty, their salary went up, whereas when student ratings of instruction increased for female faculty, their salary went down. Further information was gathered at the same Midwest university on a work-life survey. Female faculty wanted to spend a significantly lower proportion of their time on teaching than they actually spent compared to male faculty.
{"title":"A Study of the Relationship Between Gender, Salary, and Student Ratings of Instruction at a Research University","authors":"R. Magel, C. Doetkott, Li Cao","doi":"10.1080/19407882.2017.1285792","DOIUrl":"https://doi.org/10.1080/19407882.2017.1285792","url":null,"abstract":"Salary studies in the United States and some other countries show a gap between male and female faculty salaries in higher education that widens over time. The present study examines one possible explanation, particularly at research universities, by examining changes in faculty salaries in relation to student ratings of instruction. Student ratings of instruction are often used to evaluate teaching effectiveness. The present study uses data on salaries and student ratings of instruction for every tenured and tenure-track faculty member teaching at least one class during the 2008–2009 academic year at one research university in the Midwest. A regression analysis was conducted regressing faculty salaries on a standardized version of a student rating of instruction variable while controlling for other variables such as market salary, rank, and whether or not the faculty member was in a STEM discipline. As student ratings of instruction increased for male faculty, their salary went up, whereas when student ratings of instruction increased for female faculty, their salary went down. Further information was gathered at the same Midwest university on a work-life survey. Female faculty wanted to spend a significantly lower proportion of their time on teaching than they actually spent compared to male faculty.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123642611","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 : 2017-01-02DOI: 10.1080/19407882.2016.1268168
Kathryn A. E. Enke
{"title":"Women’s Colleges and Universities in a Global Context By Kristen A. Renn","authors":"Kathryn A. E. Enke","doi":"10.1080/19407882.2016.1268168","DOIUrl":"https://doi.org/10.1080/19407882.2016.1268168","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130124732","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 : 2017-01-02DOI: 10.1080/19407882.2017.1280054
S. Marine, G. Helfrich, Liam Randhawa
Women’s and gender centers have provided a home for feminist activism, education, and empowerment on the college campus since the 1970s. Recently, some women’s and gender centers have undertaken practices of gender inclusion—expanding their missions and programming to include cisgender men and trans* people of all genders. This exploratory study sought to document these practices and to give voice to the challenges and benefits that centers derive from including those who do not identify as women in their work. Twenty professional staff at campus-based women’s and gender centers were interviewed for this study. Participants described how they are enacting gender inclusivity and named the benefits of bringing people of all genders into the work of advancing gender equity on campus, such as increased numbers of students actively participating in the center’s work and broadening the dialogue on women’s issues. Challenges included an ongoing need to protect women’s space for empowerment and the stress of an increased workload due to expanded programming. Overall, participants were positively inclined toward gender inclusion and felt it represented new and exciting possibilities for coalitional awareness and change on campus.
{"title":"Gender-Inclusive Practices in Campus Women’s and Gender Centers: Benefits, Challenges, and Future Prospects","authors":"S. Marine, G. Helfrich, Liam Randhawa","doi":"10.1080/19407882.2017.1280054","DOIUrl":"https://doi.org/10.1080/19407882.2017.1280054","url":null,"abstract":"Women’s and gender centers have provided a home for feminist activism, education, and empowerment on the college campus since the 1970s. Recently, some women’s and gender centers have undertaken practices of gender inclusion—expanding their missions and programming to include cisgender men and trans* people of all genders. This exploratory study sought to document these practices and to give voice to the challenges and benefits that centers derive from including those who do not identify as women in their work. Twenty professional staff at campus-based women’s and gender centers were interviewed for this study. Participants described how they are enacting gender inclusivity and named the benefits of bringing people of all genders into the work of advancing gender equity on campus, such as increased numbers of students actively participating in the center’s work and broadening the dialogue on women’s issues. Challenges included an ongoing need to protect women’s space for empowerment and the stress of an increased workload due to expanded programming. Overall, participants were positively inclined toward gender inclusion and felt it represented new and exciting possibilities for coalitional awareness and change on campus.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124194098","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 : 2017-01-02DOI: 10.1080/19407882.2017.1285791
Abby Dalpra, J. Vianden
This phenomenological study explored the intersecting privileged (racial) and oppressed (gender) identities of eight White college women. Through three interviews, this study aimed to understand how the participants experience socially conflicting identities. Findings indicated that the participants felt more connected to their gender than their race. In addition, participants experienced dissonance when considering how their gender and racial identities work to form a holistic self. Implications for student affairs research and practice are shared.
