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In today's culture, some people think that because they are struggling financially, they can simply relocate and start working as soon as they graduate from high school. This is especially true for females who were judged to have continued with college if premarital sex or teenage pregnancies prevented them from finishing. However, this may not be the case. The first-generation female graduates' lived experiences were examined in this phenomenological study with an emphasis on their lived experiences before, during, and after college, and their aspirations for the future. Using a transcendental research design based on Moustakas' Stevick-Colaizzi-Keen approach, the study's key themes, and the essence of the study's findings were developed. Eight graduates of the City College of Calamba were selected as participants through purposeful sampling. Data analysis revealed that being a financially challenged student means college survival through selfsupport. Their goals for their families were crucial to their diligence and success in the courses. It reflects their struggles with finishing, which is the essence of surviving by doing major things (working and studying) simultaneously. Furthermore, their experiences of surviving are diverse in how they are shaped and re-shaped by pursuing learning and finishing. The study shows that four challenging long years of college are worth fighting for since they achieved a 360-degree twist in their lives and are now an inspiration for other members of the family and other people who know them. [ABSTRACT FROM AUTHOR]

This article examines how female graduate students in China would perceive their experiences as survivors of sexual harassment by their faculty supervisors. Based on our narrative interviews at Chinese universities, this study has shown that 1) sexual harassment is the supervisor's expression of gender-based power in Chinese academia; 2) instead of blatant coercion, harassers would use their power strategically to influence and manipulate the student's 'consent' – that is, to lead the victim into deceived or illusory perceptions in order to sexually harass her; 3) for those participants who refused or resisted in particular, their academic progress, careers, health, relationships, and trust to society were all negatively affected; 4) a major cause of sexual harassment in the university setting was that female scholars and students were always treated in a sexual role rather than an academic role; and 5) institutional sexual harassment policies that deploy moral norms as a tool of attributing responsibility and blame can be seen as maintaining the very sexual hierarchies in the university settings. [ABSTRACT FROM AUTHOR]

The disproportionately low number of women iii engineering faculty roles is concerning to academic administrators, faculty, and students. Prior studies have focused on engineering identity but not on how the interests of women engineering graduate students may change throughout their program progression. The research reported here focuses on the differences in the professional plans of women engineering graduate students early in their Ph.D. programs as compared to those near completion of their graduate studies. A mixed method study was conducted using survey and focus groups at a medium-sized, Midwestern, private institution during the summer 2021. A survey was sent to about 600 engineering Ph D students (both male and female) with analysis primarily utilizing Kruskal-Wallis H tests. Additionally, focus groups of four to six students were conducted based on program progression and gender to better understand the quantitative findings. Survey responses were analyzed by program progression, gender, and international status. Results show that women engineering Ph.D. students' interest in an academic career decreases as they progress through their graduate studies. There are also differences between domestic and international Ph.D. students in terms of their professional interests which is entangled with their legal and immigration status. It is recommended that engineering graduate programs offer formal professional discernment opportunities for 2nd year Ph. D. students, both maie and female, to help them to recognize the opportunities available to them upon program completion. And additionally, for Diversity, Equity and Inclusion efforts be expanded to consider the needs of graduate students in retention. [ABSTRACT FROM AUTHOR]

This study investigates the role academic libraries can play in narrowing the retention gap between the number of women graduating with a degree in architecture and the number of women currently in the architecture profession. Recommendations to libraries are made based on the existing literature and survey data. The findings of this study aim to propose solutions in the form of services and resources that libraries may provide to best support female architecture students. The findings shed light on four areas: 1. The importance of increasing students’ access to role models and mentors; 2. The need to bring more awareness to available academic tools; 3. The urge to diversify the material taught in the curriculum; 4. The value of sponsoring and hosting diversity-related events and programs. The proposed efforts will further empower women in architecture schools and can also benefit the broader community of minority groups by serving as a resource of recommendations for supporting the underrepresented communities in a profession. [ABSTRACT FROM AUTHOR]

It is argued that women are held back in their efforts to achieve career advancement by inequitable opportunities to acquire and leverage career capital. Using career capital theory, this empirically grounded investigation examines how female MBAs report increases in knowing-how, knowing-whom and knowing-why, in relation to their male counterparts. Women report significantly larger increases in the knowing-why form of career capital. However, despite the dominant rhetoric highlighting the difficulties faced by women in the development and maintenance of powerful networks, we found no significant difference between the genders in terms of the reported development of knowing-whom. We contribute to career capital theory by considering how gender capital, drawn from feminist Boudieusian scholarship, interacts with theories of social capital. We conclude that within the MBA program the gender capital possessed by women serves to support their development of career capital which they may then be able to deploy in the broader domain of business and management. We discuss the implications for MBA programs and female MBA graduates and prospective students. [ABSTRACT FROM AUTHOR]

