Pub Date : 2020-09-01DOI: 10.1080/26379112.2020.1838297
Sarah L. Rodriguez, Beth E. Bukoski, Kelly J. Cunningham, Alden Jones
The purpose of this phenomenological study was to explore how 17 undergraduate Latina students in STEM engaged in behaviors of resistance during college. This qualitative approach allowed us to explore individuals’ lived experiences and examine hidden meanings to understand the essence of resistance to educational STEM inequities. Drawing on concepts of transformational resistance and intersectionality, this article highlights how undergraduate Latina students critiqued racist, sexist, and classist structures that influenced their college STEM experiences. To resist these challenges, Latina students engaged in acts of internal and external transformational resistance. They subtly used their persistence as resistance and engaged in community transformation and healing. As more external forms of resistance, they also challenged inequitable STEM environments and the social impact of their disciplines. This study calls for educational stakeholders to better support Latina undergraduate students in STEM by eliminating oppressive forces, creating spaces for student expression, and reimagining the collegiate learning experience.
{"title":"Critiquing Oppression and Desiring Social Justice: How Undergraduate Latina Students in STEM Engage in Acts of Resistance","authors":"Sarah L. Rodriguez, Beth E. Bukoski, Kelly J. Cunningham, Alden Jones","doi":"10.1080/26379112.2020.1838297","DOIUrl":"https://doi.org/10.1080/26379112.2020.1838297","url":null,"abstract":"The purpose of this phenomenological study was to explore how 17 undergraduate Latina students in STEM engaged in behaviors of resistance during college. This qualitative approach allowed us to explore individuals’ lived experiences and examine hidden meanings to understand the essence of resistance to educational STEM inequities. Drawing on concepts of transformational resistance and intersectionality, this article highlights how undergraduate Latina students critiqued racist, sexist, and classist structures that influenced their college STEM experiences. To resist these challenges, Latina students engaged in acts of internal and external transformational resistance. They subtly used their persistence as resistance and engaged in community transformation and healing. As more external forms of resistance, they also challenged inequitable STEM environments and the social impact of their disciplines. This study calls for educational stakeholders to better support Latina undergraduate students in STEM by eliminating oppressive forces, creating spaces for student expression, and reimagining the collegiate learning experience.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"251 - 267"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1838297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49161072","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 : 2020-09-01DOI: 10.1080/26379112.2020.1840385
B. Silver
This ethnographic study relies on a combination of participant observation and 43 in-depth interviews to explore how first-year college women construct identities in cocurricular settings. Findings indicate that students relied primarily on two gendered identity strategies to engage with peers in cocurricular groups. Some women presented as nurturing caregivers while others presented as amicable nice girls. Although these strategies facilitated a degree of inclusion, they also carried significant social and emotional costs. Efforts to police these gendered identities restricted college women to narrow styles of self-presentation. As peers demanded consistent performance of femininity, women were pushed to the margins of cocurricular groups.
{"title":"How First-Year College Women Construct Identity Through Cocurricular Involvement","authors":"B. Silver","doi":"10.1080/26379112.2020.1840385","DOIUrl":"https://doi.org/10.1080/26379112.2020.1840385","url":null,"abstract":"This ethnographic study relies on a combination of participant observation and 43 in-depth interviews to explore how first-year college women construct identities in cocurricular settings. Findings indicate that students relied primarily on two gendered identity strategies to engage with peers in cocurricular groups. Some women presented as nurturing caregivers while others presented as amicable nice girls. Although these strategies facilitated a degree of inclusion, they also carried significant social and emotional costs. Efforts to police these gendered identities restricted college women to narrow styles of self-presentation. As peers demanded consistent performance of femininity, women were pushed to the margins of cocurricular groups.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"233 - 250"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1840385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42305868","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 : 2020-09-01DOI: 10.1080/26379112.2020.1840384
A. Freeman
Single mothers have the lowest rates of degree completion of any demographic group when they pursue higher education as a path out of poverty. This article explores the obstacles student mothers face when they pursue higher education. The lived experiences of participants add context to data about low rates of degree completion. Findings are based on a 3-year qualitative study, including 66 in-depth interviews with 37 unique participants of an anti-poverty program in Boston, Massachusetts. The study utilized a feminist action research framework, focusing on the marginalized voices of the students, combined with a constructivist grounded theory approach to collecting and analyzing the data. Obstacles to the mothers’ pursuit of higher education emerged in the following categories: (a) inflexible institutions, (b) dead ends, and (c) lack of career guidance. Suggestions for higher education institutions, government policies, and nonprofit organizations to better support single mother students are discussed.
