Journal of Women and Gender in Higher Education最新文献_第4页

Journal of Women and Gender in Higher Education Pub Date : 2023-01-02 DOI: 10.1080/26379112.2023.2168683

Veronica Shepp, Erin O’Callaghan, Anne Kirkner

{"title":"The Carceral Logic of Title IX","authors":"Veronica Shepp, Erin O’Callaghan, Anne Kirkner","doi":"10.1080/26379112.2023.2168683","DOIUrl":"https://doi.org/10.1080/26379112.2023.2168683","url":null,"abstract":"Universities in the United States have undertaken the goal of addressing gender-based violence (GBV) on campus. Legal reforms have provided guidance on how this should be done, including the adoption of Title IX and the 2011 Dear Colleague letter. This guidance focuses on limiting liability concerns through mandatory/responsible employee reporting and investigatory practices rather than providing survivors with autonomy and healing. Proponents of Title IX argue that these changes to the law structurally address GBV; however, we argue that efforts to reform the law are surface-level and instead serve the goals of the neoliberal university. Furthermore, the processes in place are emotionally taxing and traumatizing for survivors, also referred to as institutional betrayal. While we are not suggesting that Title IX investigations contribute to the prison industrial complex, we do argue Title IX policies and processes operate with carceral logic in a way that individualizes harm and protects the institution, which we call campus control. We then conclude with recommendations for the field of GBV research and activism to reckon with what a “decarcerated university” may look like and specifically look to prison abolition feminists for guidance on divesting from and dismantling harmful processes and institutions.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"4 - 24"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a Methodology of Healing: Promoting Radical Healing Among Student Survivors Through Research 走向治愈的方法论：通过研究促进学生幸存者的彻底治愈

Journal of Women and Gender in Higher Education Pub Date : 2023-01-02 DOI: 10.1080/26379112.2023.2168278

Nadeeka Karunaratne

{"title":"Toward a Methodology of Healing: Promoting Radical Healing Among Student Survivors Through Research","authors":"Nadeeka Karunaratne","doi":"10.1080/26379112.2023.2168278","DOIUrl":"https://doi.org/10.1080/26379112.2023.2168278","url":null,"abstract":"To resist hegemonic campus sexual violence research trends rooted in postpositivist paradigms, I advocate for the centering of healing in research, particularly in the research methodologies that scholars employ. In this article, I invite researchers to (re)consider the purpose of research as a process that actively prioritizes and promotes radical healing among student participants. By envisioning culture as an asset for healing, centering relationality and community, and embodying trauma-informed practices, researchers can employ methodologies that support radical healing among minoritized survivor participants. I describe my conceptualization of a methodology rooted in healing, integrating discussion of my positionality and professional pursuits that have informed my definitions of healing and understandings of the possibilities of a healing methodology. I then share some examples of potential methods that align with a healing methodology, such as thé talks, virtual semi-structured interviews, and photo-elicitation. Through attention to the physical environment and interpersonal context, engaging in contemplative practices, promoting principles of trauma-informed care, and centering relationality, embodying a methodology of healing can foster healing among participants through the very act of engaging in specific methods and the research process. I demonstrate the potential transformative nature of these methods by sharing participant narratives from two critical qualitative studies centering Women and Femme Student Survivors of Color in which I employed these methods. I conclude by illustrating the significance of a healing methodology—its ability to invite higher education scholars to question the very purpose of research and shift to center participant communities as the primary audience of scholarship, ultimately fostering radical healing. By employing a healing methodology, scholars can promote equity and justice for individual participants while working toward broader social change.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"16 1","pages":"39 - 51"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47670498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways 有色人种女性在社区大学STEM教育路径上的叙事权力分析领域

Journal of Women and Gender in Higher Education Pub Date : 2022-10-02 DOI: 10.1080/26379112.2022.2136676

Y. Choi

引用次数: 0

“It Takes a Village:” Reentry Women’s Perseverance in Completing a Clinical or Counseling Psychology Doctorate “它需要一个村庄：”重新审视女性完成临床或咨询心理学博士学位的毅力

