Pub Date : 2023-01-02DOI: 10.1080/26379112.2023.2168683
Veronica Shepp, Erin O’Callaghan, Anne Kirkner
Universities in the United States have undertaken the goal of addressing gender-based violence (GBV) on campus. Legal reforms have provided guidance on how this should be done, including the adoption of Title IX and the 2011 Dear Colleague letter. This guidance focuses on limiting liability concerns through mandatory/responsible employee reporting and investigatory practices rather than providing survivors with autonomy and healing. Proponents of Title IX argue that these changes to the law structurally address GBV; however, we argue that efforts to reform the law are surface-level and instead serve the goals of the neoliberal university. Furthermore, the processes in place are emotionally taxing and traumatizing for survivors, also referred to as institutional betrayal. While we are not suggesting that Title IX investigations contribute to the prison industrial complex, we do argue Title IX policies and processes operate with carceral logic in a way that individualizes harm and protects the institution, which we call campus control. We then conclude with recommendations for the field of GBV research and activism to reckon with what a “decarcerated university” may look like and specifically look to prison abolition feminists for guidance on divesting from and dismantling harmful processes and institutions.
{"title":"The Carceral Logic of Title IX","authors":"Veronica Shepp, Erin O’Callaghan, Anne Kirkner","doi":"10.1080/26379112.2023.2168683","DOIUrl":"https://doi.org/10.1080/26379112.2023.2168683","url":null,"abstract":"Universities in the United States have undertaken the goal of addressing gender-based violence (GBV) on campus. Legal reforms have provided guidance on how this should be done, including the adoption of Title IX and the 2011 Dear Colleague letter. This guidance focuses on limiting liability concerns through mandatory/responsible employee reporting and investigatory practices rather than providing survivors with autonomy and healing. Proponents of Title IX argue that these changes to the law structurally address GBV; however, we argue that efforts to reform the law are surface-level and instead serve the goals of the neoliberal university. Furthermore, the processes in place are emotionally taxing and traumatizing for survivors, also referred to as institutional betrayal. While we are not suggesting that Title IX investigations contribute to the prison industrial complex, we do argue Title IX policies and processes operate with carceral logic in a way that individualizes harm and protects the institution, which we call campus control. We then conclude with recommendations for the field of GBV research and activism to reckon with what a “decarcerated university” may look like and specifically look to prison abolition feminists for guidance on divesting from and dismantling harmful processes and institutions.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"4 - 24"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898036","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: 10.1080/26379112.2023.2168278
Nadeeka Karunaratne
To resist hegemonic campus sexual violence research trends rooted in postpositivist paradigms, I advocate for the centering of healing in research, particularly in the research methodologies that scholars employ. In this article, I invite researchers to (re)consider the purpose of research as a process that actively prioritizes and promotes radical healing among student participants. By envisioning culture as an asset for healing, centering relationality and community, and embodying trauma-informed practices, researchers can employ methodologies that support radical healing among minoritized survivor participants. I describe my conceptualization of a methodology rooted in healing, integrating discussion of my positionality and professional pursuits that have informed my definitions of healing and understandings of the possibilities of a healing methodology. I then share some examples of potential methods that align with a healing methodology, such as thé talks, virtual semi-structured interviews, and photo-elicitation. Through attention to the physical environment and interpersonal context, engaging in contemplative practices, promoting principles of trauma-informed care, and centering relationality, embodying a methodology of healing can foster healing among participants through the very act of engaging in specific methods and the research process. I demonstrate the potential transformative nature of these methods by sharing participant narratives from two critical qualitative studies centering Women and Femme Student Survivors of Color in which I employed these methods. I conclude by illustrating the significance of a healing methodology—its ability to invite higher education scholars to question the very purpose of research and shift to center participant communities as the primary audience of scholarship, ultimately fostering radical healing. By employing a healing methodology, scholars can promote equity and justice for individual participants while working toward broader social change.
