Pub Date : 2016-01-02DOI: 10.1080/19407882.2015.1110527
Alandis A. Johnson, Stephen John Quaye
Deconstructing Privilege: Teaching and Learning as Allies in the Classroom, an edited book by Kim A. Case, is written with postsecondary educators in mind—particularly professors in psychology and related therapeutic fields, the academic disciplines from which many of the chapters’ authors originate. Deconstructing Privilege recognizes a need to acknowledge the privilege that remains largely invisible in most college classrooms. Each author provides compelling examples for how conversations and assignments can disrupt hegemony in simple yet meaningful ways. Some professors intentionally infuse critical pedagogy within their classrooms, while others overlook the fundamental ways in which privilege and oppression affect students’ lives. Reasons like this precisely identify why books like Deconstructing Privilege are needed. Although the fields of student affairs or gender studies were not intended as audiences for this book, relevant pieces and exercises within the work can be adapted to contribute to educators’ daily practices, introduced into courses and trainings that educators in these fields lead, and impart them with a desire to be better allies to their colleagues and students. Deconstructing Privilege is comprised of a host of brief pedagogical interventions for helping educators infuse privilege studies within the classroom. The book is broken into three sections:
《解构特权:在课堂上作为盟友的教与学》是金·a·凯斯(Kim A. Case)编辑的一本书，作者考虑的是高等教育工作者，尤其是心理学和相关治疗领域的教授，许多章节的作者都来自这些学科。《解构特权》意识到，有必要承认在大多数大学课堂上基本上仍然看不见的特权。每位作者都提供了令人信服的例子，说明对话和作业如何以简单而有意义的方式打破霸权。一些教授故意在课堂上灌输批判教学法，而另一些教授则忽视了特权和压迫影响学生生活的根本方式。这样的原因恰恰说明了为什么需要《解构特权》这样的书。虽然学生事务或性别研究领域不是本书的读者，但本书中的相关片段和练习可以改编为教育工作者的日常实践，引入这些领域的教育工作者所领导的课程和培训中，并传授他们成为同事和学生更好盟友的愿望。《解构特权》由一系列简短的教学干预组成，旨在帮助教育工作者将特权研究融入课堂。全书分为三个部分:
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Pub Date : 2016-01-02DOI: 10.1080/19407882.2015.1114954
S. Acker, M. Webber, Elizabeth M. Smyth
Over the past 40 or so years, women’s share of faculty positions in Canada and elsewhere has increased considerably, if not yet reaching parity. Yet working in the gendered university remains problematic. This article uses data from a qualitative research project in which 38 junior academics were interviewed about their responses to being on the tenure-track and being reviewed for tenure. Participants also talked about work–family issues and how they distributed their efforts among research, teaching, and service responsibilities. Both women and men made career decisions based on family needs, and two women and four men had taken parental leaves. While there were signs of changing norms around family matters, women were still overloaded with service roles at work. The article looks at the results in light of the contradictory nature of social change and gender roles within university work.
{"title":"Continuity or Change? Gender, Family, and Academic Work for Junior Faculty in Ontario Universities","authors":"S. Acker, M. Webber, Elizabeth M. Smyth","doi":"10.1080/19407882.2015.1114954","DOIUrl":"https://doi.org/10.1080/19407882.2015.1114954","url":null,"abstract":"Over the past 40 or so years, women’s share of faculty positions in Canada and elsewhere has increased considerably, if not yet reaching parity. Yet working in the gendered university remains problematic. This article uses data from a qualitative research project in which 38 junior academics were interviewed about their responses to being on the tenure-track and being reviewed for tenure. Participants also talked about work–family issues and how they distributed their efforts among research, teaching, and service responsibilities. Both women and men made career decisions based on family needs, and two women and four men had taken parental leaves. While there were signs of changing norms around family matters, women were still overloaded with service roles at work. The article looks at the results in light of the contradictory nature of social change and gender roles within university work.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114261720","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 : 2016-01-02DOI: 10.1080/19407882.2015.1057163
Stephanie J. Jones, Erika M. Warnick, Elyn M. Palmer
Fewer women attain tenure and reach the rank of professor than their male counterparts. The extant literature is rich in descriptions of barriers that women encounter while on the tenure track. This study was designed to focus on the environment of one large, public, high research university to determine the types of environmental barriers that exist that affect women. Of interest to the researchers was whether the barriers identified can be attributed to the culture and climate of academe in general or are institution centric. To examine these barriers, this study was guided by one research question, framed by the perceptions and experiences of women on the tenure track at the study institution, which focused on the identification of environmental barriers that women encountered. This mixed method study identified environment barriers that were categorized into the four areas of work environment, assistance, policy, and genderedness and socialization. The results of the study support the national research discussions that the tenure process is flawed and ambiguous, and further emphasize that though the barriers are known to exist, universities continue to be slow to address them. The findings of the study need to be analyzed with caution due to it being conducted at one university, but the response rate of the participants supports that women seeking tenure at this institution want to discuss their perceptions and experiences of the process.