Journal of Women and Gender in Higher Education Pub Date : 2022-10-02 DOI: 10.1080/26379112.2022.2134142

Courtney J. L. Andrysiak, Lauren Mizock, Louise Webber, Marti B. Kranzberg

{"title":"“It Takes a Village:” Reentry Women’s Perseverance in Completing a Clinical or Counseling Psychology Doctorate","authors":"Courtney J. L. Andrysiak, Lauren Mizock, Louise Webber, Marti B. Kranzberg","doi":"10.1080/26379112.2022.2134142","DOIUrl":"https://doi.org/10.1080/26379112.2022.2134142","url":null,"abstract":"Reentry women, or women who have reentered higher education after a gap in studying, are a population of graduate students who have a unique set of challenges compared to their traditional counterparts. In addition, professional psychology programs place additional demands on students that can add to the unique challenges of reentry women. This study sought to examine how reentry women persist in navigating and succeeding in the challenges of clinical or counseling psychology doctoral programs. A theoretical purposive sample of 21 women from the United States and Canada participated. Data collection methods included a semi-structured interview with each participant, and data were analyzed using the constant comparative method of grounded theory. As a result of data analysis, four factors emerged that aided women in their pathways to persistence. Each of the factors had multiple categories that contributed to reentry women’s persistence, including: (a) intrinsic factors: maturational competence and goal grit; (b) extrinsic factors: support village and a climate of belonging; (c) identity factors: academic emersion, navigating liminal space, and professional identity claiming, and finally, (d) reinforcing factors: mastering milestones, maneuvering through barriers by meaning-making, and lucky events. Definitions of the factors, the emergent theoretical model, and the research implications are presented.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"351 - 374"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42547340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Of Course I Was the Only Black Girl”: Unpacking the Academic Experiences of Black Women Student-Athletes at PWIs “我当然是唯一的黑人女孩”：揭开黑人女学生运动员在PWI的学术经历

Journal of Women and Gender in Higher Education Pub Date : 2022-10-02 DOI: 10.1080/26379112.2022.2134143

Ezinne D. Ofoegbu

引用次数: 0

Ambiguity and Conflict in Practice: A Conceptual Model for the Equitable Implementation of Title IX 实践中的歧义与冲突:第九条公平实施的概念模型

Journal of Women and Gender in Higher Education Pub Date : 2022-10-02 DOI: 10.1080/26379112.2022.2134144

Molly P. Harry, Ellen I. Graves, Alex Hall

引用次数: 0

From Misogynist Incels to “One of the Shooters”: What Can Help College Sexual Violence Prevention Confront Male Supremacism? 从厌恶女性的煽动者到“枪手之一”:如何帮助大学性暴力预防对抗男性至上主义?

Journal of Women and Gender in Higher Education Pub Date : 2022-10-02 DOI: 10.1080/26379112.2022.2132951

Miriam R. Arbeit, Alexandria C. Onuoha, Sarah L. F. Burnham, Wagatwe Wanjuki, Kathryn J. Kozak, Duane de Four

{"title":"From Misogynist Incels to “One of the Shooters”: What Can Help College Sexual Violence Prevention Confront Male Supremacism?","authors":"Miriam R. Arbeit, Alexandria C. Onuoha, Sarah L. F. Burnham, Wagatwe Wanjuki, Kathryn J. Kozak, Duane de Four","doi":"10.1080/26379112.2022.2132951","DOIUrl":"https://doi.org/10.1080/26379112.2022.2132951","url":null,"abstract":"Male supremacist ideologies pose multiple threats to college sexual violence prevention efforts. Misogynist incels, among other male supremacists, are often unacknowledged in sexual violence prevention, yet may be influencing college students. This study applies antifascist principles to confront male supremacist influences in higher education. We conducted 17 semistructured interviews with college sexual violence prevention professionals that prompted their response to a scenario with implicit warning signs of misogynist incel influences. Responses to the scenario and subsequent follow-up questions were used to assess participants’ understanding of threats posed by male supremacism and ideas for resources to combat these threats, analyzed through consensual coding and thematic analysis. Only some participants recognized misogynist incel warning signs. Participants lacked professional pathways for learning about male supremacism and needed ways to learn about male supremacism that protect their safety and wellness. Participants wanted sources that critically analyze male supremacist influences, tools for stopping male supremacist violence, and to mobilize professional networks. The findings inform key considerations for designing resources to combat male supremacist influences in higher education.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"309 - 331"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44410422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Women College Students and the Fight against Sexual Harassment: The First Ten Years, 1971–1981 女大学生与反性骚扰斗争:前十年，1971-1981