{"title":"The Winding Path to Degree: Obstacles to Higher Education for Low-Income Single Mothers","authors":"A. Freeman","doi":"10.1080/26379112.2020.1840384","DOIUrl":"https://doi.org/10.1080/26379112.2020.1840384","url":null,"abstract":"Single mothers have the lowest rates of degree completion of any demographic group when they pursue higher education as a path out of poverty. This article explores the obstacles student mothers face when they pursue higher education. The lived experiences of participants add context to data about low rates of degree completion. Findings are based on a 3-year qualitative study, including 66 in-depth interviews with 37 unique participants of an anti-poverty program in Boston, Massachusetts. The study utilized a feminist action research framework, focusing on the marginalized voices of the students, combined with a constructivist grounded theory approach to collecting and analyzing the data. Obstacles to the mothers’ pursuit of higher education emerged in the following categories: (a) inflexible institutions, (b) dead ends, and (c) lack of career guidance. Suggestions for higher education institutions, government policies, and nonprofit organizations to better support single mother students are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"268 - 287"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1840384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49529939","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 : 2020-09-01DOI: 10.1080/26379112.2020.1839903
L. Lewis
As the nation’s oldest service academy, the United States Military Academy (USMA) at West Point has provided U.S. Army officers since 1802. While women have attended West Point and the other military service academies since 1976, there is little published scholarly research on the lived experiences of these women and even less on their leadership development. In this qualitative study, women from across the 4-plus decades of coeducation at West Point discussed how their West Point experiences both positively and negatively informed their leadership development. In addition to sub-themes around leadership, themes involving sexism/misogyny and confidence/self-esteem emerged. In addition to being the first study to document the leadership development experiences of West Point women, this study adds to the literature on women and leadership in higher education in general.
{"title":"West Point Women’s Views on Leadership: Perceptions From First Women Graduates Through Current Cadets","authors":"L. Lewis","doi":"10.1080/26379112.2020.1839903","DOIUrl":"https://doi.org/10.1080/26379112.2020.1839903","url":null,"abstract":"As the nation’s oldest service academy, the United States Military Academy (USMA) at West Point has provided U.S. Army officers since 1802. While women have attended West Point and the other military service academies since 1976, there is little published scholarly research on the lived experiences of these women and even less on their leadership development. In this qualitative study, women from across the 4-plus decades of coeducation at West Point discussed how their West Point experiences both positively and negatively informed their leadership development. In addition to sub-themes around leadership, themes involving sexism/misogyny and confidence/self-esteem emerged. In addition to being the first study to document the leadership development experiences of West Point women, this study adds to the literature on women and leadership in higher education in general.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"303 - 326"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1839903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41532079","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 : 2020-05-03DOI: 10.1080/26379112.2020.1784754
H. Cardenas
{"title":"Trans* Policies and Experiences in Housing and Residence Life","authors":"H. Cardenas","doi":"10.1080/26379112.2020.1784754","DOIUrl":"https://doi.org/10.1080/26379112.2020.1784754","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"230 - 232"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1784754","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46294519","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 : 2020-05-03DOI: 10.1080/26379112.2020.1782227
Christy Glass, Alison Cook, Brandon J. Pierce
This article analyzes whether the representation of women in leadership roles reduces sexual harassment claims on college campuses. We test competing claims regarding the impact of women’s workplace authority on sexual harassment. Our framework draws on the women as agents of change and power paradox perspectives to interrogate the role of gender and power in reducing workplace harassment in institutions of higher education. We find that women’s overall integration into upper administrative positions reduces harassment claims. However, we also find that the gender of the president and the Title IX officer is not significantly related to the number of harassment claims. We consider the implications of these findings for ongoing efforts to reduce harassment on college and university campuses.
