Journal of Women and Gender in Higher Education最新文献_第5页

Whiskerinos, Orange Queens, and Bedlam at the Dorms: Demarcating Lines of Gender, Class, and Race at Riverside Junior College in the 1930s Whiskerinos, Orange Queens, and Bedlam in the寝室:1930年代河滨专科学校性别，阶级和种族的分界线

Journal of Women and Gender in Higher Education Pub Date : 2022-07-03 DOI: 10.1080/26379112.2022.2098757

M. Nash

引用次数: 0

The Queer Student Affairs Career of Stephen Lenton, 1970-1980 史蒂芬·伦顿的酷儿学生事务生涯，1970-1980

Journal of Women and Gender in Higher Education Pub Date : 2022-07-03 DOI: 10.1080/26379112.2022.2102031

Michael S. Hevel, Timothy Cain

{"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 VCU leaders rescinded a promotion, refused to incorporate LGBTQ advocacy into his job description, canceled his popular program, removed him from supervising other student affairs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}

引用次数: 0

New Understandings of the History of Women and Gender in Higher Education: Guest Editor Introduction 对高等教育中女性与性别历史的新认识：客座编辑介绍

Journal of Women and Gender in Higher Education Pub Date : 2022-07-03 DOI: 10.1080/26379112.2022.2106991

Linda Eisenmann

引用次数: 0

Sexual Citizens: Sex, Power, and Assault on Campus 性公民:校园里的性、权力和性侵犯

Journal of Women and Gender in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/26379112.2022.2065637

Brenda Anderson Wadley, S. Hurtado

引用次数: 7

“Should I Straighten My Hair?”: Narratives of Black College Women with Natural Hair “我应该拉直我的头发吗？”：天生头发的黑人大学女性的叙述

Journal of Women and Gender in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/26379112.2022.2067861

B. Williams, J. Collier, Brenda Anderson Wadley, Tracy N. Stokes, KáLyn Banks Coghill

引用次数: 2

Gendered and Racialized Career Sacrifices of Women Faculty Accepting Dual-Career Offers 女性教师接受双职业机会的性别和种族牺牲

Journal of Women and Gender in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/26379112.2022.2067168

D. Blake

{"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}

引用次数: 0

Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography 在体育课堂中以研究生助教的身份导航反权力骚扰:一个协作的自我民族志

Journal of Women and Gender in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/26379112.2022.2067555

Emily J. Johnson, Lauren Beasley

{"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}

引用次数: 0

The American Dream, Colorblind Ideology, and Nationalism: Teaching Diversity Courses as a Woman Faculty of Color 美国梦、色盲意识形态和民族主义:作为有色人种女性教师教授多样性课程

Journal of Women and Gender in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/26379112.2022.2068023

T. F. Ruby

引用次数: 0

Microaggressions and Mental Health at the Intersections of Race, Gender, and Sexual Orientation in Graduate and Law School 研究生和法学院种族、性别和性取向交叉点的微侵犯与心理健康

Journal of Women and Gender in Higher Education Pub Date : 2022-04-03 DOI: 10.1080/26379112.2022.2068149

Kaitlin M. Boyle, Elizabeth Culatta, Jennifer L. Turner, Tara E. Sutton

{"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}

引用次数: 1

“You Are Seen; You Matter:” Applying the Theory of Gendered Organizations to Equity and Inclusion for Motherscholars in Higher Education “你被看见了;你很重要:“将性别组织理论应用于高等教育中母亲学者的公平和包容”

Journal of Women and Gender in Higher Education Pub Date : 2022-01-02 DOI: 10.1080/26379112.2022.2025816

A. CohenMiller, D. Demers, H. Schnackenberg, Zhanna Izekenova

引用次数: 3