Journal of Women and Gender in Higher Education最新文献_第2页

Men, Masculinities, and Relational Leadership Attitudes in the Collegiate Fraternity Environment 高校兄弟会环境中的男性、男性气质和关系领导态度

Journal of Women and Gender in Higher Education Pub Date : 2024-01-26 DOI: 10.1080/26379112.2023.2294731

Antonio Duran, Adam M. McCready, Michael A. Goodman

引用次数: 0

Teaching While Black: Black Women Millennials’ Experiences of Teaching in South African Universities 黑人教学：千禧一代黑人女性在南非大学的教学经历

Journal of Women and Gender in Higher Education Pub Date : 2024-01-17 DOI: 10.1080/26379112.2023.2286990

Zamambo Mkhize

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Disrupting and Problematizing the Intersection of Gender and Leadership in Higher Education 打破高等教育中性别与领导力的交叉并使之问题化

Journal of Women and Gender in Higher Education Pub Date : 2024-01-02 DOI: 10.1080/26379112.2024.2303768

Paige Haber-Curran, Daniel Tillapaugh

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The Uses of Partus Sequitur Ventrem : Black Mothers in Higher Education 推理推理的应用:高等教育中的黑人母亲

Journal of Women and Gender in Higher Education Pub Date : 2023-11-09 DOI: 10.1080/26379112.2023.2267716

Leah N. Fulton

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Peer-to-Peer Leadership Model in a Women and Gender Studies Center: Bridging Academic and Student Affairs Through Student Leadership Opportunities 妇女与性别研究中心的点对点领导模式:通过学生领导机会连接学术和学生事务

Journal of Women and Gender in Higher Education Pub Date : 2023-10-31 DOI: 10.1080/26379112.2023.2266542

David Powers Corwin, Casey Klemmer, Victoria Westermeyer

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But We Stopped All This : Stopping Practices of Women Full Professors in Neoliberal Times 但我们制止了这一切:制止新自由主义时代女性正教授的做法

Journal of Women and Gender in Higher Education Pub Date : 2023-10-23 DOI: 10.1080/26379112.2023.2239413

Isaura Castelao-Huerta

{"title":"<i>But We Stopped All This</i> : Stopping Practices of Women Full Professors in Neoliberal Times","authors":"Isaura Castelao-Huerta","doi":"10.1080/26379112.2023.2239413","DOIUrl":"https://doi.org/10.1080/26379112.2023.2239413","url":null,"abstract":"AbstractIn this article, I present how some women full professors have implemented stopping practices, thus setting limits to their academic work in a neoliberal context. From semi-structured and in-depth interviews with three women professors at the National University of Colombia, this research presents their stopping practices: saying “No” when asked to take on more academic responsibilities and refusing to work outside working hours, as well as distancing themselves from electronic devices that could keep them connected to their academic work outside office hours. Stopping is a gradual process that led them to set limits on the time they devoted to work, which revealed that their subjection to neoliberal governmentality was not total. Nevertheless, stopping was also a luxury since these women professors could do so thanks to their job and economic stability, academic prestige, and the privilege of their seniority. As such, I explain how stopping is both a privilege and a form of resistance to neoliberal productivist demands that has various implications for policy, practice, and future research. ACKNOWLEDGEMENTSI want to thank Salma Vásquez for proofreading the manuscript. I also thank Serhat Tutkal for all his support.DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"52 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366794","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}

引用次数: 0

Inspiring Empowerment, Leadership, and Advocacy of Indigenous Women Through a Native American Sorority 通过美国原住民联谊会激发原住民妇女的赋权、领导力和宣传能力

Journal of Women and Gender in Higher Education Pub Date : 2023-10-02 DOI: 10.1080/26379112.2023.2269284

Natalie R. Youngbull, James D. Wagnon, Robin Zape-tah-hol-ah Minthorn

引用次数: 0

Retaining Respect as a Scholar While Pregnant: Experiences of Pregnant Doctoral Students 怀孕期间保持学者的尊严：怀孕博士生的经历

