Pub Date : 2022-01-02DOI: 10.1080/26379112.2022.2026368
Claudia García-Louis, Alicia M. Reyes-Barriéntez
Recognizing that the burdens of Women of Color and mothers were augmented by the global pandemic and by the failure of institutions of higher education to equitably accommodate the needs of these populations, we shed light on the specific struggles experienced by MamiScholars in the era of COVID-19 in this article. We share our testimonios through the documentations of our MamiScholar realities to contest dominant narratives that would otherwise continue to undermine the legitimacy of our needs and demands during COVID-19. We further coin and define the concept of maternidad fronteriza, exploring the balance of being mothers of littles ones on the tenure clock. This article advances our understandings of challenges MotherScholars of Color face in institutions of higher education while providing recommendations about specific changes universities can make to produce equitable outcomes that address their specific needs.
{"title":"Maternidad Fronteriza Amidst COVID-19 Pandemic: Testimonios of MamiScholars’ Resistance","authors":"Claudia García-Louis, Alicia M. Reyes-Barriéntez","doi":"10.1080/26379112.2022.2026368","DOIUrl":"https://doi.org/10.1080/26379112.2022.2026368","url":null,"abstract":"Recognizing that the burdens of Women of Color and mothers were augmented by the global pandemic and by the failure of institutions of higher education to equitably accommodate the needs of these populations, we shed light on the specific struggles experienced by MamiScholars in the era of COVID-19 in this article. We share our testimonios through the documentations of our MamiScholar realities to contest dominant narratives that would otherwise continue to undermine the legitimacy of our needs and demands during COVID-19. We further coin and define the concept of maternidad fronteriza, exploring the balance of being mothers of littles ones on the tenure clock. This article advances our understandings of challenges MotherScholars of Color face in institutions of higher education while providing recommendations about specific changes universities can make to produce equitable outcomes that address their specific needs.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45014971","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: 10.1080/26379112.2022.2034122
Bryce E. Hughes, Jessi L. Smith, Megan Bruun, Elizabeth A. Shanahan, S. Rushing, Kristen Intemann, Ian M. Handley, Rebecca Belou, C. Stoop, L. Sterman
Although women have made tremendous strides toward gender equity within science, technology, engineering, and mathematics (STEM) fields over the past couple of decades, reaching full equity will require the support of faculty colleagues. Department chairs and heads are crucial as the conduit between administration and faculty, yet they are traditionally an understudied contingent. Through in-depth, semi-structured interviews with 10 STEM department heads at a U.S. university, we uncovered the limiting ideologies that guide department leaders’ sensemaking around achieving gender equity—specifically meritocracy, objectivity, and neoliberalism. We discuss the implications for gender equity programs within higher education in terms of addressing these deeper frames of reference to achieve long-lasting outcomes. On one hand, change agents can leverage these dominant ideologies to create a shift in department leaders’ mind-sets, leading to earlier understanding and buy-in; on the other hand, failing to critically challenge these deep-seated assumptions and beliefs can impede long-term success.
{"title":"Department Leaders as Critical Conduits for the Advancement of Gender Equity Programs","authors":"Bryce E. Hughes, Jessi L. Smith, Megan Bruun, Elizabeth A. Shanahan, S. Rushing, Kristen Intemann, Ian M. Handley, Rebecca Belou, C. Stoop, L. Sterman","doi":"10.1080/26379112.2022.2034122","DOIUrl":"https://doi.org/10.1080/26379112.2022.2034122","url":null,"abstract":"Although women have made tremendous strides toward gender equity within science, technology, engineering, and mathematics (STEM) fields over the past couple of decades, reaching full equity will require the support of faculty colleagues. Department chairs and heads are crucial as the conduit between administration and faculty, yet they are traditionally an understudied contingent. Through in-depth, semi-structured interviews with 10 STEM department heads at a U.S. university, we uncovered the limiting ideologies that guide department leaders’ sensemaking around achieving gender equity—specifically meritocracy, objectivity, and neoliberalism. We discuss the implications for gender equity programs within higher education in terms of addressing these deeper frames of reference to achieve long-lasting outcomes. On one hand, change agents can leverage these dominant ideologies to create a shift in department leaders’ mind-sets, leading to earlier understanding and buy-in; on the other hand, failing to critically challenge these deep-seated assumptions and beliefs can impede long-term success.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"41 - 64"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43377917","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: 10.1080/26379112.2022.2027246
Tharuna Kalaivanan, Lily Krietzberg, B. Silver, Bianca Kwan
Research documents persistent gender inequality in the educational experiences of second-generation immigrant (SGI) students whose parents immigrated to the United States. This qualitative study draws from 27 in-depth interviews to explore the experiences of SGI women as they navigate the senior-year transition in conversation with their parents. Findings show how beliefs regarding gender inform the contours of parental expectations for soon-to-be graduates. SGI women confronted a series of gendered expectations for (a) family life and marriage, (b) future careers and further education, and (c) geographic mobility. These dynamics became especially salient for women participants with brothers who were not subjected to the same expectations. SGI women described these expectations as manifestations of gendered double standards. Findings have implications for how higher education can address gender inequality and support SGI women in the senior-year transition.
