Pub Date : 2022-07-03DOI: 10.1080/26379112.2022.2098757
M. Nash
This study seeks to fill in a gap in the research on student experiences of campus life during the Great Depression. Based on student newspapers and yearbooks at one junior college in an agricultural region of the southwestern United States, this article examines student representations of campus life. At Riverside Junior College, particular views of identity became visible in the context of state laws, local culture, and economic need. Some women had special accommodations that, while helpful to individual women, also reinscribed a view of women as in need of protection against the possibility of sexual exploitation. The college environment supported these middle-class collegiate women, and also supported another group in the broader community: indigent Children of Color. When white able-bodied football players presented themselves as in need of help, however, protest ensued. This article offers insight into the experiences of those who pursued higher education during a time of economic crisis.
{"title":"Whiskerinos, Orange Queens, and Bedlam at the Dorms: Demarcating Lines of Gender, Class, and Race at Riverside Junior College in the 1930s","authors":"M. Nash","doi":"10.1080/26379112.2022.2098757","DOIUrl":"https://doi.org/10.1080/26379112.2022.2098757","url":null,"abstract":"This study seeks to fill in a gap in the research on student experiences of campus life during the Great Depression. Based on student newspapers and yearbooks at one junior college in an agricultural region of the southwestern United States, this article examines student representations of campus life. At Riverside Junior College, particular views of identity became visible in the context of state laws, local culture, and economic need. Some women had special accommodations that, while helpful to individual women, also reinscribed a view of women as in need of protection against the possibility of sexual exploitation. The college environment supported these middle-class collegiate women, and also supported another group in the broader community: indigent Children of Color. When white able-bodied football players presented themselves as in need of help, however, protest ensued. This article offers insight into the experiences of those who pursued higher education during a time of economic crisis.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"244 - 260"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43831828","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: 10.1080/26379112.2022.2102031
Michael S. Hevel, Timothy Cain
This article primarily uses document-based historical methods to reconstruct Stephen Lenton’s LGBTQ advocacy while a student affairs professional at Virginia Commonwealth University from 1970 to 1980. Lenton enjoyed significant career success in his first several years at VCU, establishing popular and successful programs and a strong rapport with students. In 1974, Lenton agreed to advise VCU’s first LGBTQ student organization, even as its members sued the institution for refusing to register their group. After the students won the lawsuit, Lenton became a visible and noted advocate for LGBTQ people and became an openly gay man on campus. Yet as Lenton’s visibility increased, his career prospects at VCU diminished. VCU leaders rescinded a promotion, refused to incorporate LGBTQ advocacy into his job description, canceled his popular program, removed him from supervising other student affairs professionals, moved him to a worse office, and lowered his salary increases. These hostilities led Lenton to resign from VCU and leave the student affairs profession. Lenton continued to press VCU to eliminate homophobia as a private citizen, contributing to improved campus climates for LGBTQ people. The years that frame this study represent the beginning of a gradual shift within the student affairs profession from oppressing LGBTQ people to supporting their development, yet this history remains largely untold. Indeed, this article may be the first history centered on a student affairs professional who publicly advocated for LGBTQ rights and openly identified as gay.
{"title":"The Queer Student Affairs Career of Stephen Lenton, 1970-1980","authors":"Michael S. Hevel, Timothy Cain","doi":"10.1080/26379112.2022.2102031","DOIUrl":"https://doi.org/10.1080/26379112.2022.2102031","url":null,"abstract":"This article primarily uses document-based historical methods to reconstruct Stephen Lenton’s LGBTQ advocacy while a student affairs professional at Virginia Commonwealth University from 1970 to 1980. Lenton enjoyed significant career success in his first several years at VCU, establishing popular and successful programs and a strong rapport with students. In 1974, Lenton agreed to advise VCU’s first LGBTQ student organization, even as its members sued the institution for refusing to register their group. After the students won the lawsuit, Lenton became a visible and noted advocate for LGBTQ people and became an openly gay man on campus. Yet as Lenton’s visibility increased, his career prospects at VCU diminished. VCU leaders rescinded a promotion, refused to incorporate LGBTQ advocacy into his job description, canceled his popular program, removed him from supervising other student affairs professionals, moved him to a worse office, and lowered his salary increases. These hostilities led Lenton to resign from VCU and leave the student affairs profession. Lenton continued to press VCU to eliminate homophobia as a private citizen, contributing to improved campus climates for LGBTQ people. The years that frame this study represent the beginning of a gradual shift within the student affairs profession from oppressing LGBTQ people to supporting their development, yet this history remains largely untold. Indeed, this article may be the first history centered on a student affairs professional who publicly advocated for LGBTQ rights and openly identified as gay.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"261 - 278"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47496162","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: 10.1080/26379112.2022.2106991
Linda Eisenmann
This special issue of the Journal of Women and Gender in Higher Education brings a historical perspective to the experiences of campus participants—students, faculty, and staff. Although history has not been a frequent focus of JWG , the rapid, strong expansion of historical scholarship on gender over the last few decades suggests it is a useful, and perhaps imperative, tool for higher education professionals—especially those who work with today’s students—to understand developments in the larger field in which we practice.