{"title":"Environment Barriers and their Effects on the Perception of Women on the Tenure Track","authors":"Stephanie J. Jones, Erika M. Warnick, Elyn M. Palmer","doi":"10.1080/19407882.2015.1057163","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057163","url":null,"abstract":"Fewer women attain tenure and reach the rank of professor than their male counterparts. The extant literature is rich in descriptions of barriers that women encounter while on the tenure track. This study was designed to focus on the environment of one large, public, high research university to determine the types of environmental barriers that exist that affect women. Of interest to the researchers was whether the barriers identified can be attributed to the culture and climate of academe in general or are institution centric. To examine these barriers, this study was guided by one research question, framed by the perceptions and experiences of women on the tenure track at the study institution, which focused on the identification of environmental barriers that women encountered. This mixed method study identified environment barriers that were categorized into the four areas of work environment, assistance, policy, and genderedness and socialization. The results of the study support the national research discussions that the tenure process is flawed and ambiguous, and further emphasize that though the barriers are known to exist, universities continue to be slow to address them. The findings of the study need to be analyzed with caution due to it being conducted at one university, but the response rate of the participants supports that women seeking tenure at this institution want to discuss their perceptions and experiences of the process.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125074482","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 : 2016-01-02DOI: 10.1080/19407882.2015.1111243
Vicki T. Sapp, J. M. Kiyama, Amalia Dache-Gerbino
This qualitative study seeks to understand Latinas’ college-going behaviors by examining their agency and role in securing opportunity for college. The authors examine the activation of agency among 16 urban Latinas when navigating the structures influencing college opportunity through a cultural ecological model. Examples of agency are represented as Latinas resist educational inequities and navigate their educational, familial, communal, and out-of-class environments. In some cases, individuals and systems within these environments serve as agents of resistance; in other environments, they serve as agents of support for Latinas. We specifically were interested in understanding how Latinas activate agency and make sense of how their college-going behaviors influenced college opportunity and transition.
{"title":"Against All Odds: Latinas Activate Agency to Secure Access to College","authors":"Vicki T. Sapp, J. M. Kiyama, Amalia Dache-Gerbino","doi":"10.1080/19407882.2015.1111243","DOIUrl":"https://doi.org/10.1080/19407882.2015.1111243","url":null,"abstract":"This qualitative study seeks to understand Latinas’ college-going behaviors by examining their agency and role in securing opportunity for college. The authors examine the activation of agency among 16 urban Latinas when navigating the structures influencing college opportunity through a cultural ecological model. Examples of agency are represented as Latinas resist educational inequities and navigate their educational, familial, communal, and out-of-class environments. In some cases, individuals and systems within these environments serve as agents of resistance; in other environments, they serve as agents of support for Latinas. We specifically were interested in understanding how Latinas activate agency and make sense of how their college-going behaviors influenced college opportunity and transition.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125648973","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 : 2016-01-02DOI: 10.1080/19407882.2015.1124785
Vonzell Agosto, Zorka Karanxha, A. Unterreiner, Deirdre Cobb-Roberts, T. Esnard, Ke Wu, Makini Beck
This article is based on the authors’ experiences as women academics who engage in informal peer mentoring to persist in the cultural milieus of their respective institutions. The authors draw on poststructural perspectives and the metaphor of the rhizome “running bamboo” to illustrate the connections they forged in a mentoring network that folds across multiethnic, multilingual, and multi-geographic spaces. The analysis of personal narratives surfaced the significance of context for understanding each other’s persistence in the academy. By rhizomatically constructing personal and professional narratives, the authors identified how shared experiences in academia, the contextual variations among them, and a process of becoming peers in a mentoring network supports their negotiation of the academy.
{"title":"Running Bamboo: A Mentoring Network of Women Intending to Thrive in Academia","authors":"Vonzell Agosto, Zorka Karanxha, A. Unterreiner, Deirdre Cobb-Roberts, T. Esnard, Ke Wu, Makini Beck","doi":"10.1080/19407882.2015.1124785","DOIUrl":"https://doi.org/10.1080/19407882.2015.1124785","url":null,"abstract":"This article is based on the authors’ experiences as women academics who engage in informal peer mentoring to persist in the cultural milieus of their respective institutions. The authors draw on poststructural perspectives and the metaphor of the rhizome “running bamboo” to illustrate the connections they forged in a mentoring network that folds across multiethnic, multilingual, and multi-geographic spaces. The analysis of personal narratives surfaced the significance of context for understanding each other’s persistence in the academy. By rhizomatically constructing personal and professional narratives, the authors identified how shared experiences in academia, the contextual variations among them, and a process of becoming peers in a mentoring network supports their negotiation of the academy.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127205015","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 : 2016-01-02DOI: 10.1080/19407882.2016.1143377
S. Gibson, Michelle M. Espino
Despite the growing research that outlines the experiences of Blacks and women undergraduates in engineering, little is known about Black women in this field. The purpose of this qualitative study was to uncover how eight Black undergraduate women in engineering understood their race and gender identities in a culture that can be oppressive to both women and students from underrepresented backgrounds. Findings suggest that the participants negotiated their identities among externally imposed definitions and negative stereotypes of what it means to be both a woman and Black in engineering. Struggling to make meaning of Black womanhood, the women were resigned to proving themselves as competent engineers to their peers and faculty and driven to serve as role models within their communities.
