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An honest reckoning must begin with acknowledging that historically marginalized groups, including women, do not exist in a neutral leadership space, and sporadic movements are not sufficient to bring about change. Leaders who emerge from marginalized spaces have learned how to navigate against the odds, often using defiance, and employ leadership skills in ways that those in the center may not have developed and that have a uniquely important role and purpose in higher education. In addition to defiance, it is equally important for leaders, especially those who identify as women, to identify and claim what they deserve and desire as leaders. We must cocreate a path forward that holds space for a still-necessary defiance and an acknowledgment and embrace of what we deserve. [ABSTRACT FROM AUTHOR]

This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It draws from a project aiming to create non-hierarchical, co-mentoring spaces in which participants collaboratively generate feminist analyses. Letter-writing was identified as a form of feminist praxis and an auto/biographical method to access the multidimensional inequalities women navigated in their careers. Opening counter-hegemonic time–space and providing feminist conceptual resources, the women explored their aspirations, experiences, and subjectivities. In Ghana, women are attempting to balance the accelerated temporalities of neoliberal higher education, as productive subjects, with the explicit demands of patriarchy, which construct them primarily in reproductive terms as wives and mothers. Our collective reflections illustrate that intersecting forces are at play that impact women's higher education careers in unpredictable and contradictory ways. [ABSTRACT FROM AUTHOR]

Identifying students' reasons for learning a language is useful for every teacher who aims to help students achieve their goals. In addition, understanding how their language learning motivation is maintained through the class and to what extent this continues away from the classroom are equally important, especially in noncompulsory adult ESOL. Following Ushioda's (2016) call for a small lens approach, one class of female, adult ESOL learners was studied to discover factors influencing their language learning motivation whilst attending a multilevel class in England. Data was collected over a period of 8 weeks through classroom observations, motigraphs, and interviews. Dorney's L2 motivational self‐system theory (2009) was employed as a means of analysis and the findings appear to suggest that the learning experience and ought‐to second language (L2) self have the largest impact on the participants' motivation in this context. The study concludes with pedagogical implications and suggestions for further research in this often overlooked field of enquiry. [ABSTRACT FROM AUTHOR]

Academic libraries are well-positioned within their scientific research communities to assist with the retention of women in STEM fields. Librarians have an opportunity to find new ways to match collections and services to student needs and institutional goals by providing resources and programming in support of women in STEM. This paper will focus on the ways in which academic librarians can help support female graduate students in STEM, beginning with a review of the literature to determine the causes for the under-representation of women graduate students in some STEM fields. Next, it will review interventions conducted by institutions to address the uneven distribution, including a scan for resources or services provided by the library. Finally, it will use the findings presented in the literature to propose services and resources that libraries and librarians can provide to help address the issues that contribute to the low number of women in STEM fields. [ABSTRACT FROM AUTHOR]

Early advocates for the expansion of women's higher education imagined a future that was deeply embedded in their aspirations for social, economic and political equality. In the vanguard of campaigns for wider access to higher education were women professors, they themselves outsiders within an academic hierarchy marked by male privilege. This article shines the spotlight on two women professors to understand the educational, social and cultural processes that shaped their lives. In doing so the extent to which their work was deeply marked by personal ties, social practices and traditions is revealed. The focus on the careers of Mary Hayden (1862–1942) and Virginia Crocheron Gildersleeve (1877–1965) highlights the themes and commonalities that emerge from their individual stories and the importance of continued nuanced and critical assessments of women's professional lives. [ABSTRACT FROM AUTHOR]

When looking at barriers to social mobility, the experience of white working-class females and the choices they make when applying to university is under-researched, though it is touched upon through intersections of gender, ethnicity and class. This paper presents findings from qualitative research with students who identified as white, working-class and female, studying at a London-based Russell Group university. It explores the barriers and enablers they experienced in making the decision to go to university. The analysis highlighted three factors: (1) Circumstances at home often influenced their decision, representing both barriers and motivators. (2) They experienced a lack of support from schools and support but minimal resources within their family. (3) Lack of self-belief merged with a desire to prove themselves influenced their actions. The findings of this research suggest that this group has needs and barriers which practitioners should consider when trying to encourage university participation. These include: strengthening support groups, articulating both the unusual journeys this group may take to university and the benefits of different journeys and courses in a salient way, helping them to feel like they belong at university before they start and encouraging them to ask for help. [ABSTRACT FROM AUTHOR]

