Pub Date : 2020-05-03DOI: 10.1080/26379112.2020.1780134
Annemarie Vaccaro, Melanie Lee, Nina Tissi-Gassoway, Ezekiel Kimball, B. Newman
Emergent findings from a constructivist grounded theory study explicate how gender and ability oppressions intersected to shape the experiences of 47 college students from four post-secondary institutions in the United States. The logics of oppression that have historically supported spurious arguments for the biological inferiority of women and the erasure of trans bodies have mirrored the arguments used to problematize disabled bodies—making this particular intracategorical analysis of students with minoritized gender and ability identities especially important. Rich student narratives detail how intersecting gender and ability oppressions reinforced stereotypes of weakness, fostered fears of violence, and engendered feelings of lack of safety on campus.
{"title":"Gender and Ability Oppressions Shaping the Lives of College Students: An Intracategorical, Intersectional Analysis","authors":"Annemarie Vaccaro, Melanie Lee, Nina Tissi-Gassoway, Ezekiel Kimball, B. Newman","doi":"10.1080/26379112.2020.1780134","DOIUrl":"https://doi.org/10.1080/26379112.2020.1780134","url":null,"abstract":"Emergent findings from a constructivist grounded theory study explicate how gender and ability oppressions intersected to shape the experiences of 47 college students from four post-secondary institutions in the United States. The logics of oppression that have historically supported spurious arguments for the biological inferiority of women and the erasure of trans bodies have mirrored the arguments used to problematize disabled bodies—making this particular intracategorical analysis of students with minoritized gender and ability identities especially important. Rich student narratives detail how intersecting gender and ability oppressions reinforced stereotypes of weakness, fostered fears of violence, and engendered feelings of lack of safety on campus.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"119 - 137"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1780134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47188462","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 : 2020-01-02DOI: 10.1080/26379112.2020.1730193
P. Pal, Stephanie J. Jones
Women fill the majority of the entry and midlevel student affairs positions across institution types yet are underrepresented in senior-level roles such as the chief student affairs officer role at doctoral-granting institutions. This explanatory mixed-methods study explored the experiences and perceptions of midlevel women student affairs professionals at doctoral-granting institutions. Of specific interest is how these individuals have experienced the culture and climate of their institution and how they perceive they have affected their career aspirations. Two-hundred fifty-seven participants completed the online survey and 10 completed a 60-minute semi-structured interview. Findings from this study revealed that women midlevel student affairs professionals continue to face challenges due to the cultures and climates of their institutions, which affect their career aspirations. Although about a third of the participants indicated that they aspired to senior leadership roles, personal and professional factors that are not supported by institutional cultures and climates have derailed their career aspirations.
{"title":"Effects of the Culture and Climate of Doctoral-Granting Institutions on the Career Aspirations of Women Midlevel Student Affairs Professionals","authors":"P. Pal, Stephanie J. Jones","doi":"10.1080/26379112.2020.1730193","DOIUrl":"https://doi.org/10.1080/26379112.2020.1730193","url":null,"abstract":"Women fill the majority of the entry and midlevel student affairs positions across institution types yet are underrepresented in senior-level roles such as the chief student affairs officer role at doctoral-granting institutions. This explanatory mixed-methods study explored the experiences and perceptions of midlevel women student affairs professionals at doctoral-granting institutions. Of specific interest is how these individuals have experienced the culture and climate of their institution and how they perceive they have affected their career aspirations. Two-hundred fifty-seven participants completed the online survey and 10 completed a 60-minute semi-structured interview. Findings from this study revealed that women midlevel student affairs professionals continue to face challenges due to the cultures and climates of their institutions, which affect their career aspirations. Although about a third of the participants indicated that they aspired to senior leadership roles, personal and professional factors that are not supported by institutional cultures and climates have derailed their career aspirations.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"16 - 36"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1730193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47411774","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 : 2020-01-02DOI: 10.1080/26379112.2020.1732428
Rami F. Mustafa, Amani K. Hamdan Alghamdi
This qualitative study investigated Saudi women’s decision to invest in learning English as a Foreign Language (EFL). This exploratory study collected semi-structured interview data from nine Saudi women of varying ages and educational and professional backgrounds in seven Saudi Arabian cities. A thematic analysis of the data revealed a wide array of factors that informed women’s discourse about pursuing English-language studies, culminating in two overarching themes: push factors and pull factors. Factors pushing them to learn EFL included self-development, economics, and transferring and pursuing knowledge. Factors pulling them to study EFL in Saudi Arabia included economics and Islamic (religious) concerns.