{"title":"Toward a Methodology of Healing: Promoting Radical Healing Among Student Survivors Through Research","authors":"Nadeeka Karunaratne","doi":"10.1080/26379112.2023.2168278","DOIUrl":"https://doi.org/10.1080/26379112.2023.2168278","url":null,"abstract":"To resist hegemonic campus sexual violence research trends rooted in postpositivist paradigms, I advocate for the centering of healing in research, particularly in the research methodologies that scholars employ. In this article, I invite researchers to (re)consider the purpose of research as a process that actively prioritizes and promotes radical healing among student participants. By envisioning culture as an asset for healing, centering relationality and community, and embodying trauma-informed practices, researchers can employ methodologies that support radical healing among minoritized survivor participants. I describe my conceptualization of a methodology rooted in healing, integrating discussion of my positionality and professional pursuits that have informed my definitions of healing and understandings of the possibilities of a healing methodology. I then share some examples of potential methods that align with a healing methodology, such as thé talks, virtual semi-structured interviews, and photo-elicitation. Through attention to the physical environment and interpersonal context, engaging in contemplative practices, promoting principles of trauma-informed care, and centering relationality, embodying a methodology of healing can foster healing among participants through the very act of engaging in specific methods and the research process. I demonstrate the potential transformative nature of these methods by sharing participant narratives from two critical qualitative studies centering Women and Femme Student Survivors of Color in which I employed these methods. I conclude by illustrating the significance of a healing methodology—its ability to invite higher education scholars to question the very purpose of research and shift to center participant communities as the primary audience of scholarship, ultimately fostering radical healing. By employing a healing methodology, scholars can promote equity and justice for individual participants while working toward broader social change.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"39 - 51"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47670498","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 : 2022-10-02DOI: 10.1080/26379112.2022.2136676
Y. Choi
Informed by Black feminist thought and intersectional feminism, this study examined the lived experiences of 12 Women of Color on community college STEM education pathways. Participants were current and former community college STEM students, whose narrative interviews were analyzed using Patricia Hill Collins’s domains of power framework. Findings suggest that rather than participants’ experiences being isolated cases, they form a part of a larger pattern of realities that reveal multiple forms of power operating in STEM and beyond. Participants’ experiences of racism and heterosexism intersected with other identities and backgrounds such as being a transfer student, an undocumented student, and a parent. These overlapping and multilayered manifestations of power were found to impact individuals’ abilities to successfully navigate STEM in higher education. While the women of this study critically analyzed their experiences of power and resisted oppression, all stakeholders in the STEM education community must work toward an understanding and dismantling of oppressive power in STEM.
在黑人女权主义思想和交叉女权主义的指导下，本研究调查了12名有色人种女性在社区大学STEM教育道路上的生活经历。参与者是现任和前任社区大学STEM学生，他们的叙述性访谈使用Patricia Hill Collins的权力领域框架进行分析。研究结果表明，参与者的经历不是孤立的案例，而是更大现实模式的一部分，揭示了STEM及其他领域的多种权力形式。参与者的种族主义和异性恋经历与其他身份和背景交织在一起，比如转校生、无证学生和家长。这些重叠和多层次的权力表现被发现会影响个人在高等教育中成功驾驭STEM的能力。虽然这项研究中的女性批判性地分析了她们的权力经历并抵制压迫，但STEM教育界的所有利益相关者都必须努力理解和消除STEM中的压迫性权力。
{"title":"A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways","authors":"Y. Choi","doi":"10.1080/26379112.2022.2136676","DOIUrl":"https://doi.org/10.1080/26379112.2022.2136676","url":null,"abstract":"Informed by Black feminist thought and intersectional feminism, this study examined the lived experiences of 12 Women of Color on community college STEM education pathways. Participants were current and former community college STEM students, whose narrative interviews were analyzed using Patricia Hill Collins’s domains of power framework. Findings suggest that rather than participants’ experiences being isolated cases, they form a part of a larger pattern of realities that reveal multiple forms of power operating in STEM and beyond. Participants’ experiences of racism and heterosexism intersected with other identities and backgrounds such as being a transfer student, an undocumented student, and a parent. These overlapping and multilayered manifestations of power were found to impact individuals’ abilities to successfully navigate STEM in higher education. While the women of this study critically analyzed their experiences of power and resisted oppression, all stakeholders in the STEM education community must work toward an understanding and dismantling of oppressive power in STEM.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"375 - 395"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41624982","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 : 2022-10-02DOI: 10.1080/26379112.2022.2134142