La Fédération Internationale des Femmes Diplômées des Universités (FIFDU) est créée à la sortie de la Première Guerre mondiale par un groupe de femmes universitaires désireuses de promouvoir la paix à travers le développement de la compréhension internationale. Les fondatrices sont convaincues que la coopération internationale entre femmes diplômées de l'enseignement supérieur peut contribuer à l'établissement d'un monde pacifié tout en améliorant la situation des femmes, notamment leurs opportunités éducatives et professionnelles. Dans ce cadre, elles mettent en place un programme de bourses internationales pour permettre à quelques unes de leurs membres de poursuivre des recherches ou des études avancées à l'étranger. Conçu comme un moyen de promouvoir l'amitié internationale entre femmes diplômées en envoyant des "ambassadrices" découvrir d'autres pays que les leurs, le programme représente également un moyen de favoriser les carrières académiques féminines. En effet, les boursières sont soigneusement sélectionnées en fonction de la qualité de leurs travaux et de l'originalité de leur projet, et doivent soumettre un rapport de leurs recherches à l'issue de leur séjour. Ainsi, les dirigeantes de la FIFDU souhaitent garantir un haut niveau de recrutement et espèrent que les qualifications acquises par leurs boursières leur permettront d'atteindre les plus hauts postes académiques et professionnels. S'appuyant sur les archives de la FIFDU, cet article entend mettre en lumière les fondements théoriques de ce programme, et interroger l'atteinte de ses objectifs au regard des profils et des expériences des boursières. [ABSTRACT FROM AUTHOR]

Italy opened the doors of its universities to female students in 1875. The generalview was that very few women were clever enough to obtain a degree, so they would not threaten social stability. Female professors would be even rarer – a few exceptional "male" women. Access to the professions was impossible in the case of the legal profession, or limited in terms of medicine. In this context, where both Catholics and Positivists opposed women's careers, seeing them as incompatible with motherhood and marriage, five women managed to enter theacademic world as unsalaried lecturers: Giuseppina Cattani (1887, Pathology), Paolina Schiff (1891/1893, German literature and language), Rina Monti (1899, Anatomy and Comparative Physiology), Teresa Labriola (1901, Philosophy of Law) and Maria Montessori (1904, Anthropology). With archival documents and other contemporary texts, this paper reconstructs who these women were and the many difficulties they faced in academic life. Four of them were emancipationists and did not marry. These choices debarred them from pursuing a full academic career. Only Monti, who had a family and took no active part in female propaganda, managed to become a full professor in 1911, the first woman in Italy to do so. [ABSTRACT FROM AUTHOR]

This article explores methodological and ethical issues of researching with children, drawing on a project exploring children's perceptions of having a mother studying in Higher Education. While most prior research concentrates on a mother's view of her children, this article uniquely focuses on children's views on their mother. From analysis of the data and reflections on the research experience, the following themes emerged, the benefits and challenges of using drawing or Skype as a research method and ethical issues when working with children. Reflecting a view of children as competent and knowledgeable participants within research, I argue that children should be given opportunities to discuss a range of topics that concern them and advocate doing research 'with' rather than 'on' children. Throughout this article, the children's and mothers' voices are interjected to provide a narrative offering insights into family life from a child's perspective thus revealing the impact of this research on the mother. [ABSTRACT FROM AUTHOR]

Between 1870 and 1940, 25 white, middle-class, Australian-born women studied at Girton and Newnham Colleges in Cambridge. This article presents their biographical data, and includes all those listed as Australian-born in Volume 1 of the Girton Register and in the Newnham College Roll for the period under review. The article examines their places and years of birth; their family background; their degree studies; their careers after leaving Cambridge; whether they married; and where they eventually settled. The title, 'Empire's daughters', encapsulates the overall argument that arose from difficulties in positioning these Australian-born women within nationalist discourses. Despite having a country of birth in common, many of them lived transnationally within the British Empire. Preliminary investigation of the women's cultural and social positioning suggests that their status as 'insiders' or 'outsiders' was marked by ambiguity and complexity. [ABSTRACT FROM AUTHOR]