{"title":"New Understandings of the History of Women and Gender in Higher Education: Guest Editor Introduction","authors":"Linda Eisenmann","doi":"10.1080/26379112.2022.2106991","DOIUrl":"https://doi.org/10.1080/26379112.2022.2106991","url":null,"abstract":"This special issue of the Journal of Women and Gender in Higher Education brings a historical perspective to the experiences of campus participants—students, faculty, and staff. Although history has not been a frequent focus of JWG , the rapid, strong expansion of historical scholarship on gender over the last few decades suggests it is a useful, and perhaps imperative, tool for higher education professionals—especially those who work with today’s students—to understand developments in the larger field in which we practice.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"225 - 227"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48718980","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 : 2022-04-03DOI: 10.1080/26379112.2022.2065637
Brenda Anderson Wadley, S. Hurtado
{"title":"Sexual Citizens: Sex, Power, and Assault on Campus","authors":"Brenda Anderson Wadley, S. Hurtado","doi":"10.1080/26379112.2022.2065637","DOIUrl":"https://doi.org/10.1080/26379112.2022.2065637","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"220 - 223"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040201","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 : 2022-04-03DOI: 10.1080/26379112.2022.2067861
B. Williams, J. Collier, Brenda Anderson Wadley, Tracy N. Stokes, KáLyn Banks Coghill
The purpose of this qualitative meta-narrative was to explore the experiences of Black college women with natural hair on a predominantly white (PWI) college campus using intersectionality theory. Six self-identified Black college women with natural hair participated in this study. Three major findings emerged from this study: (a) interpersonal dualism: participants’ ability to make their own choices and control their own destiny despite white supremacist expectations of compliance; (b) negotiating external expectations: participants’ management of natural hair stereotypes and (mis)perceptions by and from others; and, (c) sense of community: participants’ community and kinship with other Black natural haired women. We offer implications for research and practice.
{"title":"“Should I Straighten My Hair?”: Narratives of Black College Women with Natural Hair","authors":"B. Williams, J. Collier, Brenda Anderson Wadley, Tracy N. Stokes, KáLyn Banks Coghill","doi":"10.1080/26379112.2022.2067861","DOIUrl":"https://doi.org/10.1080/26379112.2022.2067861","url":null,"abstract":"The purpose of this qualitative meta-narrative was to explore the experiences of Black college women with natural hair on a predominantly white (PWI) college campus using intersectionality theory. Six self-identified Black college women with natural hair participated in this study. Three major findings emerged from this study: (a) interpersonal dualism: participants’ ability to make their own choices and control their own destiny despite white supremacist expectations of compliance; (b) negotiating external expectations: participants’ management of natural hair stereotypes and (mis)perceptions by and from others; and, (c) sense of community: participants’ community and kinship with other Black natural haired women. We offer implications for research and practice.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"134 - 156"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45265343","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 : 2022-04-03DOI: 10.1080/26379112.2022.2067168
D. Blake
Dual-career hiring is crucial to cultivating gender equity in the professoriate. Women are more likely than men to be in an academic couple, therefore institutions that do not use dual-career hiring systematically disadvantage women in faculty hiring. Yet, institutional resistance to dual-career hiring is not the only obstacle hindering women in academic couples from entering and progressing in the faculty ranks. Women also make decisions about their employment within a broader social context where gendered norms privilege men’s careers. Gendered norms and gender expectations pressure women in heterosexual couples to make choices that prioritize their partner’s career. In this article, I analyze couple and individual interviews with nine heterosexual faculty couples of color to explore how women make career sacrifices when accepting dual-career offers. I argue that liberal and post-structural feminist theories are insufficient for understanding the career choices of women of color and illustrate how intersectionality is a useful analytical lens for shedding light on racialized factors informing their decisions. The findings extend past understanding by elaborating on not only how women’s position type (e.g., tenure-track vs. clinical) and rank (e.g., tenured vs. not tenured) are seen as negotiable, but also how women sacrifice their institutional and departmental fit. For women of color, these career sacrifices are racialized in ways that are detrimental to their inclusion and job satisfaction. The findings shed light on how gendered career decisions and institutional norms converge to perpetuate women’s underrepresentation in the tenure system and full professor ranks.
