Pub Date : 2023-06-02DOI: 10.1080/26379112.2023.2202859
P. Pal, Stephanie J. Jones
This critical discourse analysis examined the perceptions and their role in social practice of both internal and external constituents of five women and five men university presidents at doctoral-granting institutions who resigned or were fired from their positions through an analysis of publicly available commentary (e.g., social media, blogs). Findings of the study highlight how gender is a key component of the public commentary, indicate differences in constituent support, and illustrate that women are more often criticized due to traditional gender expectations compared to men who primarily faced criticism for the specific scandal or challenge. Further, discourse analysis revealed that a gendered lens continues to shape leadership evaluations and expectations in society.
{"title":"End of a Presidency: Perceptions about Derailed Leaders Based on Gender","authors":"P. Pal, Stephanie J. Jones","doi":"10.1080/26379112.2023.2202859","DOIUrl":"https://doi.org/10.1080/26379112.2023.2202859","url":null,"abstract":"This critical discourse analysis examined the perceptions and their role in social practice of both internal and external constituents of five women and five men university presidents at doctoral-granting institutions who resigned or were fired from their positions through an analysis of publicly available commentary (e.g., social media, blogs). Findings of the study highlight how gender is a key component of the public commentary, indicate differences in constituent support, and illustrate that women are more often criticized due to traditional gender expectations compared to men who primarily faced criticism for the specific scandal or challenge. Further, discourse analysis revealed that a gendered lens continues to shape leadership evaluations and expectations in society.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"183 - 202"},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46436618","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 : 2023-04-03DOI: 10.1080/26379112.2023.2213893
Katherine Doerr
This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as chutes and ladders. Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.
{"title":"Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching","authors":"Katherine Doerr","doi":"10.1080/26379112.2023.2213893","DOIUrl":"https://doi.org/10.1080/26379112.2023.2213893","url":null,"abstract":"This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as chutes and ladders. Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"115 - 136"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750969","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 : 2023-04-03DOI: 10.1080/26379112.2023.2200189
Symone McCollum, Tiffany Steele
{"title":"Investing in the Educational Success of Black Women and Girls","authors":"Symone McCollum, Tiffany Steele","doi":"10.1080/26379112.2023.2200189","DOIUrl":"https://doi.org/10.1080/26379112.2023.2200189","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"177 - 181"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44490031","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 : 2023-04-03DOI: 10.1080/26379112.2023.2206664
J. Morrison, Meseret F. Hailu
In this qualitative study, we describe how gender, race, language, and culture cumulatively shape researcher development. Using a collaborative autoethnographic design, we theorize about our experiences as two Black women who conducted their dissertation research in Brazil and Ethiopia. Our data sources include retrospective interviews, journal reflections, and researcher memos. We arrive at four themes that reflect our development as researchers: (a) the importance of a boundary spanner, (b) the power of local knowledge, (c) negotiating the use of local and “international” languages, and (d) researcher assumptions developed due to the perceptions of others. We make sense of these themes using an integrative framework that combines a researcher development model and a conceptualization of Black feminist qualitative inquiry. Our findings have implications for practitioners supporting doctoral students of color and researchers who use Black feminist epistemologies to conduct autoethnographic work. By sharing these themes, we contribute to theory, research, and practice about underrepresented researchers in postsecondary environments, particularly related to the linguistic and cultural aspects of doctoral research.
{"title":"Black Women Abroad: Constructions of Gender, Race, Language, and Culture","authors":"J. Morrison, Meseret F. Hailu","doi":"10.1080/26379112.2023.2206664","DOIUrl":"https://doi.org/10.1080/26379112.2023.2206664","url":null,"abstract":"In this qualitative study, we describe how gender, race, language, and culture cumulatively shape researcher development. Using a collaborative autoethnographic design, we theorize about our experiences as two Black women who conducted their dissertation research in Brazil and Ethiopia. Our data sources include retrospective interviews, journal reflections, and researcher memos. We arrive at four themes that reflect our development as researchers: (a) the importance of a boundary spanner, (b) the power of local knowledge, (c) negotiating the use of local and “international” languages, and (d) researcher assumptions developed due to the perceptions of others. We make sense of these themes using an integrative framework that combines a researcher development model and a conceptualization of Black feminist qualitative inquiry. Our findings have implications for practitioners supporting doctoral students of color and researchers who use Black feminist epistemologies to conduct autoethnographic work. By sharing these themes, we contribute to theory, research, and practice about underrepresented researchers in postsecondary environments, particularly related to the linguistic and cultural aspects of doctoral research.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"137 - 157"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425266","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 : 2023-04-03DOI: 10.1080/26379112.2023.2205652
Anne M. Hornak, Katie Sloan, K. Grieve, J. Howe
This qualitative study grounded in feminist theory uses narrative inquiry to explore the stories of 26 senior women student affairs leaders. We tell the collective story we heard participants bring forward by describing plotlines that reverberated across their accounts. We call these plotlines: Experiencing Communication through Gendered Problematic Frames, Emotional Labor, and Impact on Career Trajectory. The collective narrative offers current and future administrators a better understanding of how women leaders navigate their roles and the gendered nature of leadership.