This research paper is written with an aim to interpret the heroine Saru depicted in the novel The Dark Holds No Terrors by Shashi Deshpande who has emerged as an icon for the young women writers illustrating women sandwiched between tradition and modernity. She represents Saru as a dominating girl who does not accept the inequality shown between her and her brother by her parents, especially by her Mom. She just tolerated the arrogant traditional orthodox mother Deshpande neatly delineates the Self-will of Saru, who took own decision for her marriage against her parents. She did her higher education in medicine and it was the only weapon to safeguard her life even after love marriage. This neatly analyses how being a woman writer Shashi Despande portrays Saru who explores the problems a woman faces in day-to-day life, even it is an arrange marriage or love marriage. Through this, every woman faces darkness in life, but through their strong personality and self will they just ignore terror in it. [ABSTRACT FROM AUTHOR]

In Africa women are underrepresented in higher education (HE) agricultural programs, despite the fact that they make up half of the agricultural labor force. This article discusses the reasons for women's low enrollment in HE agricultural programs, focusing on socio-cultural norms and gendered perceptions of agriculture. Moving beyond access, it also explores the institutional culture and learning environment in HE agricultural programs. We argue that women often feel unsafe, uncomfortable, and isolated in these programs and that conservative socio-cultural norms, which discriminate against women in society and family life, also permeate institutions of HE. The data comes from a literature review, a Southern and Eastern Africa regional workshop, and focus groups and interviews conducted with faculty and students in South Sudan and Mozambique. We conclude with recommendations for increasing the number of women in agricultural programs and improving their experience. [ABSTRACT FROM AUTHOR]

Many more women provide visible leadership today than ever before. Opening up higher education for women and winning the battle for suffrage brought new opportunities, along with widespread availability of labor-saving devices and the discovery and legalization of reliable, safe methods of birth control. Despite these developments, women ambitious for leadership still face formidable obstacles: primary if not sole responsibility for childcare and homemaking; the lack of family-friendly policies in most workplaces; gender stereotypes perpetuated in popular culture; and in some parts of the world, laws and practices that deny women education or opportunities outside the home. Some observers believe that only a few women want to hold significant, demanding leadership posts; but there is ample evidence on the other side of this debate, some of it documented in this volume. Historic tensions between feminism and power remain to be resolved by creative theorizing and shrewd, strategic activism. We cannot know whether women are "naturally" interested in top leadership posts until they can attain such positions without making personal and family sacrifices radically disproportionate to those faced by men. [ABSTRACT FROM AUTHOR]

Copyright of Gulf Education & Social Policy Review is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the impact of racial and gender intersectionality on science, technology, engineering, and mathematics (STEM) identity development and the academic achievement of Black female STEM undergraduates attending an HBCU. Research has demonstrated that the intersection of race and gender are likely to subject Black women to prejudice and ostracism in STEM disciplines. Data revealed that Black women experienced racial and gender intersectionality, but that quantitative findings demonstrated a decrease in Black racial centrality and private regard over time. Qualitative reports suggested otherwise. Further research must be done to understand the differences between the quantitative and qualitative findings. [ABSTRACT FROM AUTHOR]

Despite increased attention on women in business, concerns abound regarding the extent to which business schools are creating inclusive learning environments that support the leadership development of both male and female students. Using an organizational demography lens, we investigate the interactive effects of student gender, faculty gender, and classroom demography on class participation. We focus on class participation as it is essential to students' overall learning and development especially concerning leadership. Our findings demonstrate that student and faculty demography interacts with context in unexpected ways to affect participation. Specifically, when women students are in the minority and have a female professor, they receive higher participation grades, particularly as class size decreases. The findings from this study have important implications for business school faculty and administrators as they work to build more inclusive learning environments which support all students' development as leaders. [ABSTRACT FROM AUTHOR]

