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Women academics have represented half of the academic body at Chinese higher education institutions since 2018. However, national and international scientific research on women academics in China has been limited, in contrast with the numerous international publications on women academics working in European, Oceanian, and North American higher education systems. Motivated by this relative lack, this study takes a historical perspective to analyze the role played and the expectations and challenges faced by women academics in Chinese higher education. We organize this history into three periods: (1) the emergence of the modern, Western-influenced university, starting at the beginning of the twentieth century; (2) the creation of the People's Republic of China in 1949; and (3) the contemporary period, beginning with China's opening up in the late 1970s. For each of these periods, the study identifies how traditions, changing cultural and societal beliefs concerning gender, and the development of the higher education system in China transformed the role, positioning and activities of women academics. This study contributes to a better understanding of the current status of women academics in China, what has changed, and the challenges they still face to gain further prominence in the country's fast-developing higher education system., Author(s): Li Tang [sup.1] , Hugo Horta [sup.1] Author Affiliations: (1) grid.194645.b, 0000000121742757, Social Contexts and Policies of Education, Faculty of Education, The University of Hong Kong, , Hong Kong [...]

It is well documented that student-athletes underperform academically. Some researchers have suggested that this underperformance is because student-athletes lack motivation in academic endeavors. In contrast, we find that most student-athletes hold positive private attitudes towards academic achievement, but also believe that their peers do not. In order to fit in, athletes conform to the perceived (but false) social norm in their public behaviors, thus undermining their academic performance and simultaneously reinforcing the (false) social norm for the rest of their team. This pluralistic ignorance suggests that different interventions will be needed to solve the problem than are typically proposed. Keywords Student-athletes * Academic underperformance * Pluralistic ignorance, Introduction Steven Cline was a football player at Kansas State University who entered college wanting to become a veterinarian. He ended up graduating with a degree in social sciences and [...]

Recent research suggests that the children of recent immigrants, the so-called second generation, no longer choose to emphasize one identity over the other but that their identities are more fluid and multifaceted. College campuses are often the arenas in which a new hybrid identity develops. This article addresses how South Asian American college students make sense of and control their various identities through the celebration of Diwali, an event sponsored each year by the Indian Students Association (ISA) on a college campus in the Dallas-Fort Worth metropolitan area. South Asian students use performative space to help them make sense of their backgrounds in ways that both differentiate them from and allow for association with the majority student population. They also use this space as a safe place for 'coming out,' that is, for communicating their hybrid identity to their parents. This hybrid identity is expressed through a discourse of 'brownness' that marks something distinctive and that reflects the process by which the children of immigrants choose among a range of identities to create integrated selves. The campus Diwali festival is the expression of those selves. Key Words: hybridity, identity, Diwali DOI: 10.1080/10702890903307142

Previous research on black students attending predominantly white colleges has emphasized race-based differences with white students while downplaying differences in social class. This research indicates that class-based differences are an important component of many black students' discomfort at 'Northern College', a school that has traditionally served wealthy white students. Drawing on interviews and participant observation done on campus, I apply cultural capital theory to explain how differences in class-specific cultural styles make campus life difficult for non-affluent blacks and discuss the implications of the findings for future research on black college experiences. Keywords: Cultural capital; racial identity; social class; college; marginalization; education.

New Zealand universities used to be staffed largely by white males who were seldom compelled to consider equity issues for women academics (or other minorities). Since the 1970s, women's caucuses, equity initiatives and mentoring programmes have been developed, but how effective have they been in advancing women's academic careers, especially in the new 'managerial' or 'neo-liberal' university? This article is based on qualitative interviews with New Zealand academics and a survey of research on gender and academia in the English-speaking countries. The article argues that patterns and perceptions of relationships and responsibilities interact with institutional practices and priorities to create additional challenges for academic women, slowing their progression through the ranks.

Historically Black colleges and universities (HBCUs) have traditionally been a magnet for Black students at all levels nationwide and have been an exemplar of mentorship models for preparing leaders in many fields. A research career development program for junior faculty scholars that leverages the unique strengths of HBCUs has the potential to promote diverse leadership in health research and advance practical understanding of how to address HIV/ AIDS and related health challenges that ravage vulnerable communities. A program that creates institutional bonds between HBCUs and other academic institutions can create a groundbreaking framework for more-effective community-based participatory research. We present a rationale for supporting an HBCU-led collaborative research program, one that both advances junior faculty and explores the interrelationship between HIV/AIDS, mental health, and substance abuse through research in correctional facilities. (doi:10.2105/AJPH.2008.136069)

Sex segregation by field of study in institutes of higher education in 44 countries is studied. Sex typing of these fields occurs due to the combined effects of gender-essentialist ideology and self-expressive value systems.