{"title":"The Lived Leadership Experience of Women Senior Student Affairs Administrators","authors":"Anne M. Hornak, Katie Sloan, K. Grieve, J. Howe","doi":"10.1080/26379112.2023.2205652","DOIUrl":"https://doi.org/10.1080/26379112.2023.2205652","url":null,"abstract":"This qualitative study grounded in feminist theory uses narrative inquiry to explore the stories of 26 senior women student affairs leaders. We tell the collective story we heard participants bring forward by describing plotlines that reverberated across their accounts. We call these plotlines: Experiencing Communication through Gendered Problematic Frames, Emotional Labor, and Impact on Career Trajectory. The collective narrative offers current and future administrators a better understanding of how women leaders navigate their roles and the gendered nature of leadership.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"158 - 176"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551114","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 : 2023-04-03DOI: 10.1080/26379112.2023.2172730
B. Williams
In this qualitative meta-narrative, I explore how Black women administrators in higher education experience and navigate policing in predominantly white work environments. Using intersectionality as a framework and semi-structured interviews as the primary data collection technique, the findings from this study reveal workplace policing manifests for Black women on physical, emotion, and communicative levels. More specifically, participants endured restrictions and navigated dissatisfaction with their tone of voice, criticism of their attire and style of dress, and (mis)perceptions of office fit. Participants also reported engaging in self-policing practices to (over)compensate for and in anticipation of workplace-based policing struggles. I include implications for research and practice.
{"title":"“It’s Just My Face:” Workplace Policing of Black Professional Women in Higher Education","authors":"B. Williams","doi":"10.1080/26379112.2023.2172730","DOIUrl":"https://doi.org/10.1080/26379112.2023.2172730","url":null,"abstract":"In this qualitative meta-narrative, I explore how Black women administrators in higher education experience and navigate policing in predominantly white work environments. Using intersectionality as a framework and semi-structured interviews as the primary data collection technique, the findings from this study reveal workplace policing manifests for Black women on physical, emotion, and communicative levels. More specifically, participants endured restrictions and navigated dissatisfaction with their tone of voice, criticism of their attire and style of dress, and (mis)perceptions of office fit. Participants also reported engaging in self-policing practices to (over)compensate for and in anticipation of workplace-based policing struggles. I include implications for research and practice.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"67 - 89"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44017681","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 : 2023-04-03DOI: 10.1080/26379112.2023.2202858
Richard M. Simon
Many studies of sexual harassment in academia account for its prevalence in specific disciplines, though few studies have systematically examined the role of sexual harassment as a mechanism of resource and reward distribution. Although there is a sizable amount of literature documenting the emotional trauma and loss of organizational trust among survivors of harassment, there is also a long tradition of feminist theory that has identified sexual harassment and assault as a central mechanism of the subordination of women in the workplace and in society. Using a structural equation modeling approach, this study tests two alternative hypotheses concerning the relationship between sexual harassment and professional rewards on a sample of 527 academic faculty at high research activity institutions: (1) experiencing sexual harassment leads to workplace disengagement, and should therefore be associated with fewer professional rewards and more negative outcomes on objective measures of professional performance; and (2) experiencing sexual harassment is embedded in patriarchal systems of occupational resource distribution, and should therefore be associated with greater professional rewards and more positive outcomes on objective measures of professional performance. Results suggest strong support for hypothesis 2 for the woman sample.