{"title":"The Senior-Year Transition: Gendered Experiences of Second-Generation Immigrant College Students","authors":"Tharuna Kalaivanan, Lily Krietzberg, B. Silver, Bianca Kwan","doi":"10.1080/26379112.2022.2027246","DOIUrl":"https://doi.org/10.1080/26379112.2022.2027246","url":null,"abstract":"Research documents persistent gender inequality in the educational experiences of second-generation immigrant (SGI) students whose parents immigrated to the United States. This qualitative study draws from 27 in-depth interviews to explore the experiences of SGI women as they navigate the senior-year transition in conversation with their parents. Findings show how beliefs regarding gender inform the contours of parental expectations for soon-to-be graduates. SGI women confronted a series of gendered expectations for (a) family life and marriage, (b) future careers and further education, and (c) geographic mobility. These dynamics became especially salient for women participants with brothers who were not subjected to the same expectations. SGI women described these expectations as manifestations of gendered double standards. Findings have implications for how higher education can address gender inequality and support SGI women in the senior-year transition.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"21 - 40"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44414483","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 : 2021-11-09DOI: 10.1080/26379112.2021.1989594
S. Marine
{"title":"We Are the Leaders We’ve Been Waiting For: Women and Leadership Development in College","authors":"S. Marine","doi":"10.1080/26379112.2021.1989594","DOIUrl":"https://doi.org/10.1080/26379112.2021.1989594","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"110 - 112"},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45286395","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 : 2021-11-08DOI: 10.1080/26379112.2021.1990076
Saralyn McKinnon-Crowley, Beth E. Bukoski, V. Black, Jorge Burmicky, Veronica Molina, Krysta Chacon
In this instrumental case study, we explored the experiences of working mothers in student affairs and how their situated realities are shaped by institutional and professional norms, including commonly understood written and unwritten practices. We conducted interviews and focus groups with 21 mothers working full-time at a research-intensive university in the South. We crafted themes to illustrate how ideal worker norms, inequality regimes, and the maternal wall were persistent concerns for the mothers in our study. Mothers had to make decisions based on inadequate institutional policies while the institution simultaneously benefited from skills they imported from motherhood to student affairs work. Given the condition of federal and state policies, we offer implications for institutional and unit changes to better meet mothers where they are, accommodate their unique needs, and provide pathways for them to continue contributing meaningfully to the field.