{"title":"Push-Pull Factors Influencing Saudi Women’s Investment in English-Language Learning","authors":"Rami F. Mustafa, Amani K. Hamdan Alghamdi","doi":"10.1080/26379112.2020.1732428","DOIUrl":"https://doi.org/10.1080/26379112.2020.1732428","url":null,"abstract":"This qualitative study investigated Saudi women’s decision to invest in learning English as a Foreign Language (EFL). This exploratory study collected semi-structured interview data from nine Saudi women of varying ages and educational and professional backgrounds in seven Saudi Arabian cities. A thematic analysis of the data revealed a wide array of factors that informed women’s discourse about pursuing English-language studies, culminating in two overarching themes: push factors and pull factors. Factors pushing them to learn EFL included self-development, economics, and transferring and pursuing knowledge. Factors pulling them to study EFL in Saudi Arabia included economics and Islamic (religious) concerns.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"113 - 93"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1732428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60143842","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 : 2020-01-02DOI: 10.1080/19407882.2019.1622568
Cheryl Neale-McFall
With a growing number of mothers in academia, this study gives voice to the experiences and perceptions of faculty mothers from a large, public, doctoral-granting university in the Northeast region of the United States. The purpose of this quantitative survey study was to assess overall job satisfaction for faculty mothers in academia by examining the variables of institutional policy, work/family enrichment, and the role of support. Findings highlight specific policies and familial and institutional variables that impact the lives of faculty mothers across departments and colleges. Recommendations are shared, advocating for awareness and change to retain valuable faculty members who provide fundamental resources to students.
{"title":"Job Satisfaction, Enrichment, and Institutional Policy: Listening to Faculty Mothers","authors":"Cheryl Neale-McFall","doi":"10.1080/19407882.2019.1622568","DOIUrl":"https://doi.org/10.1080/19407882.2019.1622568","url":null,"abstract":"With a growing number of mothers in academia, this study gives voice to the experiences and perceptions of faculty mothers from a large, public, doctoral-granting university in the Northeast region of the United States. The purpose of this quantitative survey study was to assess overall job satisfaction for faculty mothers in academia by examining the variables of institutional policy, work/family enrichment, and the role of support. Findings highlight specific policies and familial and institutional variables that impact the lives of faculty mothers across departments and colleges. Recommendations are shared, advocating for awareness and change to retain valuable faculty members who provide fundamental resources to students.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"56 - 71"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19407882.2019.1622568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42057059","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 : 2020-01-02DOI: 10.1080/19407882.2019.1639197
Christina W. Yao, G. Boss
The purpose of this study is to examine the experiences of Women of Color (WOC) faculty who teach asynchronous online courses. While there is a growing body of literature on the experiences of WOC faculty and a separate body of literature on the challenges and opportunities related to online teaching, virtually no research exists on how Women of Color faculty navigate the intersections of race/ethnicity, gender, and pedagogy in an online class. Using a theoretical framework of embodiment, we investigated WOC faculty’s embodiment in online teaching to better understand how (dis)embodiment impacted their teaching experiences. We explored the following research question: How do WOC faculty describe their experiences with disembodiment in asynchronous, online courses? Our analysis of the data showcases the ways in which WOC come to understand the space of online teaching, the impact of their identities in online teaching, and the utility of online teaching for engaging in critical conversation regardless of course content.
{"title":"“A Hard Space to Manage”: The Experiences of Women of Color Faculty Teaching Online","authors":"Christina W. Yao, G. Boss","doi":"10.1080/19407882.2019.1639197","DOIUrl":"https://doi.org/10.1080/19407882.2019.1639197","url":null,"abstract":"The purpose of this study is to examine the experiences of Women of Color (WOC) faculty who teach asynchronous online courses. While there is a growing body of literature on the experiences of WOC faculty and a separate body of literature on the challenges and opportunities related to online teaching, virtually no research exists on how Women of Color faculty navigate the intersections of race/ethnicity, gender, and pedagogy in an online class. Using a theoretical framework of embodiment, we investigated WOC faculty’s embodiment in online teaching to better understand how (dis)embodiment impacted their teaching experiences. We explored the following research question: How do WOC faculty describe their experiences with disembodiment in asynchronous, online courses? Our analysis of the data showcases the ways in which WOC come to understand the space of online teaching, the impact of their identities in online teaching, and the utility of online teaching for engaging in critical conversation regardless of course content.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"1 - 15"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19407882.2019.1639197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43051482","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 : 2020-01-02DOI: 10.1080/26379112.2019.1681006
D. Véliz
This study examined how the professional experiences of international women faculty are shaped by the institutional culture at one striving university. A qualitative design allowed for capturing unanticipated phenomena through three data sources: interviews, a focus group, and document analysis. All 12 participants in this study held tenure-track appointments, were foreign-born, and were raised outside the United States. Findings suggest that the institution studied exhibits many elements of a striving institutional culture. International status influenced the experiences of these faculty in different ways. Issues of gender were also present in their experiences, with many participants believing that being a woman was not professionally advantageous.