Courtney J. L. Andrysiak, Lauren Mizock, Louise Webber, Marti B. Kranzberg
Reentry women, or women who have reentered higher education after a gap in studying, are a population of graduate students who have a unique set of challenges compared to their traditional counterparts. In addition, professional psychology programs place additional demands on students that can add to the unique challenges of reentry women. This study sought to examine how reentry women persist in navigating and succeeding in the challenges of clinical or counseling psychology doctoral programs. A theoretical purposive sample of 21 women from the United States and Canada participated. Data collection methods included a semi-structured interview with each participant, and data were analyzed using the constant comparative method of grounded theory. As a result of data analysis, four factors emerged that aided women in their pathways to persistence. Each of the factors had multiple categories that contributed to reentry women’s persistence, including: (a) intrinsic factors: maturational competence and goal grit; (b) extrinsic factors: support village and a climate of belonging; (c) identity factors: academic emersion, navigating liminal space, and professional identity claiming, and finally, (d) reinforcing factors: mastering milestones, maneuvering through barriers by meaning-making, and lucky events. Definitions of the factors, the emergent theoretical model, and the research implications are presented.
{"title":"“It Takes a Village:” Reentry Women’s Perseverance in Completing a Clinical or Counseling Psychology Doctorate","authors":"Courtney J. L. Andrysiak, Lauren Mizock, Louise Webber, Marti B. Kranzberg","doi":"10.1080/26379112.2022.2134142","DOIUrl":"https://doi.org/10.1080/26379112.2022.2134142","url":null,"abstract":"Reentry women, or women who have reentered higher education after a gap in studying, are a population of graduate students who have a unique set of challenges compared to their traditional counterparts. In addition, professional psychology programs place additional demands on students that can add to the unique challenges of reentry women. This study sought to examine how reentry women persist in navigating and succeeding in the challenges of clinical or counseling psychology doctoral programs. A theoretical purposive sample of 21 women from the United States and Canada participated. Data collection methods included a semi-structured interview with each participant, and data were analyzed using the constant comparative method of grounded theory. As a result of data analysis, four factors emerged that aided women in their pathways to persistence. Each of the factors had multiple categories that contributed to reentry women’s persistence, including: (a) intrinsic factors: maturational competence and goal grit; (b) extrinsic factors: support village and a climate of belonging; (c) identity factors: academic emersion, navigating liminal space, and professional identity claiming, and finally, (d) reinforcing factors: mastering milestones, maneuvering through barriers by meaning-making, and lucky events. Definitions of the factors, the emergent theoretical model, and the research implications are presented.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"351 - 374"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42547340","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 : 2022-10-02DOI: 10.1080/26379112.2022.2134143
Ezinne D. Ofoegbu
There is still much to be understood about the intersections of race and gender and how Black women student-athletes experience and navigate various academic and classroom environments and situations, particularly at predominantly White institutions. Using critical race feminism and narrative inquiry, this study unpacked the academic experiences of Black women student-athletes at predominantly White institutions. The findings reveal challenges navigating academic and athletic roles, responsibilities, and priorities; experiences of being the only Black girl in the classroom; and aspects of preparing for life after sports. Implications for research and practice are discussed.
