Pub Date : 2024-01-26DOI: 10.1080/26379112.2023.2294731
Antonio Duran, Adam M. McCready, Michael A. Goodman
{"title":"Men, Masculinities, and Relational Leadership Attitudes in the Collegiate Fraternity Environment","authors":"Antonio Duran, Adam M. McCready, Michael A. Goodman","doi":"10.1080/26379112.2023.2294731","DOIUrl":"https://doi.org/10.1080/26379112.2023.2294731","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"3 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139593333","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 : 2024-01-17DOI: 10.1080/26379112.2023.2286990
Zamambo Mkhize
{"title":"Teaching While Black: Black Women Millennials’ Experiences of Teaching in South African Universities","authors":"Zamambo Mkhize","doi":"10.1080/26379112.2023.2286990","DOIUrl":"https://doi.org/10.1080/26379112.2023.2286990","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"57 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527528","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 : 2024-01-02DOI: 10.1080/26379112.2024.2303768
Paige Haber-Curran, Daniel Tillapaugh
{"title":"Disrupting and Problematizing the Intersection of Gender and Leadership in Higher Education","authors":"Paige Haber-Curran, Daniel Tillapaugh","doi":"10.1080/26379112.2024.2303768","DOIUrl":"https://doi.org/10.1080/26379112.2024.2303768","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"30 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140515247","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 : 2024-01-01Epub Date: 2024-11-05DOI: 10.1080/26379112.2024.2403503
Christy L Erving, Nicole Michelle Joseph, Renã A S Robinson, Riana M Smith, Miaya Blasingame, Jacqueline Boone
Through the creation and analysis of Small Group Learning Communities (SGLC) at a predominantly White university in the U.S. South, this study investigated how SGLCs operationalize intersectional Black feminist praxis via dialogue, liberation, and ethic of caring. The racialized and gendered organizational dynamics that govern institutions of higher education make it an ideal site for such an intervention. Through an instrumental case study of 13 SGLCs, we uncover how SGLCs served interrelated, but separate purposes: 1) affirmation, mentorship, and professional development among "Black women-focused" SGLCs; and 2) epiphanies of intersectional oppression and nuanced Black girl representation in educational settings among "Black women-affirming" SGLCs. Findings suggest that SGLCs are innovative prototypes for understanding, studying, and implementing intersectional Black feminist praxis. We submit that SGLCs can advance broader social justice and liberation agendas. Moreover, findings may inform efforts to center Black women in higher education.
{"title":"Small Group Learning Communities as a Prototype for Intersectional Black Feminist Praxis in Higher Education.","authors":"Christy L Erving, Nicole Michelle Joseph, Renã A S Robinson, Riana M Smith, Miaya Blasingame, Jacqueline Boone","doi":"10.1080/26379112.2024.2403503","DOIUrl":"10.1080/26379112.2024.2403503","url":null,"abstract":"<p><p>Through the creation and analysis of Small Group Learning Communities (SGLC) at a predominantly White university in the U.S. South, this study investigated how SGLCs operationalize intersectional Black feminist praxis via dialogue, liberation, and ethic of caring. The racialized and gendered organizational dynamics that govern institutions of higher education make it an ideal site for such an intervention. Through an instrumental case study of 13 SGLCs, we uncover how SGLCs served interrelated, but separate purposes: 1) affirmation, mentorship, and professional development among \"Black women-focused\" SGLCs; and 2) epiphanies of intersectional oppression and nuanced Black girl representation in educational settings among \"Black women-affirming\" SGLCs. Findings suggest that SGLCs are innovative prototypes for understanding, studying, and implementing intersectional Black feminist praxis. We submit that SGLCs can advance broader social justice and liberation agendas. Moreover, findings may inform efforts to center Black women in higher education.</p>","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"17 4","pages":"304-333"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11741177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/26379112.2023.2267716
Leah N. Fulton
AbstractThis conceptual article identifies the ways that the seventeenth-century slave code, partus sequitur ventrem (PSV), “the child follows the mother” is a functioning allochronism that undergirds the treatment of Black mothers in contemporary institutions of higher education. Through conceptualizing three functions of PSV, pathology, appropriation, and erasure, the author animates the ways that the academy continues to recreate U.S. il/logics committed to the exploitation of Black maternity. DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author.Additional informationFundingThis work was supported by the University of Minnesota-Twin cities.