{"title":"“I Had to Jump through a Lot of Hoops”: How Working Mothers in Student Affairs Navigate Institutional Policies and Student Affairs Norms","authors":"Saralyn McKinnon-Crowley, Beth E. Bukoski, V. Black, Jorge Burmicky, Veronica Molina, Krysta Chacon","doi":"10.1080/26379112.2021.1990076","DOIUrl":"https://doi.org/10.1080/26379112.2021.1990076","url":null,"abstract":"In this instrumental case study, we explored the experiences of working mothers in student affairs and how their situated realities are shaped by institutional and professional norms, including commonly understood written and unwritten practices. We conducted interviews and focus groups with 21 mothers working full-time at a research-intensive university in the South. We crafted themes to illustrate how ideal worker norms, inequality regimes, and the maternal wall were persistent concerns for the mothers in our study. Mothers had to make decisions based on inadequate institutional policies while the institution simultaneously benefited from skills they imported from motherhood to student affairs work. Given the condition of federal and state policies, we offer implications for institutional and unit changes to better meet mothers where they are, accommodate their unique needs, and provide pathways for them to continue contributing meaningfully to the field.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"65 - 86"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48540034","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 : 2021-09-02DOI: 10.1080/26379112.2021.1990077
Justin A. Gutzwa
The creation and enforcement of a cisgender binary throughout the history of the United States has led to the establishment of trans* identities as “deviant” or “deficient” others—mentalities that bleed into the policies, practices, and pedagogical environments of higher education institutions. Often, these understandings lead researchers, practitioners, and pedagogues alike to understand trans* students as being at an innate deficit when entering higher education based on their gender identities, and seek one-size-fits-all solutions to work with these students without critiquing their complicity in the systems of power that create trans*-exclusive environments. In order to transform institutions and subvert trans* oppressive practices, it is necessary to view trans* collegians as assets to their educational environments. Using a queered funds of identity approach, this qualitative study explores the ways of knowing trans* collegians develop throughout their lives as well as how students employ these world views in navigating often oppressive classroom environments. Findings from this study contribute to a growing body of literature centering the voices of trans* collegians in research on their collegiate experiences through a critical, asset-based lens. Presenting narrative profiles of three participants holding a wide range of gender, racial, ethnic, class, ability, and other social identities, this article dispels understandings that all trans* collegians experience gender, the classroom, and higher education identically. Findings also inform future research and pedagogical practice by postulating funds of identity as an ideal framework for engaging trans* students at the collegiate level.
{"title":"“It’s Not Worth Me Being Who I Am”: Exploring How Trans* Collegians Navigate Classroom Experiences through a Funds of Identity Lens","authors":"Justin A. Gutzwa","doi":"10.1080/26379112.2021.1990077","DOIUrl":"https://doi.org/10.1080/26379112.2021.1990077","url":null,"abstract":"The creation and enforcement of a cisgender binary throughout the history of the United States has led to the establishment of trans* identities as “deviant” or “deficient” others—mentalities that bleed into the policies, practices, and pedagogical environments of higher education institutions. Often, these understandings lead researchers, practitioners, and pedagogues alike to understand trans* students as being at an innate deficit when entering higher education based on their gender identities, and seek one-size-fits-all solutions to work with these students without critiquing their complicity in the systems of power that create trans*-exclusive environments. In order to transform institutions and subvert trans* oppressive practices, it is necessary to view trans* collegians as assets to their educational environments. Using a queered funds of identity approach, this qualitative study explores the ways of knowing trans* collegians develop throughout their lives as well as how students employ these world views in navigating often oppressive classroom environments. Findings from this study contribute to a growing body of literature centering the voices of trans* collegians in research on their collegiate experiences through a critical, asset-based lens. Presenting narrative profiles of three participants holding a wide range of gender, racial, ethnic, class, ability, and other social identities, this article dispels understandings that all trans* collegians experience gender, the classroom, and higher education identically. Findings also inform future research and pedagogical practice by postulating funds of identity as an ideal framework for engaging trans* students at the collegiate level.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"62 1","pages":"302 - 323"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60143855","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 : 2021-09-02DOI: 10.1080/26379112.2021.1958221
Ganiva Reyes, Veronica R. Barrios, Racheal M. Banda, Brittany A. Aronson, Esther M. Claros Berlioz, Martha Castaneda
In this article, five Latina faculty members and one Latina doctoral student engaged in Chicana feminist plática methodology to examine how creating and participating in a Latina diaspora group supports our personal and professional well-being. As Latina researchers/educators, situated in a predominantly White institution (PWI) in the Midwest, we collected narrative and discussion data centered around how our collaborative group provided a space to navigate academia and higher education. We analyzed our narratives and our analysis revealed three themes: (a) resisting the silos of academia through liminal spaces, (b) blurring our borders of the professional and personal through pláticas, and (c) disrupting hierarchies through la facultad. This article informs scholarly conversations about Latina/Chicana ways of knowing, and what it means to work in solidarity as women faculty of color within PWIs.