Journal of Women and Gender in Higher Education Pub Date : 2022-07-03 DOI: 10.1080/26379112.2022.2096053

Anne G. Perkins

{"title":"Women College Students and the Fight against Sexual Harassment: The First Ten Years, 1971–1981","authors":"Anne G. Perkins","doi":"10.1080/26379112.2022.2096053","DOIUrl":"https://doi.org/10.1080/26379112.2022.2096053","url":null,"abstract":"More than 50 years after the term “sexual harassment” was coined in 1971, the problem persists, with 59% of U.S. women undergraduates reporting that they have been sexually harassed since enrolling in college. Historical narrative offers a deeper understanding of current issues, yet the historiography of higher education has remained almost entirely mute regarding the origins of the fight to end sexual harassment on college campuses. This article addresses this gap by examining a foundational decade in this battle, 1971 to 1981. This is a historical study, and as such, the data consists of primary documents from the period. The article focuses on sexual harassment of women by men professors and administrators. While this study provides national context throughout, I chronicle the advance of protections for women students through the lens of one campus in particular: Yale University. Yale’s women activists were at the forefront of the fight against sexual harassment in this decade. It was Yale women who first coined the term “sexual harassment” in 1971, and Yale women who in 1977 filed Alexander v. Yale, the federal lawsuit that led the court to declare, for the first time, that sexual harassment was a form of sex discrimination. The article concludes with a discussion of implications for practice and future research.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"228 - 243"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44349817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rural Women, Higher Education, and the Mixed Legacies of Early 20th Century Domestic Science Initiatives 农村妇女、高等教育和20世纪早期国内科学倡议的混合遗产

Journal of Women and Gender in Higher Education Pub Date : 2022-07-03 DOI: 10.1080/26379112.2022.2100999

Kathleen E. Gillon

{"title":"Rural Women, Higher Education, and the Mixed Legacies of Early 20th Century Domestic Science Initiatives","authors":"Kathleen E. Gillon","doi":"10.1080/26379112.2022.2100999","DOIUrl":"https://doi.org/10.1080/26379112.2022.2100999","url":null,"abstract":"Today, institutions of higher education enroll rural students, and specifically rural women, at rates lower than their urban counterparts (Flora et al., 2018). Additionally, the disciplines of teaching and home economics continue to dominate the curricular choices of rural women. As higher education scholars continue to explore these phenomena, a historical understanding of the relationship between rural women and education in the United States can provide an important context for scholarship about these educational patterns.This article explores the mixed legacies of three educational programs/policies implemented in the early 20th century and the ways in which they shaped educational practices for rural women in the United States: (a) the formalization of home economics as a post-secondary academic discipline, which set the stage for legislative developments; (b) the passage of the Smith-Lever Act, which institutionalized extension programs housed at land-grant colleges and universities; and (c) the passage of the Smith-Hughes Act, which brought vocational training, inclusive of home economics, to the lower schools. Collectively, these programs and policies provide insight into the complexity of the relationship between rural women and higher education, highlighting why some rural women participated in post-secondary education while others were not heavily present on college and university campuses but were still engaged in specific educational practices, often led by colleges and universities.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"15 1","pages":"293 - 307"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45497098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Most, but Not All: Characteristics of Early Deans of Women and Learning from the Exceptions 大多数，但不是全部：女性早期聋人的特点和从例外中学习

Journal of Women and Gender in Higher Education Pub Date : 2022-07-03 DOI: 10.1080/26379112.2022.2102030

J. Gerda

引用次数: 0