{"title":"The Uses of <i>Partus Sequitur Ventrem</i> : Black Mothers in Higher Education","authors":"Leah N. Fulton","doi":"10.1080/26379112.2023.2267716","DOIUrl":"https://doi.org/10.1080/26379112.2023.2267716","url":null,"abstract":"AbstractThis conceptual article identifies the ways that the seventeenth-century slave code, partus sequitur ventrem (PSV), “the child follows the mother” is a functioning allochronism that undergirds the treatment of Black mothers in contemporary institutions of higher education. Through conceptualizing three functions of PSV, pathology, appropriation, and erasure, the author animates the ways that the academy continues to recreate U.S. il/logics committed to the exploitation of Black maternity. DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author.Additional informationFundingThis work was supported by the University of Minnesota-Twin cities.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":" 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241623","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 : 2023-10-31DOI: 10.1080/26379112.2023.2266542
David Powers Corwin, Casey Klemmer, Victoria Westermeyer
AbstractThis program description provides an overview of the peer-to-peer student staff model used by the Women and Gender Studies Program and Center at George Mason University. The program description lays out the unique structure of the unit, the need for this type of model, and how its structure is feminist in nature while also catering to student needs. DISCLOSURE STATEMENTNo potential conflict of interest was reported by the authors.
{"title":"Peer-to-Peer Leadership Model in a Women and Gender Studies Center: Bridging Academic and Student Affairs Through Student Leadership Opportunities","authors":"David Powers Corwin, Casey Klemmer, Victoria Westermeyer","doi":"10.1080/26379112.2023.2266542","DOIUrl":"https://doi.org/10.1080/26379112.2023.2266542","url":null,"abstract":"AbstractThis program description provides an overview of the peer-to-peer student staff model used by the Women and Gender Studies Program and Center at George Mason University. The program description lays out the unique structure of the unit, the need for this type of model, and how its structure is feminist in nature while also catering to student needs. DISCLOSURE STATEMENTNo potential conflict of interest was reported by the authors.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"2003 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814101","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 : 2023-10-23DOI: 10.1080/26379112.2023.2239413
Isaura Castelao-Huerta
AbstractIn this article, I present how some women full professors have implemented stopping practices, thus setting limits to their academic work in a neoliberal context. From semi-structured and in-depth interviews with three women professors at the National University of Colombia, this research presents their stopping practices: saying “No” when asked to take on more academic responsibilities and refusing to work outside working hours, as well as distancing themselves from electronic devices that could keep them connected to their academic work outside office hours. Stopping is a gradual process that led them to set limits on the time they devoted to work, which revealed that their subjection to neoliberal governmentality was not total. Nevertheless, stopping was also a luxury since these women professors could do so thanks to their job and economic stability, academic prestige, and the privilege of their seniority. As such, I explain how stopping is both a privilege and a form of resistance to neoliberal productivist demands that has various implications for policy, practice, and future research. ACKNOWLEDGEMENTSI want to thank Salma Vásquez for proofreading the manuscript. I also thank Serhat Tutkal for all his support.DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).