This article presents a case study of cross-cultural collaboration. An Australian and a Saudi Arabian university collaboratively developed the curriculum for a bachelor of industrial design (ID) program at a women-only college of design in the Kingdom of Saudi Arabia (KSA). This article first describes the local context for which the curriculum was developed with a focus on how gender segregation shapes education and workplace in the KSA. Next, the literature review discusses cross-cultural aspects of design and contemporary ID education. We highlight the main results of a benchmarking exercise of current undergraduate ID curricula worldwide that we conducted before describing the planning process for the new curriculum at the local college. We then focus on the interpretation of the curriculum from an Australian to a Saudi Arabian context and discuss constraints and complexities in its development. The article also presents a reflection of the value of the cross-cultural collaborative process, our experience, and learning for both partners, and future collaboration and research. [ABSTRACT FROM AUTHOR]

The present study explore the implementation level of measures of women safety according to ‘Saksham guidelines’ (UGC, 2014) in higher education institutions of Jammu, India. Focus group interviews with girls in degree colleges of Jammu were also held to explore challenges in implementing guidelines. The major findings of the study indicate faulty implementation of the guidelines. [ABSTRACT FROM AUTHOR]

This essay discusses the impact that a negotiations class had on a group of women at a private, liberal arts college. Perceptions, confidence levels, and negotiations frequency were all examined to determine if a significant change could be seen in the participants. Utilizing an experience-based class structure, students were given the opportunity to learn, practice, share feelings, and critique performance. Results indicate that women may benefit from schools offering more access to negotiation classes at the undergraduate level across all disciplines in order to build this critical skillset. [ABSTRACT FROM AUTHOR]

The purpose of this institutional ethnography was to better understand the experiences of undergraduate women in math and physics in order to identify and explore the institutional practices that coordinated their daily work. Through the framework of feminist standpoint theory, I collected student and faculty interviews, observations, and textual analysis. Data analysis followed Carspecken's process of ethnographic data analysis. Findings indicate that participants were challenged by conflicts between STEM expectations and institutional expectations, such as scholarship GPA requirements and high school academic background. The result is that while women persist, they face stress, anxiety, and discomfort. This study was limited by time and space; findings were not intended to communicate broad generalizability, but, through the framework of feminist standpoint theory, to focus on experiences of the marginalized group. Recommendations to improve the chilly climate include creating a STEM educational environment that supports, validates, and gives women an equal voice. [ABSTRACT FROM AUTHOR]

Women in PhD programs, in particular minority and international women, are especially at risk for drop-out (Castro, Garcia, Cavazos, & Castro, 2011; Haynes et al., 2012). This initial part of a longitudinal trioethnography captures the experiences of three international women in a doctoral program, highlighting the challenges, support systems, and coping mechanisms they engage with in the process of completing their degrees. Discoveries include the identification of "Interpersonal Hardiness" as the potential vehicle which could ensure our success. [ABSTRACT FROM AUTHOR]

The current research investigates people's perceptions of others' lay theories (or mindsets), an understudied construct that we call meta-lay theories. Six studies examine whether underrepresented students' meta-lay theories influence their sense of belonging to science, technology, engineering, and math (STEM). The studies tested whether underrepresented students who perceive their faculty as believing most students have high scientific aptitude (a universal metatheory) would report a stronger sense of belonging to STEM than those who think their faculty believe that not everyone has high scientific aptitude (a nonuniversal metatheory). Women PhD candidates in STEM fields who held universal rather than nonuniversal metatheories felt greater sense of belonging to their field, both when metatheories were measured (Study 1) and manipulated (Study 2). Undergraduates who held more universal metatheories reported a higher sense of belonging to STEM (Studies 3 and 4) and earned higher final course grades (Study 3). Experimental manipulations depicting a professor communicating the universal lay theory eliminated the difference between African American and European American students' attraction to a STEM course (Study 5) and between women and men's sense of belonging to STEM (Study 6). Mini meta-analyses indicated that the universal metatheory increases underrepresented students' sense of belonging to STEM, reduces the extent of social identity threat they experience, and reduces their perception of faculty as endorsing stereotypes. Across different underrepresented groups, types of institutions, areas of STEM, and points in the STEM pipeline, students' metaperceptions of faculty's lay theories about scientific aptitude influence their sense of belonging to STEM. [ABSTRACT FROM AUTHOR]