{"title":"Gendered and Racialized Career Sacrifices of Women Faculty Accepting Dual-Career Offers","authors":"D. Blake","doi":"10.1080/26379112.2022.2067168","DOIUrl":"https://doi.org/10.1080/26379112.2022.2067168","url":null,"abstract":"Dual-career hiring is crucial to cultivating gender equity in the professoriate. Women are more likely than men to be in an academic couple, therefore institutions that do not use dual-career hiring systematically disadvantage women in faculty hiring. Yet, institutional resistance to dual-career hiring is not the only obstacle hindering women in academic couples from entering and progressing in the faculty ranks. Women also make decisions about their employment within a broader social context where gendered norms privilege men’s careers. Gendered norms and gender expectations pressure women in heterosexual couples to make choices that prioritize their partner’s career. In this article, I analyze couple and individual interviews with nine heterosexual faculty couples of color to explore how women make career sacrifices when accepting dual-career offers. I argue that liberal and post-structural feminist theories are insufficient for understanding the career choices of women of color and illustrate how intersectionality is a useful analytical lens for shedding light on racialized factors informing their decisions. The findings extend past understanding by elaborating on not only how women’s position type (e.g., tenure-track vs. clinical) and rank (e.g., tenured vs. not tenured) are seen as negotiable, but also how women sacrifice their institutional and departmental fit. For women of color, these career sacrifices are racialized in ways that are detrimental to their inclusion and job satisfaction. The findings shed light on how gendered career decisions and institutional norms converge to perpetuate women’s underrepresentation in the tenure system and full professor ranks.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"113 - 133"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815536","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 : 2022-04-03DOI: 10.1080/26379112.2022.2067555
Emily J. Johnson, Lauren Beasley
While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower harassment are magnified for women, as they are underrepresented in this space. Man-dominated sport environments often see higher rates of harassment. Research has focused on women faculty experiences of harassment in the classroom yet neglected the experiences of women GTAs. This collaborative autoethnography focuses on the experiences of contrapower harassment for two women GTAs in a sport studies department. Collaborative autoethnography allowed the researchers to gain a deeper understanding of ourselves, in the context of the sport studies classroom, through a combination of self and collective analysis. Interwoven throughout our myriad experiences was the expression of uncertainty in the face of contrapower harassment. This highlighted the need for additional training opportunities for women GTAs to navigate contrapower harassment in their classrooms.
{"title":"Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography","authors":"Emily J. Johnson, Lauren Beasley","doi":"10.1080/26379112.2022.2067555","DOIUrl":"https://doi.org/10.1080/26379112.2022.2067555","url":null,"abstract":"While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower harassment are magnified for women, as they are underrepresented in this space. Man-dominated sport environments often see higher rates of harassment. Research has focused on women faculty experiences of harassment in the classroom yet neglected the experiences of women GTAs. This collaborative autoethnography focuses on the experiences of contrapower harassment for two women GTAs in a sport studies department. Collaborative autoethnography allowed the researchers to gain a deeper understanding of ourselves, in the context of the sport studies classroom, through a combination of self and collective analysis. Interwoven throughout our myriad experiences was the expression of uncertainty in the face of contrapower harassment. This highlighted the need for additional training opportunities for women GTAs to navigate contrapower harassment in their classrooms.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"181 - 200"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677774","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 : 2022-04-03DOI: 10.1080/26379112.2022.2068023
T. F. Ruby
Employing critical race theory, transnational feminisms, and autoethnography, this article illustrates the ways I perceive many students in my classrooms discount systemic discrimination based on gender, race, and globalization. By analyzing student-generated data and my own experiences, I uncover many students’ conceptions of social issues are deeply informed and shaped by the dominant ideas such as the notion of the American Dream and colorblind ideology. They construct the global South in contrast to the assumed superior national identity of the United States, and particularly consider women to be submissive victims of their patriarchal cultures. I argue that if one of the key purposes of higher education is to help students develop critical thinking, those at predominantly White institutions need to devise a more robust diversity curriculum across disciplines. This approach will also assist in curtailing challenges many women Faculty of Color face because students will be expected to learn about local and global inequalities in a sustained way.