{"title":"<i>But We Stopped All This</i> : Stopping Practices of Women Full Professors in Neoliberal Times","authors":"Isaura Castelao-Huerta","doi":"10.1080/26379112.2023.2239413","DOIUrl":"https://doi.org/10.1080/26379112.2023.2239413","url":null,"abstract":"AbstractIn this article, I present how some women full professors have implemented stopping practices, thus setting limits to their academic work in a neoliberal context. From semi-structured and in-depth interviews with three women professors at the National University of Colombia, this research presents their stopping practices: saying “No” when asked to take on more academic responsibilities and refusing to work outside working hours, as well as distancing themselves from electronic devices that could keep them connected to their academic work outside office hours. Stopping is a gradual process that led them to set limits on the time they devoted to work, which revealed that their subjection to neoliberal governmentality was not total. Nevertheless, stopping was also a luxury since these women professors could do so thanks to their job and economic stability, academic prestige, and the privilege of their seniority. As such, I explain how stopping is both a privilege and a form of resistance to neoliberal productivist demands that has various implications for policy, practice, and future research. ACKNOWLEDGEMENTSI want to thank Salma Vásquez for proofreading the manuscript. I also thank Serhat Tutkal for all his support.DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"52 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366794","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 : 2023-10-02DOI: 10.1080/26379112.2023.2269284
Natalie R. Youngbull, James D. Wagnon, Robin Zape-tah-hol-ah Minthorn
As the first inquiry of a Historically Native American Fraternity and Sorority (HNAFS), the purpose of this research study was to provide greater understanding of the impact of a Native American sisterhood. The genealogical connections (literature review) examined the recent work written about HNAFS and narrowed down the influence of HNAFS on Indigenous women scholars. Indigenous feminism guided the study as it describes how Native/Indigenous women define feminism for them and their communities, which added deeper understanding and meaning to the major findings. This study utilized talking circles as an Indigenous research tool to center sisters’ stories collectively. Major findings for this article highlight how the Native American sisterhood empowered Native women, developed them as leaders, and provided opportunities for advocacy work. Recommendations and future directions for HNAFS and higher education professionals are provided.
{"title":"Inspiring Empowerment, Leadership, and Advocacy of Indigenous Women Through a Native American Sorority","authors":"Natalie R. Youngbull, James D. Wagnon, Robin Zape-tah-hol-ah Minthorn","doi":"10.1080/26379112.2023.2269284","DOIUrl":"https://doi.org/10.1080/26379112.2023.2269284","url":null,"abstract":"As the first inquiry of a Historically Native American Fraternity and Sorority (HNAFS), the purpose of this research study was to provide greater understanding of the impact of a Native American sisterhood. The genealogical connections (literature review) examined the recent work written about HNAFS and narrowed down the influence of HNAFS on Indigenous women scholars. Indigenous feminism guided the study as it describes how Native/Indigenous women define feminism for them and their communities, which added deeper understanding and meaning to the major findings. This study utilized talking circles as an Indigenous research tool to center sisters’ stories collectively. Major findings for this article highlight how the Native American sisterhood empowered Native women, developed them as leaders, and provided opportunities for advocacy work. Recommendations and future directions for HNAFS and higher education professionals are provided.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"275 - 294"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324487","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 : 2023-10-02DOI: 10.1080/26379112.2023.2266540
Rebecca G. Mirick, Stephanie P. Wladkowski
Using Acker’s theory of gendered organizations, this study explored the experiences of pregnant doctoral students, the organizational processes that influenced their experiences, and the ways students perceived pregnancy impacting career development and trajectory, if at all. Using a mixed methods survey of women who were pregnant during their doctoral program (n = 733), the study found that 52% of participants reported that being pregnant as a doctoral student impacted their academic career. Participants identified the following themes as challenges with being a pregnant doctoral student: negative interpersonal interactions; decreased productivity; organizational policies, procedures, and supports; fewer professional development opportunities; and the emotional impact of being pregnant as a doctoral student. These findings illustrate the ways that organizational processes sustain gender inequities in doctoral programs by decreasing professional development opportunities, negatively impacting mentoring relationships, and causing emotional distress. Policy and practice implications for programs and universities are discussed.