{"title":"“We Came Together Out of Necessity”: A Latina Diaspora Group Engaging in Plática to Thrive with Dignity in Academia","authors":"Ganiva Reyes, Veronica R. Barrios, Racheal M. Banda, Brittany A. Aronson, Esther M. Claros Berlioz, Martha Castaneda","doi":"10.1080/26379112.2021.1958221","DOIUrl":"https://doi.org/10.1080/26379112.2021.1958221","url":null,"abstract":"In this article, five Latina faculty members and one Latina doctoral student engaged in Chicana feminist plática methodology to examine how creating and participating in a Latina diaspora group supports our personal and professional well-being. As Latina researchers/educators, situated in a predominantly White institution (PWI) in the Midwest, we collected narrative and discussion data centered around how our collaborative group provided a space to navigate academia and higher education. We analyzed our narratives and our analysis revealed three themes: (a) resisting the silos of academia through liminal spaces, (b) blurring our borders of the professional and personal through pláticas, and (c) disrupting hierarchies through la facultad. This article informs scholarly conversations about Latina/Chicana ways of knowing, and what it means to work in solidarity as women faculty of color within PWIs.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"283 - 301"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49637119","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 : 2021-09-02DOI: 10.1080/26379112.2021.1955373
J. Schneider
As the number of students pursuing asynchronous education and learning experiences in online platforms and forums continues to grow, it is increasingly important to pause and reflect on the nature of language commonly—and often reflexively—used in these online spaces. Because online, asynchronous classroom discussion forums constitute the environment in which many of my “everyday conversations” occur (as well as those of the millions of students taking online courses), my thoughts turn often to implications and opportunities in these virtual spaces. Feminist scholars, including bell hooks, offer numerous ways and opportunities to do so. In this article, meaning and interpretation associated with the word “love” as both a concept and a vocabulary term are explored from a variety of perspectives and lenses. In particular, this article explores the role and impact of casual speech and related terminology, including “love”—both figuratively and literally—in online asynchronous classrooms.
{"title":"On Yearning, Love, and Community: Consequences of Casual Speech","authors":"J. Schneider","doi":"10.1080/26379112.2021.1955373","DOIUrl":"https://doi.org/10.1080/26379112.2021.1955373","url":null,"abstract":"As the number of students pursuing asynchronous education and learning experiences in online platforms and forums continues to grow, it is increasingly important to pause and reflect on the nature of language commonly—and often reflexively—used in these online spaces. Because online, asynchronous classroom discussion forums constitute the environment in which many of my “everyday conversations” occur (as well as those of the millions of students taking online courses), my thoughts turn often to implications and opportunities in these virtual spaces. Feminist scholars, including bell hooks, offer numerous ways and opportunities to do so. In this article, meaning and interpretation associated with the word “love” as both a concept and a vocabulary term are explored from a variety of perspectives and lenses. In particular, this article explores the role and impact of casual speech and related terminology, including “love”—both figuratively and literally—in online asynchronous classrooms.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"345 - 351"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49415677","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 : 2021-09-02DOI: 10.1080/26379112.2021.1962335
Barbara L. Howard
The Women RISE (Research in Science, Technology, Engineering, and Mathematics [STEM] and STEM Education) program approached the objective of recruiting more Women of Color in STEM by substantiating a professional development for the women faculty and the women students they mentor. It is evident that the issue of the lack of Black women in STEM lies at the intersection of gender and race, because according to the 2015 report of the Status of Women in Mississippi (the state where the project took place), only approximately 32.9% of those working in STEM fields were women (Institute for Women’s Policy Research, 2015). The data disaggregated by race are not available. However, nationally, when considering race, Black women comprised around 7% of the STEM workforce ($4M fuels state effort to increase minorities in STEM fields, 2018; Blackburn, 2017). Of the 649,000 women scientists and engineers employed in 4-year colleges or universities, fewer than 11% are Black (National Science Foundation, 2019). This low percentage of African American faculty should come as no surprise as just 8.1% of bachelor’s, 6.3% of master’s, and 4.7% of doctoral degrees in science and engineering were awarded to African Americans in 2017 (National Science Board, National Science Foundation, 2019). The Women RISE project was funded by the Thurgood Marshall College Fund in 2019 as a collaborative project with Jackson State University (JSU) and the National Coalition of One Hundred Black Women, Inc., Central Mississippi Chapter (NCBW) made possible through a competitive application for an 8-month, STEM Awareness grant. JSU, a Historically Black College or University (HBCU), is a doctoral university with high research activity. The Women RISE program consisted of two major events: a research symposium with poster presentations and a peer-reviewed journal.