{"title":"The American Dream, Colorblind Ideology, and Nationalism: Teaching Diversity Courses as a Woman Faculty of Color","authors":"T. F. Ruby","doi":"10.1080/26379112.2022.2068023","DOIUrl":"https://doi.org/10.1080/26379112.2022.2068023","url":null,"abstract":"Employing critical race theory, transnational feminisms, and autoethnography, this article illustrates the ways I perceive many students in my classrooms discount systemic discrimination based on gender, race, and globalization. By analyzing student-generated data and my own experiences, I uncover many students’ conceptions of social issues are deeply informed and shaped by the dominant ideas such as the notion of the American Dream and colorblind ideology. They construct the global South in contrast to the assumed superior national identity of the United States, and particularly consider women to be submissive victims of their patriarchal cultures. I argue that if one of the key purposes of higher education is to help students develop critical thinking, those at predominantly White institutions need to devise a more robust diversity curriculum across disciplines. This approach will also assist in curtailing challenges many women Faculty of Color face because students will be expected to learn about local and global inequalities in a sustained way.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"201 - 219"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595533","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 : 2022-04-03DOI: 10.1080/26379112.2022.2068149
Kaitlin M. Boyle, Elizabeth Culatta, Jennifer L. Turner, Tara E. Sutton
There is a proliferation of research on the effects of microaggressions among undergraduate students and in the workplace. However, scholars have not focused on biased interactions among graduate and law students, their capacity to create or exacerbate health inequities, and the types of support that might mitigate these effects. In two studies, we center minoritized graduate and law students—those who identify as women, LGBQ+, and/or people of color. We explore how marginalization produced by sexism, homonegativity, and racism increase the risk of microaggressions and mental health symptoms in a non-representative sample of 2,051 cisgender graduate and law students enrolled in a predominantly white research university in the southeastern United States. We find that white heterosexual men report significantly fewer types of microaggressions during graduate and law school, especially as compared to women and LGBQ+ people of color. In turn, experiencing more microaggressions produces greater depression and anxiety among members of these groups. However, we also find that adequate support and encouragement from an academic advisor and from one’s academic department are associated with decreases in some mental health symptoms, even at follow-up nine months later. We add to a small but growing literature that focuses on stressors and mental health symptoms experienced by graduate and law students while demonstrating the need for understanding their unique effects on LGBQ+ students, men and women of color, and those who are multiply minoritized in academia.
{"title":"Microaggressions and Mental Health at the Intersections of Race, Gender, and Sexual Orientation in Graduate and Law School","authors":"Kaitlin M. Boyle, Elizabeth Culatta, Jennifer L. Turner, Tara E. Sutton","doi":"10.1080/26379112.2022.2068149","DOIUrl":"https://doi.org/10.1080/26379112.2022.2068149","url":null,"abstract":"There is a proliferation of research on the effects of microaggressions among undergraduate students and in the workplace. However, scholars have not focused on biased interactions among graduate and law students, their capacity to create or exacerbate health inequities, and the types of support that might mitigate these effects. In two studies, we center minoritized graduate and law students—those who identify as women, LGBQ+, and/or people of color. We explore how marginalization produced by sexism, homonegativity, and racism increase the risk of microaggressions and mental health symptoms in a non-representative sample of 2,051 cisgender graduate and law students enrolled in a predominantly white research university in the southeastern United States. We find that white heterosexual men report significantly fewer types of microaggressions during graduate and law school, especially as compared to women and LGBQ+ people of color. In turn, experiencing more microaggressions produces greater depression and anxiety among members of these groups. However, we also find that adequate support and encouragement from an academic advisor and from one’s academic department are associated with decreases in some mental health symptoms, even at follow-up nine months later. We add to a small but growing literature that focuses on stressors and mental health symptoms experienced by graduate and law students while demonstrating the need for understanding their unique effects on LGBQ+ students, men and women of color, and those who are multiply minoritized in academia.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"157 - 180"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467979","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 : 2022-01-02DOI: 10.1080/26379112.2022.2025816
A. CohenMiller, D. Demers, H. Schnackenberg, Zhanna Izekenova
This international study examined how to support equity and inclusion for 18 mothers in academia (“motherscholars”). Applying Acker’s theory of gendered organizations as a framework for the study, we recruited participants from Facebook groups for women and mothers in higher education across disciplines and nine countries. To attend to the needs of participants, we employed principles of rigid flexibility, such as adjusting data collection to allow for texting as a form of interviewing. Thematic analysis coupled with researcher arts-based sketches led to identifying critical supports and obstacles for motherscholars, including mentoring and financial opportunities, institutional resources for families, open communication about families, and experiences of bias and isolation. Recommendations for practice, policy, and further research are included.
{"title":"“You Are Seen; You Matter:” Applying the Theory of Gendered Organizations to Equity and Inclusion for Motherscholars in Higher Education","authors":"A. CohenMiller, D. Demers, H. Schnackenberg, Zhanna Izekenova","doi":"10.1080/26379112.2022.2025816","DOIUrl":"https://doi.org/10.1080/26379112.2022.2025816","url":null,"abstract":"This international study examined how to support equity and inclusion for 18 mothers in academia (“motherscholars”). Applying Acker’s theory of gendered organizations as a framework for the study, we recruited participants from Facebook groups for women and mothers in higher education across disciplines and nine countries. To attend to the needs of participants, we employed principles of rigid flexibility, such as adjusting data collection to allow for texting as a form of interviewing. Thematic analysis coupled with researcher arts-based sketches led to identifying critical supports and obstacles for motherscholars, including mentoring and financial opportunities, institutional resources for families, open communication about families, and experiences of bias and isolation. Recommendations for practice, policy, and further research are included.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"87 - 109"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42020367","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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