{"title":"Retaining Respect as a Scholar While Pregnant: Experiences of Pregnant Doctoral Students","authors":"Rebecca G. Mirick, Stephanie P. Wladkowski","doi":"10.1080/26379112.2023.2266540","DOIUrl":"https://doi.org/10.1080/26379112.2023.2266540","url":null,"abstract":"Using Acker’s theory of gendered organizations, this study explored the experiences of pregnant doctoral students, the organizational processes that influenced their experiences, and the ways students perceived pregnancy impacting career development and trajectory, if at all. Using a mixed methods survey of women who were pregnant during their doctoral program (n = 733), the study found that 52% of participants reported that being pregnant as a doctoral student impacted their academic career. Participants identified the following themes as challenges with being a pregnant doctoral student: negative interpersonal interactions; decreased productivity; organizational policies, procedures, and supports; fewer professional development opportunities; and the emotional impact of being pregnant as a doctoral student. These findings illustrate the ways that organizational processes sustain gender inequities in doctoral programs by decreasing professional development opportunities, negatively impacting mentoring relationships, and causing emotional distress. Policy and practice implications for programs and universities are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"7 1","pages":"239 - 260"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324696","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 : 2023-07-03DOI: 10.1080/26379112.2023.2205147
Nancy Herrera, Alberta M. Gloria
Embedded misogyny and white supremacy in higher education have resulted in Chicana graduate students experiencing education-based traumas. Furthermore, hegemonic values related to what is considered “noteworthy” and “publishable” in academia are heavily influenced by racism, sexism, and misogyny, further oppressing Chicanas intending to pursue academic careers. Therefore, Chicanas’ journeys as graduate students and scholars must be understood within the context of their experiences with and methods of healing from educational white supremacy. Given our lived experiences as Chicana scholars, mujeristas, and poderosas, this article results from our commitment to supporting the healing and decolonizing of future Chicana scholars. Inspired by our respect and value of Gloria Evangelina Anzaldúa’s (1942–2004) work, we developed a decolonized healing approach to academic writing centered on her Nepantla Theory. This article is structured into the following areas—first, we present the guiding theory of nepantla and subsequent nepantleras; next, we explore the influence of educational white supremacy on the academy, scholarship, and Chicana’s experiences as graduate students and scholars; and finally, we introduce a nepantla-inspired scholarship and writing (i.e., autohistoria, nos/otras, and bodymindspiritsoul) centered on decolonization, healing, and transformation to nepantleras. We end with recommendations and a message for future Chicana scholars.
{"title":"Chicana Graduate Students’ Decolonization and Healing from Educational White Supremacy: A Nepantlera Approach to their Scholarly Writing","authors":"Nancy Herrera, Alberta M. Gloria","doi":"10.1080/26379112.2023.2205147","DOIUrl":"https://doi.org/10.1080/26379112.2023.2205147","url":null,"abstract":"Embedded misogyny and white supremacy in higher education have resulted in Chicana graduate students experiencing education-based traumas. Furthermore, hegemonic values related to what is considered “noteworthy” and “publishable” in academia are heavily influenced by racism, sexism, and misogyny, further oppressing Chicanas intending to pursue academic careers. Therefore, Chicanas’ journeys as graduate students and scholars must be understood within the context of their experiences with and methods of healing from educational white supremacy. Given our lived experiences as Chicana scholars, mujeristas, and poderosas, this article results from our commitment to supporting the healing and decolonizing of future Chicana scholars. Inspired by our respect and value of Gloria Evangelina Anzaldúa’s (1942–2004) work, we developed a decolonized healing approach to academic writing centered on her Nepantla Theory. This article is structured into the following areas—first, we present the guiding theory of nepantla and subsequent nepantleras; next, we explore the influence of educational white supremacy on the academy, scholarship, and Chicana’s experiences as graduate students and scholars; and finally, we introduce a nepantla-inspired scholarship and writing (i.e., autohistoria, nos/otras, and bodymindspiritsoul) centered on decolonization, healing, and transformation to nepantleras. We end with recommendations and a message for future Chicana scholars.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"40 1","pages":"203 - 219"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363521","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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