Pub Date : 2015-07-03DOI: 10.1080/19407882.2015.1057166
J. Denner, L. Werner, Lisa O'Connor
Community colleges (CC) are obvious places to recruit more women into computer science. Enrollment at CCs has grown in response to a struggling economy, and students are more likely to be from underrepresented groups than students enrolled in 4-year universities (National Center for Education Statistics, 2008). However, we know little about why so few go on to study computing and information sciences (CIS) at 4-year universities. This study was designed to test three widely held beliefs about recruiting and retaining women in CIS majors by focusing on women who have expressed interest in computer science. Data were collected from 191 female students enrolled in an introduction to programming class at one of 15 community colleges in California. Results show that women with high intention of pursuing CIS were more avid computer users in their teens and currently play more video games. They also have a positive view of computer programming and place greater value on computing, related to an interest in solving challenging problems and financial motives, rather than an interest in using computing for the social good. Support from others, such as family, friends, and teachers, was not related to intention. The authors discuss how the results can inform strategies to increase the number of women who transfer from community colleges to 4-year universities in CIS fields.
社区学院显然是招收更多女性进入计算机科学领域的地方。由于经济不景气，CCs的招生人数有所增加，与四年制大学的学生相比，这些学生更有可能来自代表性不足的群体(National Center for Education Statistics, 2008)。然而，我们不知道为什么很少有人在四年制大学学习计算机和信息科学(CIS)。本研究旨在通过关注对计算机科学感兴趣的女性，来测试关于在CIS专业招聘和留住女性的三种普遍看法。数据收集自加州15所社区学院中的一所的191名参加编程入门课程的女学生。结果显示，追求CIS的高意向女性在青少年时期更热衷于电脑用户，目前更喜欢玩电子游戏。他们对计算机编程也有积极的看法，并更重视计算，这与解决具有挑战性的问题和经济动机的兴趣有关，而不是对使用计算机为社会造福的兴趣。来自他人的支持，如家人、朋友和老师，与意图无关。作者讨论了研究结果如何为增加从社区学院转到CIS领域四年制大学的女性人数提供策略。
{"title":"Women in Community College: Factors Related to Intentions to Pursue Computer Science","authors":"J. Denner, L. Werner, Lisa O'Connor","doi":"10.1080/19407882.2015.1057166","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057166","url":null,"abstract":"Community colleges (CC) are obvious places to recruit more women into computer science. Enrollment at CCs has grown in response to a struggling economy, and students are more likely to be from underrepresented groups than students enrolled in 4-year universities (National Center for Education Statistics, 2008). However, we know little about why so few go on to study computing and information sciences (CIS) at 4-year universities. This study was designed to test three widely held beliefs about recruiting and retaining women in CIS majors by focusing on women who have expressed interest in computer science. Data were collected from 191 female students enrolled in an introduction to programming class at one of 15 community colleges in California. Results show that women with high intention of pursuing CIS were more avid computer users in their teens and currently play more video games. They also have a positive view of computer programming and place greater value on computing, related to an interest in solving challenging problems and financial motives, rather than an interest in using computing for the social good. Support from others, such as family, friends, and teachers, was not related to intention. The authors discuss how the results can inform strategies to increase the number of women who transfer from community colleges to 4-year universities in CIS fields.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"270 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":"116076635","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: 10.1080/19407882.2015.1084330
M. Candace Christensen
This study explores the experiences of male college students who participated in a theatre-based, peer-education, sexual assault prevention presentation. The program was established through the use of Pedagogy of the Oppressed and Theatre of the Oppressed, as well as multicultural feminist theory and approaches. These models emphasize subverting social norms that perpetuate sexual violence. Data were collected via field notes and focus group interviews. Implications for how higher education administrators can develop programs to prevent sexual violence against college women are discussed, as well as future research opportunities.