Statistical tables that show the results of the 2007 annual survey of US economics departments is presented. The survey shows the salaries of tenured professors, distribution of faculty, graduate program characteristics, and the demographic profile of doctorate recipients in economics and econometrics.

American Economic Association's American Economic Association reports on the annual survey of economics departments which reveal the percentage of upcoming economists who are female and the percentage of women for PhD-granting economics departments. The committee also presents their activities for 2007.

The economic aspects of an increase in the number of female undergraduate students in the American universities are discussed along with their choice of careers.

We examine differences in the selectivity of the colleges and universities from which black and white students graduate. We find a racial gap in college selectivity that is growing over time, and a decrease in racial segregation between colleges during the 1980s, which reversed directions during the 1990s. Institutional characteristics are examined to explain this gap.

Byline: Steven Stack (1) Keywords: children; parenting; publishing; research; research productivity Abstract: The 'productivity puzzle,' or gender gap in research productivity, is often thought to be due, in part, to gendered child care responsibilities. The time, energy, and money devoted to child-rearing can reduce the research productivity of scholars, especially women. However, there is little systematic research on this issue. The present study contributes to the literature by exploring the productivity puzzle in light of the influence of eight age sets of children. Data are from the National Research Council's 1995 Survey of Doctoral Recipients. They refer to 11,231 PhDs, in the sciences and engineering, who are employed in academia. Controlling for children, structural factors and personal characteristics of the PhDs, the present study finds that women still publish significantly less than men. Second, productivity is higher for PhDs with children less than 11. Third, productivity is relatively low for women with young children. Fourth, for the social sciences, the area with the highest proportion of women PhDs, gender is unrelated to productivity, but women in the social sciences who have young children have relatively low productivity. The leading predictors of productivity included location in a research university and effort (hours worked). The full model explains 39% of the variance in productivity. Children are not a strong predictor of productivity, but the influence that they do have followed a gendered pattern. Author Affiliation: (1) Department of Criminal Justice, Wayne State University, 2305 Faculty Administration Building, Detroit, MI, 48202, USA Article History: Registration Date: 30/12/2004

Byline: Reitumetse Obakeng Mabokela (1) Keywords: institutional acculturation; institutional transformation; organizational culture; race and gender equity; socio-cultural values; tokenism Abstract: This article examines workplace experiences of six senior womenadministrators in South African institutions of higher education.Given that women have historically been under-represented andcontinue to be under-represented in the higher education sector,it is important to gain insights into their experiences and toinform the process of creating institutional environments thatare supportive of their professional endeavors. Author Affiliation: (1) Department of Educational Administration, Michigan State University, 425 Erickson Hall, East Lansing, MI, 48824, USA Article History: Registration Date: 11/10/2004

Byline: Linda J. Sax (1), Linda Serra Hagedorn (2), Marisol Arredondo (3), Frank A. Dicrisi (4) Keywords: faculty; research productivity; family-related factors Abstract: This study explores the role of several family-related factors in faculty research productivity for a large, nationally representative sample of university faculty members. The role of marriage, children, and aging parents is examined after controlling for other personal and environmental factors, such as age, rank, department, and intrinsic motivations to conduct research, that previous research has shown to influence research productivity. Analyses are conducted on a sample of 8,544 full-time teaching faculty (2,384 women and 6,160 men) at 57 universities nationwide. Results show that factors affecting faculty research productivity are nearly identical for men and women, and family-related variables, such as having dependent children, exhibit little or no effects on research productivity. Author Affiliation: (1) Higher Education Research Institute, 3039 Moore Hall, UCLA, Los Angeles, CA, 90095-1521 (2) University of Southern California, USA (3) Chapman University, USA (4) University of California Los Angeles, USA Article History: Registration Date: 13/10/2004

Efforts to improve retention and graduation among minority students have been commonplace in higher education, but few such efforts have been undertaken in sociology. In this presidential address, I document that in sociology, as in other disciplines, disproportionate numbers of African American and Latino/a students do not graduate. I examine sociological research on the barriers to success that face students of color in predominantly white colleges, and on what can be done to help overcome these barriers. An example of a successful program to increase the graduation rates of minority and working-class students in sociology is discussed, and the sociological discipline is challenged to use its knowledge and insights to help improve opportunities for minority and working-class students in sociology.