{"title":"“Two Totally Different People”: Dissonance of Intersecting Identities in White College Women","authors":"Abby Dalpra, J. Vianden","doi":"10.1080/19407882.2017.1285791","DOIUrl":"https://doi.org/10.1080/19407882.2017.1285791","url":null,"abstract":"This phenomenological study explored the intersecting privileged (racial) and oppressed (gender) identities of eight White college women. Through three interviews, this study aimed to understand how the participants experience socially conflicting identities. Findings indicated that the participants felt more connected to their gender than their race. In addition, participants experienced dissonance when considering how their gender and racial identities work to form a holistic self. Implications for student affairs research and practice are shared.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124605070","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 : 2017-01-02DOI: 10.1080/19407882.2017.1285794
Jaime Lester, Margaret W. Sallee, Jeni Hart
The purpose of this study is to understand the extent to which Acker’s (1990) concept of gendered organizations frames extant scholarship and to explore the implications of using this framework to address gender inequities in organizational life, and particularly in academe. Through a systematic analysis of articles, we found that while Acker’s work is highly cited, few studies use Acker’s theory as it was originally intended. We also identified limitations of Acker’s theory as well as the ways in which scholars have applied it in their own work. We argue the need for scholars who are informed by Acker to engage with all aspects of her theory and push it in new directions. We also challenge scholars of gender and organizations to integrate multiple, and perhaps more complicated, frameworks in order to understand academe in more nuanced ways and to generate new ideas to enhance social justice.
{"title":"Beyond Gendered Universities? Implications for Research on Gender in Organizations","authors":"Jaime Lester, Margaret W. Sallee, Jeni Hart","doi":"10.1080/19407882.2017.1285794","DOIUrl":"https://doi.org/10.1080/19407882.2017.1285794","url":null,"abstract":"The purpose of this study is to understand the extent to which Acker’s (1990) concept of gendered organizations frames extant scholarship and to explore the implications of using this framework to address gender inequities in organizational life, and particularly in academe. Through a systematic analysis of articles, we found that while Acker’s work is highly cited, few studies use Acker’s theory as it was originally intended. We also identified limitations of Acker’s theory as well as the ways in which scholars have applied it in their own work. We argue the need for scholars who are informed by Acker to engage with all aspects of her theory and push it in new directions. We also challenge scholars of gender and organizations to integrate multiple, and perhaps more complicated, frameworks in order to understand academe in more nuanced ways and to generate new ideas to enhance social justice.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130866018","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 : 2017-01-02DOI: 10.1080/19407882.2016.1268538
Annemarie Vaccaro
This article offers an intersectional critical race feminist analysis of student silence in a diverse university classroom. Findings from a case study with six Women of Color and four White women revealed students remained silent because they felt their complicated intersectional realities did not fit with the acceptable classroom counter-narrative. Because students perceived the course to focus on essentialist narratives of working class Women of Color who experienced overt racism and sexism, White women and Women of Color worried their stories did not belong. Student silence was not completely explained by prior literature describing it as disempowerment, internalized oppression, limited development, a coping mechanism, intense intellectual engagement, or resistance to White privilege. Suggestions for higher education professionals working with students inside and outside the classroom are provided.
{"title":"Does My Story Belong? An Intersectional Critical Race Feminist Analysis of Student Silence in a Diverse Classroom","authors":"Annemarie Vaccaro","doi":"10.1080/19407882.2016.1268538","DOIUrl":"https://doi.org/10.1080/19407882.2016.1268538","url":null,"abstract":"This article offers an intersectional critical race feminist analysis of student silence in a diverse university classroom. Findings from a case study with six Women of Color and four White women revealed students remained silent because they felt their complicated intersectional realities did not fit with the acceptable classroom counter-narrative. Because students perceived the course to focus on essentialist narratives of working class Women of Color who experienced overt racism and sexism, White women and Women of Color worried their stories did not belong. Student silence was not completely explained by prior literature describing it as disempowerment, internalized oppression, limited development, a coping mechanism, intense intellectual engagement, or resistance to White privilege. Suggestions for higher education professionals working with students inside and outside the classroom are provided.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130827611","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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