{"title":"Activating College Men to Prevent Sexual Violence: A Qualitative Investigation","authors":"M. Candace Christensen","doi":"10.1080/19407882.2015.1084330","DOIUrl":"https://doi.org/10.1080/19407882.2015.1084330","url":null,"abstract":"This study explores the experiences of male college students who participated in a theatre-based, peer-education, sexual assault prevention presentation. The program was established through the use of Pedagogy of the Oppressed and Theatre of the Oppressed, as well as multicultural feminist theory and approaches. These models emphasize subverting social norms that perpetuate sexual violence. Data were collected via field notes and focus group interviews. Implications for how higher education administrators can develop programs to prevent sexual violence against college women are discussed, as well as future research opportunities.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"88 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":"131210370","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: 10.1080/19407882.2015.1057167
Ann L. Mullen, Jayne Baker
While women now earn more bachelor’s degrees than men in many parts of the world, large gender gaps persist in fields of study, and women remain underrepresented in the most prestigious institutions. This study updates and extends the literature on gender disparities in higher education by comparing the selectivity of the institutions where men and women earn their degrees and then examining the gender segregation of fields of study across different types of universities in the United States. Findings show that men continue to earn degrees at somewhat more selective institutions than women, a pattern that has shifted little over the past 27 years. Further, patterns of gender segregation by field of study continue unabated and are constant across types of institutions. Women’s increased participation in higher education has not resulted in full parity.
{"title":"Participation without Parity in U.S. Higher Education: Gender, Fields of Study, and Institutional Selectivity","authors":"Ann L. Mullen, Jayne Baker","doi":"10.1080/19407882.2015.1057167","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057167","url":null,"abstract":"While women now earn more bachelor’s degrees than men in many parts of the world, large gender gaps persist in fields of study, and women remain underrepresented in the most prestigious institutions. This study updates and extends the literature on gender disparities in higher education by comparing the selectivity of the institutions where men and women earn their degrees and then examining the gender segregation of fields of study across different types of universities in the United States. Findings show that men continue to earn degrees at somewhat more selective institutions than women, a pattern that has shifted little over the past 27 years. Further, patterns of gender segregation by field of study continue unabated and are constant across types of institutions. Women’s increased participation in higher education has not resulted in full parity.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"79 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":"123215943","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: 10.1080/19407882.2015.1057165
M. Burke, J. Carter
Since career networks offer access to upper level positions, being a part of one can offer opportunities and access to information, knowledge and referrals for career mobility. However, the duality of race and gender can create a distinctive challenge to gaining access to career networks, which are crucial components to rise to the upper level of leadership positions. The purpose of this article is to explore the perceptions of African American women in the field of student affairs regarding perceptions of career networking and mentoring on their career advancement and professional growth. Specific emphasis was also placed on their viewpoints describing how the formation of their career network facilitates access to resources, information, and career advancement. Implications and recommendations are provided for the development of programs and initiatives to advance African American women in student affairs.
{"title":"Examining Perceptions of Networking among African American Women in Student Affairs","authors":"M. Burke, J. Carter","doi":"10.1080/19407882.2015.1057165","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057165","url":null,"abstract":"Since career networks offer access to upper level positions, being a part of one can offer opportunities and access to information, knowledge and referrals for career mobility. However, the duality of race and gender can create a distinctive challenge to gaining access to career networks, which are crucial components to rise to the upper level of leadership positions. The purpose of this article is to explore the perceptions of African American women in the field of student affairs regarding perceptions of career networking and mentoring on their career advancement and professional growth. Specific emphasis was also placed on their viewpoints describing how the formation of their career network facilitates access to resources, information, and career advancement. Implications and recommendations are provided for the development of programs and initiatives to advance African American women in student affairs.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"3 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":"121589502","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: 10.1080/19407882.2015.1089096
{"title":"EOV Editorial Board","authors":"","doi":"10.1080/19407882.2015.1089096","DOIUrl":"https://doi.org/10.1080/19407882.2015.1089096","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"101 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":"123023739","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: 10.1080/19407882.2015.1057171
Margaret A. Murray, Amber L. Vlasnik
This program description explores the purpose, structure, activities, and outcomes of the volunteer intern program at the Wright State University Women’s Center. Designed to create meaningful, hands-on learning experiences for students and to advance the center’s mission, the volunteer intern program builds community while advancing social and gender justice. Interns report many positive outcomes, including stronger understandings of themselves and others, a greater sense of belonging and feminist community on campus, and the intention to remain involved in work for social and gender justice after graduation.