{"title":"Uncovering Black Womanhood in Engineering","authors":"S. Gibson, Michelle M. Espino","doi":"10.1080/19407882.2016.1143377","DOIUrl":"https://doi.org/10.1080/19407882.2016.1143377","url":null,"abstract":"Despite the growing research that outlines the experiences of Blacks and women undergraduates in engineering, little is known about Black women in this field. The purpose of this qualitative study was to uncover how eight Black undergraduate women in engineering understood their race and gender identities in a culture that can be oppressive to both women and students from underrepresented backgrounds. Findings suggest that the participants negotiated their identities among externally imposed definitions and negative stereotypes of what it means to be both a woman and Black in engineering. Struggling to make meaning of Black womanhood, the women were resigned to proving themselves as competent engineers to their peers and faculty and driven to serve as role models within their communities.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130758523","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 : 2016-01-02DOI: 10.1080/19407882.2015.1124786
R. Crandall, Alyssa N. Rockenbach
“You have won rooms of your own in the house hitherto exclusively owned by men” (Woolf, 1942, p. 242). Setting the stage of her text in Virginia Woolf’s description of the professional challenges of women in 1931, Tanya Fitzgerald presents the perspectives of 30 modern-day women senior leaders in Australian and New Zealand universities. Her text, Women Leaders in Higher Education: Shattering the Myths, expands upon the metaphor of “a room of one’s own,” affording readers insight into the reasons why women seek positions in the male-dominated, highest levels of university leadership. Extending beyond the motivation of women in senior leadership roles, Fitzgerald investigates the ways in which leadership takes shape for these women. She does so by presenting their accounts in light of the gendered rules of both higher education and leadership. Throughout the text, she also includes the accounts of 25 female academic colleagues of the senior leaders—women whose viewpoints allow for a more complete understanding of the population of interest and the complexities that accompany their leadership roles. Ultimately, Fitzgerald aspires to “complicate ‘leadership’ and tease out the ambiguities, silences, and contradictions of women’s lived leadership lives” (p. 4). Organized into six chapters, Women Leaders in Higher Education: Shattering the Myths takes readers on a journey through the current state of women at the highest levels of university leadership, all the while maintaining ties to previous scholarship on women in higher education. In Chapter 1, Fitzgerald introduces readers to the overarching metaphor of “a room of one’s own” and outlines her goals for the project. She also details her methodological approach to the book and positions herself within the work by describing her own experiences and discontent with various aspects of the leadership experiences of women in higher education. Also included in the chapter is a preliminary overview of the existing climate of higher education and the corresponding challenges that this managerial context presents for women. As is the case throughout the book, Fitzgerald directs specific attention to the distinct experiences of
“在迄今为止只属于男人的房子里，你赢得了自己的房间”(伍尔夫，1942，第242页)。坦尼娅·菲茨杰拉德以弗吉尼亚·伍尔夫1931年对女性职业挑战的描述为背景，展示了澳大利亚和新西兰大学30位现代女性高级领导人的观点。她的著作《高等教育中的女性领导者:打破神话》(Women Leaders in Higher Education: Shattering the Myths)详述了“一间自己的房间”的隐喻，让读者深入了解女性为何要在男性主导的大学最高层领导层中寻求职位。菲茨杰拉德不仅研究了担任高级领导职务的女性的动机，还研究了这些女性形成领导力的方式。为了做到这一点，她根据高等教育和领导层的性别规则来呈现她们的叙述。在整个文本中，她还包括了25位资深领导的女性学术同事的叙述，这些女性的观点使我们能够更全面地了解感兴趣的人群以及伴随她们领导角色而来的复杂性。最终，菲茨杰拉德渴望“将‘领导力’复杂化，梳理出女性领导力生活中的模糊、沉默和矛盾”(第4页)。《高等教育中的女性领导者:粉碎神话》共分为六个章节，带领读者穿越大学领导层最高级别女性的现状，同时保持与之前关于高等教育女性的奖学金的联系。在第一章中，菲茨杰拉德向读者介绍了“一间自己的房间”的总体隐喻，并概述了她的项目目标。她还详细介绍了她对这本书的方法论，并通过描述她自己的经历和对高等教育中女性领导经历的各个方面的不满，将自己置于工作中。本章还初步概述了高等教育的现有气氛以及这种管理环境对妇女提出的相应挑战。就像整本书一样，菲茨杰拉德特别关注了
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Pub Date : 2016-01-02DOI: 10.1080/19407882.2015.1114953
A. Vongalis-Macrow
What do a group of female leadership aspirants think about female leadership? This question and the subsequent discussion broach a sensitive topic about how women respond to female leadership and whether this differs from that of male leadership. This article investigates female leadership through the experiences of a group of female leadership aspirants as they consider what makes an effective leader. An interpretive perspective drawn from interview data frames the analysis, particularly identifying agentic and communal leadership practices as representative of leadership behaviours and practices that female participants have acknowledged as effective. This article illustrates that particular leadership actions are preferred by women and that these can be evident in both male and female leaders. What emerges from the research is that the quality of leadership, specifically agentic practices that create efficacy and support, in addition to communal leadership that demonstrates emotional balance, are of greater importance to women than the gender of the leader.