{"title":"Experiences of International Women Faculty at One Striving University","authors":"D. Véliz","doi":"10.1080/26379112.2019.1681006","DOIUrl":"https://doi.org/10.1080/26379112.2019.1681006","url":null,"abstract":"This study examined how the professional experiences of international women faculty are shaped by the institutional culture at one striving university. A qualitative design allowed for capturing unanticipated phenomena through three data sources: interviews, a focus group, and document analysis. All 12 participants in this study held tenure-track appointments, were foreign-born, and were raised outside the United States. Findings suggest that the institution studied exhibits many elements of a striving institutional culture. International status influenced the experiences of these faculty in different ways. Issues of gender were also present in their experiences, with many participants believing that being a woman was not professionally advantageous.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"37 - 55"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2019.1681006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46934523","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 : 2020-01-02DOI: 10.1080/26379112.2020.1729782
Antonio Duran, Romeo Jackson
{"title":"Black Feminism Reimagined: After Intersectionality","authors":"Antonio Duran, Romeo Jackson","doi":"10.1080/26379112.2020.1729782","DOIUrl":"https://doi.org/10.1080/26379112.2020.1729782","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"114 - 117"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1729782","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43152211","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 : 2020-01-02DOI: 10.1080/26379112.2020.1728699
Nicole M. West
Although Black women are the most represented minoritized group among U.S. higher education administrators, they continue to lag behind White women and men in terms of leadership in the student affairs profession, which may be exacerbated by their relative underrepresentation in graduate programs in education. Further, beyond generalized narratives about the aggregated experiences of Black women in higher education, little is actually known about the status and ambitions of contemporary Black women in student affairs. A secondary analysis of archival data extrapolated from a program evaluation survey provided preliminary insight into the educational and professional characteristics and aspirations of 401 Black women student affairs administrators who participated in the African American Women’s Summit. Findings revealed that the majority of participants had earned master’s degrees, were employed as assistant deans/directors, and were earning between $30,000–$49,999 annually. The most represented student affairs functional areas among participants were Housing and Residential Life Programs, followed by Multicultural Student Programs and Services. Most participants were employed at large, public, 4-year, predominantly White institutions. Further, despite hesitations about enrolling in doctoral programs and persisting in the profession, many participants still aspired to terminal degree completion and senior-level leadership. The data were interpreted in relation to existing research about the career pathways of chief student affairs officers and suggest that more specific strategies are needed to facilitate the promotion of Black women into student affairs leadership positions. While the findings of this study focused on a specific group of Black women student affairs administrators and thus should be applied cautiously, the portrait offered contributes to the scant body of literature about Black women employed in student affairs and suggests interim strategies that may be used to ameliorate their underrepresentation in the field.