{"title":"“Of Course I Was the Only Black Girl”: Unpacking the Academic Experiences of Black Women Student-Athletes at PWIs","authors":"Ezinne D. Ofoegbu","doi":"10.1080/26379112.2022.2134143","DOIUrl":"https://doi.org/10.1080/26379112.2022.2134143","url":null,"abstract":"There is still much to be understood about the intersections of race and gender and how Black women student-athletes experience and navigate various academic and classroom environments and situations, particularly at predominantly White institutions. Using critical race feminism and narrative inquiry, this study unpacked the academic experiences of Black women student-athletes at predominantly White institutions. The findings reveal challenges navigating academic and athletic roles, responsibilities, and priorities; experiences of being the only Black girl in the classroom; and aspects of preparing for life after sports. Implications for research and practice are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"396 - 414"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42107231","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 : 2022-10-02DOI: 10.1080/26379112.2022.2134144
Molly P. Harry, Ellen I. Graves, Alex Hall
Title IX is often viewed as vague and contentious, causing scholars and practitioners much grief in understanding and enforcing the legislation, particularly regarding the rights and experiences of trans students. This manuscript offers a new conceptual framework to assist scholars and practitioners in recognizing how two factors, ambiguity and conflict, influence implementation of Title IX. Specifically, this manuscript proposes the Ambiguity-Conflict Continua Model to examine the impact of Title IX’s ambiguity and conflict in two court cases related to trans students’ experiences. From application of this model, specific recommendations emerge, including: (1) improving understanding of Title IX, associated documents, and institutional policies; (2) attending to specific regulatory changes and court cases related to Title IX; (3) centering students’ experiences at their institutions; and (4) developing and implementing enhanced policies for equity, particularly for trans students.
{"title":"Ambiguity and Conflict in Practice: A Conceptual Model for the Equitable Implementation of Title IX","authors":"Molly P. Harry, Ellen I. Graves, Alex Hall","doi":"10.1080/26379112.2022.2134144","DOIUrl":"https://doi.org/10.1080/26379112.2022.2134144","url":null,"abstract":"Title IX is often viewed as vague and contentious, causing scholars and practitioners much grief in understanding and enforcing the legislation, particularly regarding the rights and experiences of trans students. This manuscript offers a new conceptual framework to assist scholars and practitioners in recognizing how two factors, ambiguity and conflict, influence implementation of Title IX. Specifically, this manuscript proposes the Ambiguity-Conflict Continua Model to examine the impact of Title IX’s ambiguity and conflict in two court cases related to trans students’ experiences. From application of this model, specific recommendations emerge, including: (1) improving understanding of Title IX, associated documents, and institutional policies; (2) attending to specific regulatory changes and court cases related to Title IX; (3) centering students’ experiences at their institutions; and (4) developing and implementing enhanced policies for equity, particularly for trans students.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"332 - 350"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46172794","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 : 2022-10-02DOI: 10.1080/26379112.2022.2132951
Miriam R. Arbeit, Alexandria C. Onuoha, Sarah L. F. Burnham, Wagatwe Wanjuki, Kathryn J. Kozak, Duane de Four
Male supremacist ideologies pose multiple threats to college sexual violence prevention efforts. Misogynist incels, among other male supremacists, are often unacknowledged in sexual violence prevention, yet may be influencing college students. This study applies antifascist principles to confront male supremacist influences in higher education. We conducted 17 semistructured interviews with college sexual violence prevention professionals that prompted their response to a scenario with implicit warning signs of misogynist incel influences. Responses to the scenario and subsequent follow-up questions were used to assess participants’ understanding of threats posed by male supremacism and ideas for resources to combat these threats, analyzed through consensual coding and thematic analysis. Only some participants recognized misogynist incel warning signs. Participants lacked professional pathways for learning about male supremacism and needed ways to learn about male supremacism that protect their safety and wellness. Participants wanted sources that critically analyze male supremacist influences, tools for stopping male supremacist violence, and to mobilize professional networks. The findings inform key considerations for designing resources to combat male supremacist influences in higher education.
