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Journal of Women and Gender in Higher Education最新文献

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Survivor-Faculty and the Lived Experience of Disclosure 幸存者的能力和信息披露的生活经验
Journal of Women and Gender in Higher Education Pub Date : 2021-09-02 DOI: 10.1080/26379112.2021.1990777
S. Marine, S. Hurtado, Casey McCoy-Simmons
{"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}
引用次数: 0
Untapped Potential: Understanding How LGBQ Students Use Dating Applications to Explore, Develop, and Learn about Their Sexual Identities 未开发的潜力:了解LGBQ学生如何使用约会应用程序来探索、发展和了解他们的性身份
Journal of Women and Gender in Higher Education Pub Date : 2021-09-02 DOI: 10.1080/26379112.2021.1988625
N. Havey
{"title":"Untapped Potential: Understanding How LGBQ Students Use Dating Applications to Explore, Develop, and Learn about Their Sexual Identities","authors":"N. Havey","doi":"10.1080/26379112.2021.1988625","DOIUrl":"https://doi.org/10.1080/26379112.2021.1988625","url":null,"abstract":"LGBQ college students are at a distinct disadvantage when it comes to sexual education. An early lack of information has negative implications for LGBQ college students’ sexual identity development, sexual exploration, and mental and physical health. Similarly, heterosexist stigmatization of queer sexualities makes it difficult for students to openly explore their sexualities. Many LGBQ students may need a compensatory sex ed experience and better access to healthcare and the information their heterosexual peers have. This qualitative, narrative-based study examines how LGBQ college students explore their sexualities, develop their sexual identities, and learn about their communities through internet-based dating and sex applications. These apps serve as virtually mediated environments that make other queer people easier to find, communicate with, and learn from; institutions of higher education can learn from the kinship networks these students find and create online.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"324 - 341"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41478756","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
Dare to Lead: Brave Work. Tough Conversations. Whole Hearts 敢于领导：勇敢工作。艰难的对话。Whole Hearts
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1948859
Lauren N. Irwin
{"title":"Dare to Lead: Brave Work. Tough Conversations. Whole Hearts","authors":"Lauren N. Irwin","doi":"10.1080/26379112.2021.1948859","DOIUrl":"https://doi.org/10.1080/26379112.2021.1948859","url":null,"abstract":"","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"240 - 243"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44483066","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: 40
Public Narratives and Postsecondary Pursuits: An Examination of Gender, Rurality, and College Choice 公共叙事和高等教育追求:性别、乡村性和大学选择的检验
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1950741
T. Hallmark, Sonja Ardoin
{"title":"Public Narratives and Postsecondary Pursuits: An Examination of Gender, Rurality, and College Choice","authors":"T. Hallmark, Sonja Ardoin","doi":"10.1080/26379112.2021.1950741","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950741","url":null,"abstract":"There remains a need in education scholarship to understand how social processes act across levels to influence one another, drive cultural norms, and direct students’ postsecondary pursuits, with careful consideration of students’ held identities and the communities in which they are embedded. Utilizing narrative constitution of identity and the ecological systems model, this study uses qualitative data to illustrate some of the social forces that create and sustain cisgendered public narratives about education and careers in rural communities. Implications for future research on public narratives in rural communities and practical recommendations for combatting these public narratives; sharing counternarratives; and creating new, more inclusive public narratives are discussed.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"121 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43736558","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
When Discourse is Hijacked: An Implicit and Performative Resistance Strategy to Gender Equality in Higher Education 当话语被劫持:对高等教育中性别平等的一种隐含的、表现的抵抗策略
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1950739
T. Smidt, G. Pétursdóttir, Þorgerður J. Einarsdóttir