{"title":"Women’s Center Volunteer Intern Program: Building Community While Advancing Social and Gender Justice","authors":"Margaret A. Murray, Amber L. Vlasnik","doi":"10.1080/19407882.2015.1057171","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057171","url":null,"abstract":"This program description explores the purpose, structure, activities, and outcomes of the volunteer intern program at the Wright State University Women’s Center. Designed to create meaningful, hands-on learning experiences for students and to advance the center’s mission, the volunteer intern program builds community while advancing social and gender justice. Interns report many positive outcomes, including stronger understandings of themselves and others, a greater sense of belonging and feminist community on campus, and the intention to remain involved in work for social and gender justice after graduation.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"7 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":"128686239","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: 10.1080/19407882.2015.1057170
Z. Nicolazzo
In her classic essay “The Political is Personal,” Carol Hanisch (2006) wrote, “Personal problems are political problems. There are no personal solutions at this time. There is only collective action for a collective solution” (p. 4). For Hanisch, one’s personal life was intimately intertwined with one’s political, or social, life in community with others. As a result, people do not need to live bifurcated personal and professional lives but are able to recognize the various ways their personal lives influence and affect their professional lives and vice versa. However, in a higher education context where faculty and administrators are often portrayed as being out of touch with reality, absent from the public sphere, and having created a “culture of exclusivity that glorifies arcane unintelligibility while disdaining impact and audience” (Kristof, 2014), there is a distinct lack of understanding of this feminist axiom. Although not an overtly feminist text, William G. Tierney’s novel, Academic Affairs: A Love Story, highlights the anxieties, tumults, successes, and mundane happenings of those who inhabit college and university campuses. In doing so, Tierney invites readers to see the personal side of academia that has often been missed or claimed to be missing. Set on the fictional campus of Smithfield University, the book revolves around an impressive array of characters, who represent a variety of university functions including administration (Emeralda, Roger), faculty (Bill, Joshua), students (Jim, Sally, Tim), the board of trustees (Peter), external benefactors (Stan), and their family members (Vivian, Lizabeth). However, more than the particularities of the character development or the plot twists—which are plentiful —the novel revolves around the competing notions of loneliness and companionship. Throughout the novel, each character is compelled to act as a result of their loneliness. One dives into her work, two leave for Afghanistan on a research grant, several experience the loss of loved ones, and others struggle with the ghosts of their pasts. Because they do not discuss their loneliness, however, their interactions with one another offer a series of missed connections. Others interpret both Jim and Bill’s traveling to Afghanistan as running away, whereas Stan’s loneliness manifests in a nervous energy that comes across as off-putting and overbearing to
Carol Hanisch在她的经典文章《政治是个人的》(2006)中写道:“个人问题就是政治问题。目前没有个人的解决办法。只有集体行动才能解决集体问题”(第4页)。对Hanisch来说，一个人的个人生活与他与他人的政治或社会生活紧密地交织在一起。因此，人们不需要生活在个人生活和职业生活的分叉中，而是能够认识到他们的个人生活影响和影响他们的职业生活的各种方式，反之亦然。然而，在高等教育的背景下，教师和管理人员经常被描绘成与现实脱节，缺席公共领域，并创造了一种“排他性的文化，赞美神秘的不可理解性，同时蔑视影响和观众”(Kristof, 2014)，显然缺乏对这一女权主义公理的理解。威廉·g·蒂尔尼的小说《学术事务:一个爱情故事》虽然不是一部公开的女权主义作品，但它突出了那些居住在大学校园里的人的焦虑、骚动、成功和平凡的事情。通过这样做，蒂尔尼邀请读者看到学术界经常被忽视或声称被忽视的个人方面。这本书以虚构的史密斯菲尔德大学校园为背景，围绕着一系列令人印象深刻的人物展开，他们代表着大学的各种职能，包括行政部门(Emeralda, Roger)，教职员工(Bill, Joshua)，学生(Jim, Sally, Tim)，董事会(Peter)，外部捐助者(Stan)以及他们的家庭成员(Vivian, elizabeth)。然而，除了人物发展的特殊性和情节的转折——这是丰富的——小说还围绕着孤独和陪伴这两个相互矛盾的概念展开。在整部小说中，每个角色都因为孤独而被迫采取行动。其中一位全身心投入工作，两位因研究经费前往阿富汗，几位经历了失去亲人的痛苦，还有一些人在过去的幽灵中挣扎。然而，因为他们不讨论他们的孤独，他们彼此之间的互动提供了一系列错过的联系。其他人把吉姆和比尔去阿富汗的旅行理解为逃跑，而斯坦的孤独表现为一种令人不快和傲慢的紧张情绪
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Pub Date : 2015-07-03DOI: 10.1080/19407882.2015.1057164
C. Porter, L. Dean
The purpose of this preliminary, phenomenological study was to identify factors that influence identity development and meaning-making of Black undergraduate women at a predominately White institution. The goal of this research was two-fold: to share diverse experiences of Black undergraduate women in order to understand the essence of their lived experience and to identify contemporary perspectives of the duality of being both Black and a woman at a predominately White institution. Findings were clustered into themes pertaining to support systems, maternal and familial influences, articulation of Black identity, and interactions with other Black undergraduate women.