{"title":"It’s About the Leadership: The Importance of Women Leaders Doing Leadership for Women","authors":"A. Vongalis-Macrow","doi":"10.1080/19407882.2015.1114953","DOIUrl":"https://doi.org/10.1080/19407882.2015.1114953","url":null,"abstract":"What do a group of female leadership aspirants think about female leadership? This question and the subsequent discussion broach a sensitive topic about how women respond to female leadership and whether this differs from that of male leadership. This article investigates female leadership through the experiences of a group of female leadership aspirants as they consider what makes an effective leader. An interpretive perspective drawn from interview data frames the analysis, particularly identifying agentic and communal leadership practices as representative of leadership behaviours and practices that female participants have acknowledged as effective. This article illustrates that particular leadership actions are preferred by women and that these can be evident in both male and female leaders. What emerges from the research is that the quality of leadership, specifically agentic practices that create efficacy and support, in addition to communal leadership that demonstrates emotional balance, are of greater importance to women than the gender of the leader.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124765711","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 : 2015-07-03DOI: 10.1080/19407882.2015.1057168
Christopher M. Mullin, M. McKeown-Moak
How to make research relevant to policymakers is an enduring question in academe. Building upon the experience of the authors, this article examines the issue of research relevance to policymakers and provides suggestions for researchers interested in connecting their research to policy at the institutional, state, and federal levels.
{"title":"Bridging the Great Divide: Translating Research Into Policy","authors":"Christopher M. Mullin, M. McKeown-Moak","doi":"10.1080/19407882.2015.1057168","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057168","url":null,"abstract":"How to make research relevant to policymakers is an enduring question in academe. Building upon the experience of the authors, this article examines the issue of research relevance to policymakers and provides suggestions for researchers interested in connecting their research to policy at the institutional, state, and federal levels.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121731183","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 : 2015-07-03DOI: 10.1080/19407882.2015.1057169
Norma Mertz
Tracing its etymology to Greek mythology and the legend of Odysseus asking his old friend Mentor to take responsibility for guiding his son Telemachus while he was engaged in the Trojan War, the notion of mentoring emerged in the popular literature in the 1970s, coincident to the movement to advance women and minorities into positions of influence in almost every professional field. Ehrich and Hansford (1999) have suggested that two publications focused attention on the term and introduced it to the popular literature: The Seasons of a Man’s Life, by Levinson, Darrow, Klein, Levinson, and McKee (1978), and Men and Women of the Corporation, by Kanter (1977). Both cited mentoring as critical to advancement. Since that time, mentoring has become a veritable growth industry—in the lay and professional literature and in the research and writing in almost every discipline. Perusing the books available about mentoring from Amazon, one finds more than 1,000 currently available, and a search through Google yields more than 18 million results in response to the term “mentoring articles,” and almost 4 million in response to “research papers about mentoring.” Indeed, there is hardly a slice of people or business or professional group that has been excluded from the literature on mentoring, and while the literature on mentoring in academe is less voluminous, it is nonetheless robust. Into this profusion of written materials comes Athena Vongalis-Macros’ book, Career Moves: Mentoring for Women Advancing their Career and Leadership in Academia. It is a compilation of essays by “successful women currently working in higher education” (p. xiii). In the words of the editor, success is defined as having “achieved a level of career progress and. . .working at progressing to the next level” (p. xiii). According to the editor, the book is a continuation of discussions begun at an Oxford University conference, which brought together 40 women from a variety of countries and disciplines in higher education. The authors of the nine chapters in the book (excluding the introductory chapter) represent
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