{"title":"When Discourse is Hijacked: An Implicit and Performative Resistance Strategy to Gender Equality in Higher Education","authors":"T. Smidt, G. Pétursdóttir, Þorgerður J. Einarsdóttir","doi":"10.1080/26379112.2021.1950739","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950739","url":null,"abstract":"Following a qualitative analysis of interviews with 16 current and former social scientists at the University of Iceland, we argue for the existence of an individual and implicit form of resistance to gender equality that we call “hijacking the discourse.” In a neoliberal culture of higher education that favors individual emancipation in an academic marketplace, a collective understanding of inequality as rooted in larger systems of power is in danger of becoming diluted. In modern universities, this is sometimes expressed through performative and inadequately implemented gender equality policies. The hijacking of gender equality discourse among academic knowledge workers echo this performativity of existing policies and maintains the aura of gender equality necessitated by a neoliberal academic culture.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"143 - 165"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48937499","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: 4
The Womxn of Worth at UNC at Chapel Hill 北卡罗来纳大学教堂山分校的Womxn of Worth
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1951746
Shonda L. Goward, E. R. Wallace, C. Counihan
{"title":"The Womxn of Worth at UNC at Chapel Hill","authors":"Shonda L. Goward, E. R. Wallace, C. Counihan","doi":"10.1080/26379112.2021.1951746","DOIUrl":"https://doi.org/10.1080/26379112.2021.1951746","url":null,"abstract":"In a study of Black alumnae from historically White institutions, Turner Kelly et al. (2017) found that although Black womxn graduated, they did not thrive. While there is institutional and national attention—as distinct from support—on the academic and cultural barriers Men of Color face, the Womxn of Worth Initiative (W Initiative) addresses the psychosocial needs of Womxn of Color, who are frequently overlooked by institutional support systems because of their academic success. At the University of North Carolina at Chapel Hill (UNC), Black womxn experienced similar effects as noted by Turner Kelly et al. and sought out staff members to work with them to create an organization to support them, comparable to the existing university initiative that supported Men of Color. Despite not being directly funded by the university, the W initiative was born in 2016. The W Initiative aims to take some of the burden off of Womxn Students of Color and place it back on institutional actors. As the mission states: “The Womxn of Worth Initiative creates and sustains a community for womxn of color and womxn who identify as members of underrepresented populations that will promote academic success, holistic student success and wellness, identity development, and sisterhood.” In response to needs articulated by Womxn of Color students, staff from across the university came together informally to realize","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"232 - 234"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45763960","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
Developing Computing and Technology Leaders: How Undergraduate Women Make Meaning of Their Leadership Experiences 培养计算机和技术领导者：大学生女性如何利用自己的领导经验
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1951745
J. Blaney
{"title":"Developing Computing and Technology Leaders: How Undergraduate Women Make Meaning of Their Leadership Experiences","authors":"J. Blaney","doi":"10.1080/26379112.2021.1951745","DOIUrl":"https://doi.org/10.1080/26379112.2021.1951745","url":null,"abstract":"Women remain underrepresented in both the computing major and leadership positions in the tech field. This article utilizes a feminist phenomenological framework and mixed methods approach to provide insight into these inequities, focusing on women’s leadership perceptions and experiences in the computing major over time. Relying on survey data from nearly 300 women computing majors and interviews conducted with a subset of participants, findings reveal that, while women describe being actively engaged in leadership within their major, their computing leadership confidence declines over time. These inconsistencies may be explained by the sexism and stereotypical dynamics that women experience in computing classrooms, particularly within the group settings where they serve as leaders. Other findings highlight possible opportunities to mitigate women’s declining leadership confidence, pointing to the role of identity-based computing conferences and computing faculty mentorship in positively predicting leadership confidence among women in computing.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"204 - 227"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45272109","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: 2
When the Campus is the Locker Room: A Queer Analysis of Student Athletics Bias Incidents 当校园是更衣室：学生体育偏见事件的再分析
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1950740
N. Havey