{"title":"From Misogynist Incels to “One of the Shooters”: What Can Help College Sexual Violence Prevention Confront Male Supremacism?","authors":"Miriam R. Arbeit, Alexandria C. Onuoha, Sarah L. F. Burnham, Wagatwe Wanjuki, Kathryn J. Kozak, Duane de Four","doi":"10.1080/26379112.2022.2132951","DOIUrl":"https://doi.org/10.1080/26379112.2022.2132951","url":null,"abstract":"Male supremacist ideologies pose multiple threats to college sexual violence prevention efforts. Misogynist incels, among other male supremacists, are often unacknowledged in sexual violence prevention, yet may be influencing college students. This study applies antifascist principles to confront male supremacist influences in higher education. We conducted 17 semistructured interviews with college sexual violence prevention professionals that prompted their response to a scenario with implicit warning signs of misogynist incel influences. Responses to the scenario and subsequent follow-up questions were used to assess participants’ understanding of threats posed by male supremacism and ideas for resources to combat these threats, analyzed through consensual coding and thematic analysis. Only some participants recognized misogynist incel warning signs. Participants lacked professional pathways for learning about male supremacism and needed ways to learn about male supremacism that protect their safety and wellness. Participants wanted sources that critically analyze male supremacist influences, tools for stopping male supremacist violence, and to mobilize professional networks. The findings inform key considerations for designing resources to combat male supremacist influences in higher education.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"309 - 331"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44410422","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 : 2022-07-03DOI: 10.1080/26379112.2022.2096053
Anne G. Perkins
More than 50 years after the term “sexual harassment” was coined in 1971, the problem persists, with 59% of U.S. women undergraduates reporting that they have been sexually harassed since enrolling in college. Historical narrative offers a deeper understanding of current issues, yet the historiography of higher education has remained almost entirely mute regarding the origins of the fight to end sexual harassment on college campuses. This article addresses this gap by examining a foundational decade in this battle, 1971 to 1981. This is a historical study, and as such, the data consists of primary documents from the period. The article focuses on sexual harassment of women by men professors and administrators. While this study provides national context throughout, I chronicle the advance of protections for women students through the lens of one campus in particular: Yale University. Yale’s women activists were at the forefront of the fight against sexual harassment in this decade. It was Yale women who first coined the term “sexual harassment” in 1971, and Yale women who in 1977 filed Alexander v. Yale, the federal lawsuit that led the court to declare, for the first time, that sexual harassment was a form of sex discrimination. The article concludes with a discussion of implications for practice and future research.
自1971年“性骚扰”一词被创造出来50多年后，这个问题仍然存在，59%的美国女大学生报告说，她们自进入大学以来遭到过性骚扰。历史叙事提供了对当前问题更深入的理解，然而高等教育的史学对结束大学校园性骚扰的斗争的起源几乎完全保持沉默。本文通过考察这场斗争的基本十年，即1971年至1981年，来解决这一差距。这是一项历史研究，因此，数据由该时期的主要文件组成。这篇文章的重点是男性教授和管理人员对女性的性骚扰。虽然这项研究提供了整个国家的背景，但我通过一个校园的视角来记录对女学生的保护进展:耶鲁大学。在这十年里，耶鲁大学的女性活动人士一直站在反对性骚扰的最前沿。是耶鲁大学的女性在1971年首次创造了“性骚扰”一词，也是耶鲁大学的女性在1977年提起了亚历山大诉耶鲁案(Alexander v. Yale)，这一联邦诉讼导致最高法院首次宣布性骚扰是一种性别歧视。文章最后讨论了对实践和未来研究的启示。
{"title":"Women College Students and the Fight against Sexual Harassment: The First Ten Years, 1971–1981","authors":"Anne G. Perkins","doi":"10.1080/26379112.2022.2096053","DOIUrl":"https://doi.org/10.1080/26379112.2022.2096053","url":null,"abstract":"More than 50 years after the term “sexual harassment” was coined in 1971, the problem persists, with 59% of U.S. women undergraduates reporting that they have been sexually harassed since enrolling in college. Historical narrative offers a deeper understanding of current issues, yet the historiography of higher education has remained almost entirely mute regarding the origins of the fight to end sexual harassment on college campuses. This article addresses this gap by examining a foundational decade in this battle, 1971 to 1981. This is a historical study, and as such, the data consists of primary documents from the period. The article focuses on sexual harassment of women by men professors and administrators. While this study provides national context throughout, I chronicle the advance of protections for women students through the lens of one campus in particular: Yale University. Yale’s women activists were at the forefront of the fight against sexual harassment in this decade. It was Yale women who first coined the term “sexual harassment” in 1971, and Yale women who in 1977 filed Alexander v. Yale, the federal lawsuit that led the court to declare, for the first time, that sexual harassment was a form of sex discrimination. The article concludes with a discussion of implications for practice and future research.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"228 - 243"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44349817","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 : 2022-07-03DOI: 10.1080/26379112.2022.2100999