{"title":"Making Meaning: Identity Development of Black Undergraduate Women","authors":"C. Porter, L. Dean","doi":"10.1080/19407882.2015.1057164","DOIUrl":"https://doi.org/10.1080/19407882.2015.1057164","url":null,"abstract":"The purpose of this preliminary, phenomenological study was to identify factors that influence identity development and meaning-making of Black undergraduate women at a predominately White institution. The goal of this research was two-fold: to share diverse experiences of Black undergraduate women in order to understand the essence of their lived experience and to identify contemporary perspectives of the duality of being both Black and a woman at a predominately White institution. Findings were clustered into themes pertaining to support systems, maternal and familial influences, articulation of Black identity, and interactions with other Black undergraduate women.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"43 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":"128990304","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 : 2015-01-02DOI: 10.1080/19407882.2014.987084
B. A. McNeely Cobham, Lori D. Patton
In the following study, the authors sought to understand how self-efficacy contributed to the career success of five tenured Black women faculty employed at two predominantly White institutions. Investigating the level of self-efficacy was significant in understanding the behavior, attitudes, and strategies of study participants. The findings suggest that a high level of self-efficacy was engendered among participants and facilitated perseverance toward their career goals. Specifically, participants relied on lessons and values instilled during their upbringing, their survival during difficult situations, and ability to seek support and resources.
{"title":"Self-Will, Power, and Determination: A Qualitative Study of Black Women Faculty and the Role of Self-Efficacy","authors":"B. A. McNeely Cobham, Lori D. Patton","doi":"10.1080/19407882.2014.987084","DOIUrl":"https://doi.org/10.1080/19407882.2014.987084","url":null,"abstract":"In the following study, the authors sought to understand how self-efficacy contributed to the career success of five tenured Black women faculty employed at two predominantly White institutions. Investigating the level of self-efficacy was significant in understanding the behavior, attitudes, and strategies of study participants. The findings suggest that a high level of self-efficacy was engendered among participants and facilitated perseverance toward their career goals. Specifically, participants relied on lessons and values instilled during their upbringing, their survival during difficult situations, and ability to seek support and resources.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127982386","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 : 2015-01-02DOI: 10.1080/19407882.2014.987090
Catherine Mutti-Driscoll
Do Babies Matter? provides essential insight into how family formation shapes the academic careers of men and women. This book’s central premise is that, to understand gender equity in the academy, scholars cannot only look at women’s ability to obtain the same careers as men in equal rates, but they also need to investigate the opportunities for women to create desired families. While the authors indicate that family formation tends to impact women’s careers more significantly, this book also reveals the barriers that the academy constructs for men who wish to be involved fathers. This book represents highly recommended reading for administrators in higher education who are committed to recruiting and supporting a qualified and diverse workforce. While the authors drew upon some qualitative data, I recommend a further analysis of qualitative literature and available qualitative data. Additional qualitative insight could bolster broad numerical trends and provide concrete strategies for academic fathers and mothers. This volume includes six chapters that detail the major phases of an academic’s life— graduate school, post-graduation, assistant professorship, midcareer, and retirement. These authors draw upon a decade’s worth of research that has utilized the Survey of Doctoral Recipients (SDR). The SDR is a national data set that tracks over 160,000 faculty members across academic departments and institutions. The authors supplemented the SDR with survey data from their University of California (UC) Faculty Family Friendly Edge project, a collection of surveys that investigated available supports for faculty and graduate students across the 10campus UC system. The authors additionally utilized open-ended survey items, analysis of online blogs, and interviews conducted for Mothers on the Fast Track, Mason’s collaborative project with her daughter, Eve Ekman. The first chapter describes the graduate student stage, a key period of socialization for a faculty career. Drawing upon their recent survey research, the authors underscore how today’s graduate students differ from those of the past because they (a) are often situated in dual-income households and (b) represent a generation that has a prevalent desire for work-family balance. Given the age of the majority of students in graduate school, the authors indicate that this career stage could be a good time biologically to have children. However, only 12% of the UC graduate students surveyed had children during graduate school, citing concerns about workload, discrimination, finances, and a lack of faculty role models. The authors also found that many graduate students decide to turn away from an academic career due to their perceptions that this career path lacks family friendliness.
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