{"title":"Sexual Harassment in the Ivory Tower: Direct and Indirect Effects of Harassment Experiences on Professional Outcomes among Academic Faculty","authors":"Richard M. Simon","doi":"10.1080/26379112.2023.2202858","DOIUrl":"https://doi.org/10.1080/26379112.2023.2202858","url":null,"abstract":"Many studies of sexual harassment in academia account for its prevalence in specific disciplines, though few studies have systematically examined the role of sexual harassment as a mechanism of resource and reward distribution. Although there is a sizable amount of literature documenting the emotional trauma and loss of organizational trust among survivors of harassment, there is also a long tradition of feminist theory that has identified sexual harassment and assault as a central mechanism of the subordination of women in the workplace and in society. Using a structural equation modeling approach, this study tests two alternative hypotheses concerning the relationship between sexual harassment and professional rewards on a sample of 527 academic faculty at high research activity institutions: (1) experiencing sexual harassment leads to workplace disengagement, and should therefore be associated with fewer professional rewards and more negative outcomes on objective measures of professional performance; and (2) experiencing sexual harassment is embedded in patriarchal systems of occupational resource distribution, and should therefore be associated with greater professional rewards and more positive outcomes on objective measures of professional performance. Results suggest strong support for hypothesis 2 for the woman sample.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"90 - 114"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44908308","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 : 2023-01-02DOI: 10.1080/26379112.2023.2171422
C. Woods
The Association of American Universities (AAU) Report on the AAU Campus Climate Survey on Sexual Assault and Misconduct surveyed over 180,000 undergraduate and graduate students and found significant rates of sexual violence on college campuses across the United States with even greater rates experienced by students who identify as women, trans, nonbinary, and queer. However, what the survey findings do not include is an intersectional analysis of the unique realities of historically marginalized students that make them more susceptible to sexual violence and create barriers to reporting and seeking support after this violence. Despite these important quantitative data and growing research on the topic of sexual violence in higher education, there continues to be a dearth of research on the experiences of historically marginalized survivors of sexual violence, specifically Students of Color, LGBTQ+ students, and Queer and Trans People of Color (QTPOC). This article begins with a review of prior literature related to QTPOC survivors of sexual violence in college. After reflecting on previous methods utilized in the literature on this population, this article explores some critical theoretical frameworks and methods by which to conduct research with QTPOC survivors of sexual violence in college—in service of improving higher education research, services, resources, and policies to better reflect and support these students.
{"title":"QTPOC Survivors of Sexual Violence in College: Methods at the Intersections","authors":"C. Woods","doi":"10.1080/26379112.2023.2171422","DOIUrl":"https://doi.org/10.1080/26379112.2023.2171422","url":null,"abstract":"The Association of American Universities (AAU) Report on the AAU Campus Climate Survey on Sexual Assault and Misconduct surveyed over 180,000 undergraduate and graduate students and found significant rates of sexual violence on college campuses across the United States with even greater rates experienced by students who identify as women, trans, nonbinary, and queer. However, what the survey findings do not include is an intersectional analysis of the unique realities of historically marginalized students that make them more susceptible to sexual violence and create barriers to reporting and seeking support after this violence. Despite these important quantitative data and growing research on the topic of sexual violence in higher education, there continues to be a dearth of research on the experiences of historically marginalized survivors of sexual violence, specifically Students of Color, LGBTQ+ students, and Queer and Trans People of Color (QTPOC). This article begins with a review of prior literature related to QTPOC survivors of sexual violence in college. After reflecting on previous methods utilized in the literature on this population, this article explores some critical theoretical frameworks and methods by which to conduct research with QTPOC survivors of sexual violence in college—in service of improving higher education research, services, resources, and policies to better reflect and support these students.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"25 - 38"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46019769","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 : 2023-01-02DOI: 10.1080/26379112.2023.2184377
Chris Linder, Niah S. Grimes