{"title":"A Contemporary Portrait of Black Women Student Affairs Administrators in the United States","authors":"Nicole M. West","doi":"10.1080/26379112.2020.1728699","DOIUrl":"https://doi.org/10.1080/26379112.2020.1728699","url":null,"abstract":"Although Black women are the most represented minoritized group among U.S. higher education administrators, they continue to lag behind White women and men in terms of leadership in the student affairs profession, which may be exacerbated by their relative underrepresentation in graduate programs in education. Further, beyond generalized narratives about the aggregated experiences of Black women in higher education, little is actually known about the status and ambitions of contemporary Black women in student affairs. A secondary analysis of archival data extrapolated from a program evaluation survey provided preliminary insight into the educational and professional characteristics and aspirations of 401 Black women student affairs administrators who participated in the African American Women’s Summit. Findings revealed that the majority of participants had earned master’s degrees, were employed as assistant deans/directors, and were earning between $30,000–$49,999 annually. The most represented student affairs functional areas among participants were Housing and Residential Life Programs, followed by Multicultural Student Programs and Services. Most participants were employed at large, public, 4-year, predominantly White institutions. Further, despite hesitations about enrolling in doctoral programs and persisting in the profession, many participants still aspired to terminal degree completion and senior-level leadership. The data were interpreted in relation to existing research about the career pathways of chief student affairs officers and suggest that more specific strategies are needed to facilitate the promotion of Black women into student affairs leadership positions. While the findings of this study focused on a specific group of Black women student affairs administrators and thus should be applied cautiously, the portrait offered contributes to the scant body of literature about Black women employed in student affairs and suggests interim strategies that may be used to ameliorate their underrepresentation in the field.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"72 - 92"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1728699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45045181","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 : 2019-09-02DOI: 10.1080/26379112.2019.1681007
Rita A. Gardiner, Michelle Shockness, J. Almquist, Hayley Finn
This article uses the lens of fourth-wave feminism to examine media accounts of institutional and student responses in two cases of sexual violence at institutions of higher education. Competing discourses reveal a disconnect between what institutions say they do and students’ actual experiences of the institutional handling of sexual violence cases. When policies, actions, and values are not fully aligned, institutions of higher education are unable to respond to societal and institutional injustices. Hence, recommendations for better alignment between institutional values and actions are proposed.
{"title":"Politics Versus Policies: Fourth Wave Feminist Critiques of Higher Education’s Response to Sexual Violence","authors":"Rita A. Gardiner, Michelle Shockness, J. Almquist, Hayley Finn","doi":"10.1080/26379112.2019.1681007","DOIUrl":"https://doi.org/10.1080/26379112.2019.1681007","url":null,"abstract":"This article uses the lens of fourth-wave feminism to examine media accounts of institutional and student responses in two cases of sexual violence at institutions of higher education. Competing discourses reveal a disconnect between what institutions say they do and students’ actual experiences of the institutional handling of sexual violence cases. When policies, actions, and values are not fully aligned, institutions of higher education are unable to respond to societal and institutional injustices. Hence, recommendations for better alignment between institutional values and actions are proposed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"12 1","pages":"319 - 336"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2019.1681007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45161162","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 : 2019-09-02DOI: 10.1080/26379112.2019.1677250
Joseph N. Cooper, D. Jackson
The purpose of this study was to examine the perceptions and experiences of Black women college athletes at a Division I historically White institution (HWI) to understand their role negotiation processes. There is a need to explore the experiences of Black women college athletes in Olympic sports along with their same race peers in high-profile sports to ensure the professed National Collegiate Athletic Association (NCAA) mission is being fulfilled for all college athletes regardless of their race, gender, and sport and specifically related to their academic experiences and outcomes. The current study fills this gap. Data collection methods included a focus group interview with four participants, two individual interviews, and an 8-item demographic questionnaire. Priori intersectionality, psychological identity, and college student development theories were incorporated to highlight key aspects of participants’ lived experiences in college. Findings revealed participants’ experiences with role conflict, athletic identity foreclosure, and social isolation. Implications for policy and practice are discussed.
{"title":"“They Think You Should Be Able to Do It All:” An Examination of Black Women College Athletes’ Experiences with Role Conflict at a Division I Historically White Institution (HWI)","authors":"Joseph N. Cooper, D. Jackson","doi":"10.1080/26379112.2019.1677250","DOIUrl":"https://doi.org/10.1080/26379112.2019.1677250","url":null,"abstract":"The purpose of this study was to examine the perceptions and experiences of Black women college athletes at a Division I historically White institution (HWI) to understand their role negotiation processes. There is a need to explore the experiences of Black women college athletes in Olympic sports along with their same race peers in high-profile sports to ensure the professed National Collegiate Athletic Association (NCAA) mission is being fulfilled for all college athletes regardless of their race, gender, and sport and specifically related to their academic experiences and outcomes. The current study fills this gap. Data collection methods included a focus group interview with four participants, two individual interviews, and an 8-item demographic questionnaire. Priori intersectionality, psychological identity, and college student development theories were incorporated to highlight key aspects of participants’ lived experiences in college. Findings revealed participants’ experiences with role conflict, athletic identity foreclosure, and social isolation. Implications for policy and practice are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"12 1","pages":"337 - 353"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2019.1677250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46245369","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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