Byline: Linda C. Tillman (1) Keywords: African Americans; mentoring; faculty Abstract: Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protege relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty. Author Affiliation: (1) Educational Leadership, University of New Orleans, 348 School of Education, New Orleans, LA, 70148-2515 Article History: Registration Date: 03/10/2004

Byline: Nelly P. Stromquist (1) Abstract: The incorporation of new fields of study in the university tendsto be a contested process. This has been the case for women'sstudies despite its many conceptual, theoretical, and methodologicalcontributions. Moreover, these programs have constantly sufferedfinancial vulnerability and struggled for academic recognitionand autonomy. Comparative data about women's studies programs existbut could be enhanced by explicit cross-national studies. At thecrossroads today, women's studies can chose to adopt more feministpolitical concerns and engage in socially transformative researchprojects or succumb to forces of globalization that, in making theuniversity increasingly entrepreneurial, preempt concerns forequity and social justice. Author Affiliation: (1) Rossier School of Education, University of Southern California, USA Article History: Registration Date: 10/10/2004

'Queering the academy' involves upgrading and promoting the introduction of Gay and Lesbian Studies in colleges and universities. The ultimate goal of such a vision is to establish social reforms relevant to the issues that plague homosexuality in the present-day setting. The issues to be addressed include homophobia, labor and tenure, cultural taxonomies of race and gender, homosexual coupling and reproduction, among others.

African American student retention on predominantly White campuses continues to be one of the greatest challenges for many colleges and universities. In addition to the impact of student attrition on [...]

At the very time when many single sex institutions were becoming coeducational, in the largest study of American colleges undertaken until that time, Astin (1977) found advantages for both men […]

Two college teachers disagree as to the success and ability to teach conflicts in perspective to their students while also producing different definitions of what the conflicts involve. One teacher works primarily with poor, minority students and finds herself learning more about cultural and perspective clashes from her students than she is able to teach based on education courses and her limited experience. The other teacher feels that conflicts, such as between supporters and detractors of Western civilization, are not presented in an organized manner and so most students do not understand them.

The impact of affirmative action on admission criteria in colleges and universities is analyzed in a report prepared by the US Department of Education. The 1993 racial composition of students in 3,400 colleges is presented. A detailed analysis of the proportions of American Indian, Asian, black, Hispanic, white and foreign students at each institution is presented.

During the first quarter of the twentieth century, male college students represented a major, and often critically important source of strikebreakers. While administrators frowned on many student extra-curricular activities, they strongly encouraged strikebreaking. Students enthusiastically embraced strikebreaking not just to display antagonism toward labor, but even more importantly to prove their manhood. Strikebreaking provided the collegian with his best opportunity, short of military combat, to test his strength and nerve. It exposed him to danger and provided an opportunity to fight. The early twentieth century 'crisis of masculinity' in the upper and middle classes was manifested in men's repeated efforts to demonstrate their virility. Most men were involved in violent sports only vicariously, as spectators, but strikebreaking permitted direct participation in 'daring deeds.' Engineering students were also drawn into strikebreaking by their profession's new antipathy toward labor. Management coveted their services because they often represented the only available pool of skilled labor., In March 1905, Columbia University students deserted their classes en masse to help break a strike of subway workers against the Interborough Rapid Transit Company (IRT), the biggest strike New [...]

Sweden finds the fact that only 11% of the full professors at its universities are women to be an embarrassment and is making every effort to recruit more women faculty. An e-mail message about a plan to drop two male professors in favor of a less qualified women has ignited worries of reverse discrimination.

The author examines the results of a survey of New Zealand college students. Topics include well being, safety, and student resources.

The numbers of foreign students who study at US colleges and universities is declining. More students study abroad in the US than any other country, but the rate of increase has slowed in the 1990s. Congress has decreased grants and loans available to foreign students. Most foreign students come from Asia and Canada. Schools in California and the Northeast show the highest concentration of students from overseas.

The University of Ulster and Queen's University of Belfast have become the pioneering institutions to wage a struggle against violence emerging from ethnic deadlocks in Northern Ireland. The University of Ulster has encouraged innovative ideas that form part of the research curricula at Belfast. The universities have jointly endorsed several schemes to study the cause and effect of inter-community clashes. The social collective spirit is appreciated since it may be able to bring peace and harmony to the region.