Sexual violence (SV) continues to plague college communities across the United States. Despite research from various disciplines about SV among college students, rates of SV among college women remain unchanged since 1957 (Cantor et al., 2020; Kirkpatrick & Kanin, 1957). Further, perpetrators target students with minoritized identities, including queer and trans students, students with disabilities, and Women of Color at even higher rates than their dominant group peers (Cantor et al., 2020). However, most current scholarship about SV among college students does not reflect an understanding of the relationship between power and violence (Linder et al., 2020). In addition, policy and practice replicate the same systems of domination plaguing SV scholarship, creating a cycle of scholarship, policy, and practice that does more harm to students at risk for SV victimization and students who survived SV. In a recent study, we learned that more than 86% of research published between 2006 and 2016 focused on sexual violence among college students using quantitative methods (Linder et al., 2020). Further, upon deeper analysis, while many researchers collected demographic information about their participants (e.g., race, gender, sexual orientation), they did not engage in analysis about minoritized students’ experiences with SV. The vast majority of research published between 2006 and 2016 employed positivist or post-positivist paradigms and failed to consider the role of power in SV. As a result of this research, our field has learned some about the experiences of cisgender, heterosexual White women and their experience of SV, and little about everyone else’s experiences. Perhaps unknowingly, many researchers examining SV among college students engage in epistemically oppressive research, in collusion with systems
性暴力（SV）继续困扰着美国各地的大学社区。尽管各学科对大学生SV进行了研究，但自1957年以来，大学女性的SV发病率保持不变（Cantor等人，2020；柯克帕特里克和卡宁，1957年）。此外，犯罪者以少数族裔身份的学生为目标，包括酷儿和跨性别学生、残疾学生和有色人种女性，其犯罪率甚至高于占主导地位的同龄人（Cantor等人，2020）。然而，目前大多数大学生对SV的研究并没有反映出对权力和暴力之间关系的理解（Linder et al.，2020）。此外，政策和实践复制了困扰SV奖学金的相同统治体系，创造了一个奖学金、政策和实践的循环，对有SV受害风险的学生和SV幸存者造成了更大的伤害。在最近的一项研究中，我们了解到，在2006年至2016年间发表的研究中，超过86%的研究使用定量方法关注大学生的性暴力（Linder等人，2020）。此外，经过更深入的分析，尽管许多研究人员收集了参与者的人口统计信息（如种族、性别、性取向），但他们没有参与对少数族裔学生SV经历的分析。2006年至2016年间发表的绝大多数研究都采用了实证主义或后实证主义范式，没有考虑权力在SV中的作用。由于这项研究，我们的领域了解了一些顺性别、异性恋白人女性的经历及其SV的经历，而很少了解其他人的经历。也许在不知不觉中，许多研究大学生SV的研究人员与系统勾结，进行了认知压迫性研究
{"title":"Critical and Transformative Methods for Studying Sexual Violence Among College Students","authors":"Chris Linder, Niah S. Grimes","doi":"10.1080/26379112.2023.2184377","DOIUrl":"https://doi.org/10.1080/26379112.2023.2184377","url":null,"abstract":"Sexual violence (SV) continues to plague college communities across the United States. Despite research from various disciplines about SV among college students, rates of SV among college women remain unchanged since 1957 (Cantor et al., 2020; Kirkpatrick & Kanin, 1957). Further, perpetrators target students with minoritized identities, including queer and trans students, students with disabilities, and Women of Color at even higher rates than their dominant group peers (Cantor et al., 2020). However, most current scholarship about SV among college students does not reflect an understanding of the relationship between power and violence (Linder et al., 2020). In addition, policy and practice replicate the same systems of domination plaguing SV scholarship, creating a cycle of scholarship, policy, and practice that does more harm to students at risk for SV victimization and students who survived SV. In a recent study, we learned that more than 86% of research published between 2006 and 2016 focused on sexual violence among college students using quantitative methods (Linder et al., 2020). Further, upon deeper analysis, while many researchers collected demographic information about their participants (e.g., race, gender, sexual orientation), they did not engage in analysis about minoritized students’ experiences with SV. The vast majority of research published between 2006 and 2016 employed positivist or post-positivist paradigms and failed to consider the role of power in SV. As a result of this research, our field has learned some about the experiences of cisgender, heterosexual White women and their experience of SV, and little about everyone else’s experiences. Perhaps unknowingly, many researchers examining SV among college students engage in epistemically oppressive research, in collusion with systems","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48542309","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 : 2023-01-02DOI: 10.1080/26379112.2023.2169448
Brenda Anderson Wadley, S. Hurtado
Using critical discourse analysis, this article reveals how power is inherent in and maintained through Title IX campus-based adjudication processes. We interrogate the role of identity and power in Title IX adjudication processes through an intersectional analytic framework. We challenge the reliance on fairness and neutrality, which leads institutions to a one-size-fits-all approach to implementing this policy. We also demonstrate how parallels to the criminal justice system disproportionately oppress survivors with marginalized identities. We offer policy recommendations and alternatives to Title IX adjudication, such as restorative and transformative justice community-based processes. We urge campus educators to push for policy that attends to the sociopolitical and historical context of survivors and moves from punitive processes to survivor-centered and community-focused ones.
{"title":"Using Intersectionality to Reimagine Title IX Adjudication Policy","authors":"Brenda Anderson Wadley, S. Hurtado","doi":"10.1080/26379112.2023.2169448","DOIUrl":"https://doi.org/10.1080/26379112.2023.2169448","url":null,"abstract":"Using critical discourse analysis, this article reveals how power is inherent in and maintained through Title IX campus-based adjudication processes. We interrogate the role of identity and power in Title IX adjudication processes through an intersectional analytic framework. We challenge the reliance on fairness and neutrality, which leads institutions to a one-size-fits-all approach to implementing this policy. We also demonstrate how parallels to the criminal justice system disproportionately oppress survivors with marginalized identities. We offer policy recommendations and alternatives to Title IX adjudication, such as restorative and transformative justice community-based processes. We urge campus educators to push for policy that attends to the sociopolitical and historical context of survivors and moves from punitive processes to survivor-centered and community-focused ones.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"52 - 66"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664268","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：