{"title":"Do Women in Leadership Reduce Sexual Harassment Claims on College Campuses?","authors":"Christy Glass, Alison Cook, Brandon J. Pierce","doi":"10.1080/26379112.2020.1782227","DOIUrl":"https://doi.org/10.1080/26379112.2020.1782227","url":null,"abstract":"This article analyzes whether the representation of women in leadership roles reduces sexual harassment claims on college campuses. We test competing claims regarding the impact of women’s workplace authority on sexual harassment. Our framework draws on the women as agents of change and power paradox perspectives to interrogate the role of gender and power in reducing workplace harassment in institutions of higher education. We find that women’s overall integration into upper administrative positions reduces harassment claims. However, we also find that the gender of the president and the Title IX officer is not significantly related to the number of harassment claims. We consider the implications of these findings for ongoing efforts to reduce harassment on college and university campuses.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"193 - 210"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1782227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44450416","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 : 2020-05-03DOI: 10.1080/26379112.2020.1782232
A. Fox
Despite positive changes in relation to gender, academic culture continues to be characterized by patriarchal attitudes, behaviors, and structures. Twelve cisgender women doctoral students were interviewed as part of this constructivist grounded theory study investigating how doctoral students in women-majority departments understand their possibilities for success within the culture of academic patriarchy. Women academics can participate in their own oppression and the oppression of others based on gender. Findings indicate that women faculty and doctoral student advising dyads, while beneficial in many ways, are not free from the influences of gender-based oppression and often serve as mediums for socializing women into a culture of sacrifice. They view success in three domains: personal, relational, and disciplinary. Due to the influence of patriarchy, women are socialized to believe they can only achieve simultaneous success in two domains while having to sacrifice success in the third. Implications for this study indicate that representation of women in numbers is not enough to eliminate the harmful effects of patriarchy within academic culture.
{"title":"Women Advising Women: Socializing Doctoral Students Into a Culture of Sacrifice","authors":"A. Fox","doi":"10.1080/26379112.2020.1782232","DOIUrl":"https://doi.org/10.1080/26379112.2020.1782232","url":null,"abstract":"Despite positive changes in relation to gender, academic culture continues to be characterized by patriarchal attitudes, behaviors, and structures. Twelve cisgender women doctoral students were interviewed as part of this constructivist grounded theory study investigating how doctoral students in women-majority departments understand their possibilities for success within the culture of academic patriarchy. Women academics can participate in their own oppression and the oppression of others based on gender. Findings indicate that women faculty and doctoral student advising dyads, while beneficial in many ways, are not free from the influences of gender-based oppression and often serve as mediums for socializing women into a culture of sacrifice. They view success in three domains: personal, relational, and disciplinary. Due to the influence of patriarchy, women are socialized to believe they can only achieve simultaneous success in two domains while having to sacrifice success in the third. Implications for this study indicate that representation of women in numbers is not enough to eliminate the harmful effects of patriarchy within academic culture.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"211 - 229"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1782232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48343102","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 : 2020-05-03DOI: 10.1080/26379112.2020.1784752
Michelle M. Espino
This study uncovers how 15 Latina-identified first-generation college students draw from mestiza consciousness to develop coping strategies for navigating multiple worlds of family, community, and higher education. The findings suggest that Latina-identified first-generation college students develop mestiza consciousness by (a) (un)consciously drawing from their strengths, (b) reframing their academic experiences even amid struggle through self-talk, and (c) drawing knowledge and motivation from their own selves and, at times, from family and trained therapists. By attending to the fragmentation that occurs from tensions experienced by Latina-identified first-generation college students, colleges and universities can offer support for them to leverage their ways of knowing and succeed in higher education.