{"title":"When the Campus is the Locker Room: A Queer Analysis of Student Athletics Bias Incidents","authors":"N. Havey","doi":"10.1080/26379112.2021.1950740","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950740","url":null,"abstract":"This multiple case study analyzes institutional responses to sex and gender bias incidents in student athletics programs and messaging around inclusion and antidiscrimination between 2015 and 2019. This study seeks to uncover, understand, and work to transform the embedded institutional values that harm sex and gender minority (SGM) students on college campuses and in student athletics by investigating three cases at Canisius College, Columbia University, and Harvard University. These cases were chosen due to their active athletics cultures and high-profile incidents involving SGM students. Analysis indicates that institutions are likely to: (a) limit their responsibility for bias incidents; (b) individualize discriminatory behavior to the perpetrators, ignoring embedded institutional cultures; and (c) reiterate “zero tolerance” while failing to enact any material change for the SGM students harmed by both the incidents in question and the institutions’ vague and toothless policies. Institutions must commit to materially support students through proactive measures rather than relying on nominal and reactive action that only further serves to exacerbate discrimination.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"187 - 203"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896845","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: 2
ProjectQED: Building an Inclusive Department for Queer and Trans Students, Staff, and Faculty 项目:为酷儿和跨性别学生、教职员工建立一个包容的部门
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1950007
Q. Sedlacek, Kia Darling-Hammond
{"title":"ProjectQED: Building an Inclusive Department for Queer and Trans Students, Staff, and Faculty","authors":"Q. Sedlacek, Kia Darling-Hammond","doi":"10.1080/26379112.2021.1950007","DOIUrl":"https://doi.org/10.1080/26379112.2021.1950007","url":null,"abstract":"Inclusivity efforts focused on gender and sexuality in higher education often fail to identify and address the specific needs of queer and Trans Students, Staff, and Faculty of Color. In this program description, we report on ProjectQED, a student-organized event series at the Stanford Graduate School of Education that sought to address these unmet needs using intersectionality theory as an organizing framework. ProjectQED centered LGBTQ+ and same-gender loving (SGL) perspectives from Asian American, Black, Latinx, Native American, and Pacific Islander communities through a series of invited guest lectures and film discussions between 2016 and 2019. The broadly inclusive nature of these events expanded opportunities for building community and solidarity across campus, bringing together interest groups and affinity groups centered around gender and sexuality, racial and ethnic identity, and multiple academic departments and disciplines. We share this program description as a model that staff and faculty at other institutions might replicate by centering the experiences of queer and trans People of Color in programming for LGBTQ+/SGL campus communities.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"228 - 231"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43605831","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
Our Presence is Resistance: Stories of Black Women in Senior-Level Student Affairs Positions at Predominantly White Institutions 我们的存在就是抵抗：黑人女性在以白人为主的学校担任高级学生事务职位的故事
Journal of Women and Gender in Higher Education Pub Date : 2021-05-04 DOI: 10.1080/26379112.2021.1948860
Roshaunda L. Breeden
{"title":"Our Presence is Resistance: Stories of Black Women in Senior-Level Student Affairs Positions at Predominantly White Institutions","authors":"Roshaunda L. Breeden","doi":"10.1080/26379112.2021.1948860","DOIUrl":"https://doi.org/10.1080/26379112.2021.1948860","url":null,"abstract":"Black women have made tremendous progress in higher education. However, despite increases in enrollment and graduation, research regarding Black women’s experiences in senior-level positions in the student affairs field is limited. The purpose of this qualitative study was to explore the experiences of seven Black women in senior-level positions in student affairs at predominantly White institutions (PWIs). Analyzed using a Black feminist thought theoretical framework and narrative inquiry, this study amplified the unique standpoints of Black women in student affairs leadership positions at PWIs. The findings revealed strategies used and barriers faced when navigating racism and sexism for Black women in senior-level administrative positions in student affairs.","PeriodicalId":36686,"journal":{"name":"Journal of Women and Gender in Higher Education","volume":"14 1","pages":"166 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48564510","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: 7
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