Kathleen E. Gillon
Today, institutions of higher education enroll rural students, and specifically rural women, at rates lower than their urban counterparts (Flora et al., 2018). Additionally, the disciplines of teaching and home economics continue to dominate the curricular choices of rural women. As higher education scholars continue to explore these phenomena, a historical understanding of the relationship between rural women and education in the United States can provide an important context for scholarship about these educational patterns.This article explores the mixed legacies of three educational programs/policies implemented in the early 20th century and the ways in which they shaped educational practices for rural women in the United States: (a) the formalization of home economics as a post-secondary academic discipline, which set the stage for legislative developments; (b) the passage of the Smith-Lever Act, which institutionalized extension programs housed at land-grant colleges and universities; and (c) the passage of the Smith-Hughes Act, which brought vocational training, inclusive of home economics, to the lower schools. Collectively, these programs and policies provide insight into the complexity of the relationship between rural women and higher education, highlighting why some rural women participated in post-secondary education while others were not heavily present on college and university campuses but were still engaged in specific educational practices, often led by colleges and universities.
{"title":"Rural Women, Higher Education, and the Mixed Legacies of Early 20th Century Domestic Science Initiatives","authors":"Kathleen E. Gillon","doi":"10.1080/26379112.2022.2100999","DOIUrl":"https://doi.org/10.1080/26379112.2022.2100999","url":null,"abstract":"Today, institutions of higher education enroll rural students, and specifically rural women, at rates lower than their urban counterparts (Flora et al., 2018). Additionally, the disciplines of teaching and home economics continue to dominate the curricular choices of rural women. As higher education scholars continue to explore these phenomena, a historical understanding of the relationship between rural women and education in the United States can provide an important context for scholarship about these educational patterns.This article explores the mixed legacies of three educational programs/policies implemented in the early 20th century and the ways in which they shaped educational practices for rural women in the United States: (a) the formalization of home economics as a post-secondary academic discipline, which set the stage for legislative developments; (b) the passage of the Smith-Lever Act, which institutionalized extension programs housed at land-grant colleges and universities; and (c) the passage of the Smith-Hughes Act, which brought vocational training, inclusive of home economics, to the lower schools. Collectively, these programs and policies provide insight into the complexity of the relationship between rural women and higher education, highlighting why some rural women participated in post-secondary education while others were not heavily present on college and university campuses but were still engaged in specific educational practices, often led by colleges and universities.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"293 - 307"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45497098","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 : 2022-07-03DOI: 10.1080/26379112.2022.2102030
J. Gerda
Twenty years ago, I began a project to learn about the professional and personal lives of 130 deans of women who were practicing in their careers between 1903 and 1922, and who laid the foundations of what is now called student affairs. The collective group shows both trends and diversity in the identities, professional lives, and personal choices among these women, many of whom have been considered by previous scholars who have studied the dean of women role. Yet, by looking at a wider number of early deans, the exceptions to these presumed trends challenge and complicate our understanding of how these women experienced, practiced, and built the profession over a century ago.
{"title":"Most, but Not All: Characteristics of Early Deans of Women and Learning from the Exceptions","authors":"J. Gerda","doi":"10.1080/26379112.2022.2102030","DOIUrl":"https://doi.org/10.1080/26379112.2022.2102030","url":null,"abstract":"Twenty years ago, I began a project to learn about the professional and personal lives of 130 deans of women who were practicing in their careers between 1903 and 1922, and who laid the foundations of what is now called student affairs. The collective group shows both trends and diversity in the identities, professional lives, and personal choices among these women, many of whom have been considered by previous scholars who have studied the dean of women role. Yet, by looking at a wider number of early deans, the exceptions to these presumed trends challenge and complicate our understanding of how these women experienced, practiced, and built the profession over a century ago.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"279 - 292"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43477781","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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