{"title":"“I’m the One Who Pieces Back Together What Was Broken”: Uncovering Mestiza Consciousness in Latina-Identified First-Generation College Student Narratives of Stress and Coping in Higher Education","authors":"Michelle M. Espino","doi":"10.1080/26379112.2020.1784752","DOIUrl":"https://doi.org/10.1080/26379112.2020.1784752","url":null,"abstract":"This study uncovers how 15 Latina-identified first-generation college students draw from mestiza consciousness to develop coping strategies for navigating multiple worlds of family, community, and higher education. The findings suggest that Latina-identified first-generation college students develop mestiza consciousness by (a) (un)consciously drawing from their strengths, (b) reframing their academic experiences even amid struggle through self-talk, and (c) drawing knowledge and motivation from their own selves and, at times, from family and trained therapists. By attending to the fragmentation that occurs from tensions experienced by Latina-identified first-generation college students, colleges and universities can offer support for them to leverage their ways of knowing and succeed in higher education.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"138 - 156"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1784752","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46501495","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 : 2020-05-03DOI: 10.1080/26379112.2020.1784753
Tracey Peter, Jennifer Dengate, A. Farenhorst, T. Franz-Odendaal
We tested four proposed dimensions of a Culture Conducive to Women's Academic Success (CCWAS; i.e., supportive leadership, freedom from gender bias, equal access to opportunities, and support for work-life balance) on a sample of women faculty from Canadian Natural Sciences and Engineering (NSE) departments/units. The results of our serial and parallel mediation analysis confirmed the CCWAS dimensions, and further indicated that a positive NSE department/unit culture supports women’s career satisfaction and may reduce their emotional exhaustion. Accordingly, our findings suggest that investing in local gender equity interventions to improve department/unit culture may be an effective way to improve women’s experiences and help retain women in academic NSE positions, as a result.
{"title":"Department Culture in Canadian Sciences & Engineering: An Empirical Test of the Culture Conducive to Women’s Academic Success Model","authors":"Tracey Peter, Jennifer Dengate, A. Farenhorst, T. Franz-Odendaal","doi":"10.1080/26379112.2020.1784753","DOIUrl":"https://doi.org/10.1080/26379112.2020.1784753","url":null,"abstract":"We tested four proposed dimensions of a Culture Conducive to Women's Academic Success (CCWAS; i.e., supportive leadership, freedom from gender bias, equal access to opportunities, and support for work-life balance) on a sample of women faculty from Canadian Natural Sciences and Engineering (NSE) departments/units. The results of our serial and parallel mediation analysis confirmed the CCWAS dimensions, and further indicated that a positive NSE department/unit culture supports women’s career satisfaction and may reduce their emotional exhaustion. Accordingly, our findings suggest that investing in local gender equity interventions to improve department/unit culture may be an effective way to improve women’s experiences and help retain women in academic NSE positions, as a result.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"175 - 192"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1784753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41463971","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 : 2020-05-03DOI: 10.1080/26379112.2020.1781650
Regina L. Garza Mitchell, L. R. Garcia
The definition of leadership changes over time, and the language used to describe leaders is key to understanding what is acceptable and desired in those who lead community colleges at the highest level: the presidency. Language is inherently political, so the discourse around the qualifications of and expectations for presidents has the power to shape who sees themselves in those roles and whose image is forefront in the minds of search committees and campus members. We engaged in feminist critical discourse analysis of job postings for community college presidents at two points in a 20-year span, 1996 and 2016, to better understand how leadership is defined at the presidential level in the community college environment and, more importantly, who fits the profile of a leader. We found that although a counterdiscourse exists, the predominant discourse remains couched in outdated ideals of hero leadership that favors men.
{"title":"A New Hope: Shifting the Gendered Discourse Around Community College Presidential Leadership","authors":"Regina L. Garza Mitchell, L. R. Garcia","doi":"10.1080/26379112.2020.1781650","DOIUrl":"https://doi.org/10.1080/26379112.2020.1781650","url":null,"abstract":"The definition of leadership changes over time, and the language used to describe leaders is key to understanding what is acceptable and desired in those who lead community colleges at the highest level: the presidency. Language is inherently political, so the discourse around the qualifications of and expectations for presidents has the power to shape who sees themselves in those roles and whose image is forefront in the minds of search committees and campus members. We engaged in feminist critical discourse analysis of job postings for community college presidents at two points in a 20-year span, 1996 and 2016, to better understand how leadership is defined at the presidential level in the community college environment and, more importantly, who fits the profile of a leader. We found that although a counterdiscourse exists, the predominant discourse remains couched in outdated ideals of hero leadership that favors men.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"13 1","pages":"157 - 174"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/26379112.2020.1781650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44600498","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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