{"title":"Women RISE (Research in STEM and STEM Education)","authors":"Barbara L. Howard","doi":"10.1080/26379112.2021.1962335","DOIUrl":"https://doi.org/10.1080/26379112.2021.1962335","url":null,"abstract":"The Women RISE (Research in Science, Technology, Engineering, and Mathematics [STEM] and STEM Education) program approached the objective of recruiting more Women of Color in STEM by substantiating a professional development for the women faculty and the women students they mentor. It is evident that the issue of the lack of Black women in STEM lies at the intersection of gender and race, because according to the 2015 report of the Status of Women in Mississippi (the state where the project took place), only approximately 32.9% of those working in STEM fields were women (Institute for Women’s Policy Research, 2015). The data disaggregated by race are not available. However, nationally, when considering race, Black women comprised around 7% of the STEM workforce ($4M fuels state effort to increase minorities in STEM fields, 2018; Blackburn, 2017). Of the 649,000 women scientists and engineers employed in 4-year colleges or universities, fewer than 11% are Black (National Science Foundation, 2019). This low percentage of African American faculty should come as no surprise as just 8.1% of bachelor’s, 6.3% of master’s, and 4.7% of doctoral degrees in science and engineering were awarded to African Americans in 2017 (National Science Board, National Science Foundation, 2019). The Women RISE project was funded by the Thurgood Marshall College Fund in 2019 as a collaborative project with Jackson State University (JSU) and the National Coalition of One Hundred Black Women, Inc., Central Mississippi Chapter (NCBW) made possible through a competitive application for an 8-month, STEM Awareness grant. JSU, a Historically Black College or University (HBCU), is a doctoral university with high research activity. The Women RISE program consisted of two major events: a research symposium with poster presentations and a peer-reviewed journal.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"342 - 344"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48926687","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 : 2021-09-02DOI: 10.1080/26379112.2021.1990777
S. Marine, S. Hurtado, Casey McCoy-Simmons
Faculty members perform essential roles on campuses, including teaching, research, and service, yet norms of the academic profession inhibit faculty from bringing their full selves to the work. Revealing vulnerabilities, such as identifying as a survivor of sexual violence, is generally unwelcome in the neoliberal postsecondary landscape. This critical phenomenological exploration of 15 survivor-faculty across a wide variety of disciplines revealed the complex decision-making inherent in disclosure, and the costs and benefits of doing so. Power-consciousness circulated throughout the narratives of survivor-faculty, both their own power and power held by others. These findings advance both the necessity and urgency of centering survivor-faculty in the ongoing work of changing campus cultures to end sexual violence.
{"title":"Survivor-Faculty and the Lived Experience of Disclosure","authors":"S. Marine, S. Hurtado, Casey McCoy-Simmons","doi":"10.1080/26379112.2021.1990777","DOIUrl":"https://doi.org/10.1080/26379112.2021.1990777","url":null,"abstract":"Faculty members perform essential roles on campuses, including teaching, research, and service, yet norms of the academic profession inhibit faculty from bringing their full selves to the work. Revealing vulnerabilities, such as identifying as a survivor of sexual violence, is generally unwelcome in the neoliberal postsecondary landscape. This critical phenomenological exploration of 15 survivor-faculty across a wide variety of disciplines revealed the complex decision-making inherent in disclosure, and the costs and benefits of doing so. Power-consciousness circulated throughout the narratives of survivor-faculty, both their own power and power held by others. These findings advance both the necessity and urgency of centering survivor-faculty in the ongoing work of changing campus cultures to end sexual violence.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"245 - 264"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43692121","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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