Journal of Women and Gender in Higher Education Pub Date : 2023-10-02 DOI: 10.1080/26379112.2023.2266540

Rebecca G. Mirick, Stephanie P. Wladkowski

{"title":"Retaining Respect as a Scholar While Pregnant: Experiences of Pregnant Doctoral Students","authors":"Rebecca G. Mirick, Stephanie P. Wladkowski","doi":"10.1080/26379112.2023.2266540","DOIUrl":"https://doi.org/10.1080/26379112.2023.2266540","url":null,"abstract":"Using Acker’s theory of gendered organizations, this study explored the experiences of pregnant doctoral students, the organizational processes that influenced their experiences, and the ways students perceived pregnancy impacting career development and trajectory, if at all. Using a mixed methods survey of women who were pregnant during their doctoral program (n = 733), the study found that 52% of participants reported that being pregnant as a doctoral student impacted their academic career. Participants identified the following themes as challenges with being a pregnant doctoral student: negative interpersonal interactions; decreased productivity; organizational policies, procedures, and supports; fewer professional development opportunities; and the emotional impact of being pregnant as a doctoral student. These findings illustrate the ways that organizational processes sustain gender inequities in doctoral programs by decreasing professional development opportunities, negatively impacting mentoring relationships, and causing emotional distress. Policy and practice implications for programs and universities are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"7 1","pages":"239 - 260"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324696","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}

引用次数: 0

Chicana Graduate Students’ Decolonization and Healing from Educational White Supremacy: A Nepantlera Approach to their Scholarly Writing Chicana Graduate Students' Decolonization and Healing from Educational White Supremacy：他们的学术写作中的尼泊尔式方法

Journal of Women and Gender in Higher Education Pub Date : 2023-07-03 DOI: 10.1080/26379112.2023.2205147

Nancy Herrera, Alberta M. Gloria

{"title":"Chicana Graduate Students’ Decolonization and Healing from Educational White Supremacy: A Nepantlera Approach to their Scholarly Writing","authors":"Nancy Herrera, Alberta M. Gloria","doi":"10.1080/26379112.2023.2205147","DOIUrl":"https://doi.org/10.1080/26379112.2023.2205147","url":null,"abstract":"Embedded misogyny and white supremacy in higher education have resulted in Chicana graduate students experiencing education-based traumas. Furthermore, hegemonic values related to what is considered “noteworthy” and “publishable” in academia are heavily influenced by racism, sexism, and misogyny, further oppressing Chicanas intending to pursue academic careers. Therefore, Chicanas’ journeys as graduate students and scholars must be understood within the context of their experiences with and methods of healing from educational white supremacy. Given our lived experiences as Chicana scholars, mujeristas, and poderosas, this article results from our commitment to supporting the healing and decolonizing of future Chicana scholars. Inspired by our respect and value of Gloria Evangelina Anzaldúa’s (1942–2004) work, we developed a decolonized healing approach to academic writing centered on her Nepantla Theory. This article is structured into the following areas—first, we present the guiding theory of nepantla and subsequent nepantleras; next, we explore the influence of educational white supremacy on the academy, scholarship, and Chicana’s experiences as graduate students and scholars; and finally, we introduce a nepantla-inspired scholarship and writing (i.e., autohistoria, nos/otras, and bodymindspiritsoul) centered on decolonization, healing, and transformation to nepantleras. We end with recommendations and a message for future Chicana scholars.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"40 1","pages":"203 - 219"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363521","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}

引用次数: 0

“I am Latina and Latinx”: A Narrative Study of How Three Latina/Latinx College Students Create Identity Boundaries “我是拉丁人和拉丁人”:三个拉丁裔/拉丁裔大学生如何创造身份边界的叙事研究

Journal of Women and Gender in Higher Education Pub Date : 2023-07-03 DOI: 10.1080/26379112.2023.2230605

Valerie A. Guerrero, C. Salinas

引用次数: 0