The image of a master's degree student in a student affairs preparation program (SAPP) is not likely a woman over 30 with children. This constructivist qualitative study explored the deficits faced and navigation strategies of 13 non-traditional-aged women from two SAPPs to improve program access, recruitment, experiences, and retention. The findings include the (re)negotiating and (re)prioritizing of roles and successful support mechanisms. The study provides recommendations for SAPP faculty and administrators. [ABSTRACT FROM AUTHOR]

Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major being math or science oriented is less important. We replicate these findings using a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in research on gender gaps in college major choices and the need to recognize the impact of perceptions of potential gender discrimination on college major choices. [ABSTRACT FROM AUTHOR]

High rates of attrition of women from male-dominated academic majors may stem from both individual-level personal attributes (e.g., lower confidence in skills; Sax et al. 2015) and non-supportive environmental factors (e.g., chilly climate; Blickenstaff 2005; Hill et al. 2010). Grounded in social cognitive career theory (Lent et al. 1994), the present study utilized a mixed methods approach to identify faculty behaviors and attributes that support women in male-dominated majors and help to prevent attrition. In Study 1, data from eight focus groups involving 23 senior women in male-dominated majors at a mid-sized U.S. Midwestern university were coded to identify common themes exploring why certain professors’ behaviors/attributes are useful to women in male-dominated majors. Results indicated that professors’ behaviors led to learning experiences that helped women create personal connections within departments and provided them with department or career-related information as well as opportunities to gauge/demonstrate their skills to combat the idea that they fit the incompetent-woman stereotype. In Study 2, survey data (n = 65) examined professors’ support, academic advising time, and percentage of female faculty within a department as buffers against the negative effects of sexism on women’s academic achievement, physical health, and social belongingness. Sexist events in the department were associated with women’s reduced sense of belonging, but academic advising time served as a buffer of this association. Overall, our results indicated that proximal environments are important and that professors’ behaviors that support women without singling them out were most helpful. [ABSTRACT FROM AUTHOR]

The article talks about the educational innovations offered by Western College for Women in Oxford, Ohio which shows the changes in women's educational, political, and social roles that took lace during the latter nineteenth century and into the twentieth. Topics discussed include women being able to gain greater social and political power through education was through their access to rhetorical training.

Purpose The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector.Design/methodology/approach Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles.Findings It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education.Originality/value The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector. [ABSTRACT FROM AUTHOR]

This essay depicts how the Kenyan Student Airlifts and the efforts led by Tom Mboya sought to provide Kenyan women and men opportunities to obtain higher education in the United States in the late 1950s and early 1960s, a factor that influenced gender equity in Kenya wherein the efforts Kenyan women and later women throughout the continent of African gained access to higher education which led to greater economic and social mobility in the civil and private sectors of the newly independent African nation. Secondly, it argues that Pan-Africanism, Black nationalism and liberation combined with the United States' hope to prevent the spread of communism and thus led to Kenyan nationalists and Civil Rights activists in America working together via the education of Kenyan men and women, which set the stage for the inclusion of women in higher education in Africa. [ABSTRACT FROM AUTHOR]

Copyright of Historia Contemporanea is the property of Historia Contemporania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nearly 70% of Korean women pursue postsecondary education, yet they occupy lower-status positions than do men (K. Kim & Han, ). Therefore, the authors examined relative deprivation in equal opportunities and its effect on career-related self-efficacy among 603 Korean female college students. Self-regulation was hypothesized to mediate the effects of relative deprivation on career decision self-efficacy. This effect was hypothesized to differ according to parents' educational attainment due to different degrees of parental support. As expected, self-regulation mediated the relationship between relative deprivation and career decision self-efficacy for participants whose parents had high education levels. However, participants whose parents had low education levels demonstrated less involvement in resolving relative deprivation. Findings suggest that career counselors should use different interventions based on parental education level to influence students' self-regulation and to enhance career decision self-efficacy. [ABSTRACT FROM AUTHOR]