In this paper, we explore the patterns of assortative mating among college-educated women who graduated from typically female, typically male, or mixed disciplines. Using a set of cross-sectional observations of a single cohort of female graduates (2010) from European Union Labour Force Survey data and applying multilevel multinomial logit models, we estimated the relative risk of living with a college-educated partner (homogamy), living with less educated partner (hypogamy), or being single. Focusing on the first five years after graduation, the analysis demonstrated that field of study is a significant predictor of mating behaviour. Women with degrees in male-dominated fields are less likely to partner down with less educated men. The mating advantage of women from male-dominated fields is stronger in countries with a higher female employment rate. Furthermore, more liberal gender roles seem to increase the level of singlehood among women from male-dominated fields. Finally, women from female-dominated and mixed disciplines are more likely to partner down if the man graduated from a male-typical discipline. However, among women from male-dominated disciplines, such a trade-off was not observed. [ABSTRACT FROM AUTHOR]

Drawing on interviews with ten female-identifying graduate students, this article theorizes a norm of recognition and argues that recognition, conceptualized as a masculine-coded good, circulates away from female graduate students toward faculty and from faculty back to male graduate students. Female graduate students instead experience misogyny, understood as a punishment for straying from patriarchal gender roles in which they are required to be givers. [ABSTRACT FROM AUTHOR]

Scarce research has focused on cultural intrapersonal and interpersonal experiences of Latina women in higher education. The purpose of this qualitative study was to explore academic challenges, multiple identity navigation, and influences of Latino cultural and family value of Latina women in graduate programs utilizing an Intersectional Latina Critical Race Theory Lens. This study utilized a case study design and in-depth interviews with five Latina women in graduate school between the ages of 18-40. Ethnicities included Mexican/White, Chilean, Columbian, Puerto Rican, and Dominican. Through thematic analysis, four themes developed (a) challenges in representation and isolation, (b) experiences of stereotypes and discrimination, (c) lack of social and familial support, and (d) gender-role expectations. Implications and future directions will be discussed to provide greater support and understanding for Latinas in academia. [ABSTRACT FROM AUTHOR]

Within public schools, nearly ¼ of all students come from immigrant households, raising important questions about how these individuals fare in the classroom and beyond. This case study explores how a sample of 15 1.5- and 2nd-generation women who graduated from an elite, predominantly white public high school in the Northeastern USA explain their school experiences through the lens of immigration, supplementing our knowledge of large-scale statistical trends to interrogate the roots of 1.5- and 2nd-generation advantage and disadvantage and how they influence paths of incorporation. Women explicitly and implicitly discuss the factors of co-ethnic resources, racial reception, and the implementation of local policies, discussing ways in which these factors both encourage and discourage incorporation. The findings thus provide qualified support from lived experiences for the segmented assimilation model (Annals of the American Academy of Political and Social Science 530:74–96, 1993). [ABSTRACT FROM AUTHOR]

The article presents a brief profile of Laura Ethel Sparling, later Povah (1879–1916), who was one of the earliest woman graduates of Wesley College in Winnipeg, Canada and its first female instructor of French and German. It mentions Laura Ethel Sparling's marriage to the Winnipeg businessman Arthur Henry Povah took place on November 6,1907. It mentions Laura has received the University of Manitoba's highest award Governor General's Silver Medal.

As evidenced by the collection of articles in Gender and Education's July 2015 issue and various articles that have circulated recently on social media [American Council on Education. 2016. "New report looks at the status of women in higher education." January 15. http://www.acenet.edu/news-room/Pages/New-Report-Looks-at-the-Status-of-Women-in-Higher-Education.aspx; Donald, A. 2016. "Women are too often actively sidelined against their will." Times Higher Education. https://www.timeshighereducation.com/blog/women-are-too-often-actively-sidelined-against-their-will; Higher Education Network. 2016. "How should we cope with sexism? That's the wrong question." The Guardian. April 15. https://www.theguardian.com/higher-education-network/2016/apr/15/how-should-we-cope-with-sexism-thats-the-wrong-question], the topic of gender in higher education is of concern to many in both academic and non-academic thought-spaces. In this collective biography, we explore entrance into the fraught and contested space of the neoliberal academy by considering our experiences as women graduate students and postdoctoral researchers. We use various digital collaborative tools to adapt the collective biography method to our needs, making the project accessible across distance and time and inside the financial constraints of graduate school. Here we describe the project, excerpt two of the entangled data-stories we produced, and use Deleuze and Guattari's concept of smooth and striated space and Braidotti's concept of nomadic subjectivity to help us think through our becoming-academic. [ABSTRACT FROM AUTHOR]

The lives of medical women—with a few notable exceptions—remain marginal in the growing body of literature on the twentieth-century migration of medical practitioners. This article examines the professional experiences and outcomes of a group of women who trained as medical graduates in Britain and migrated to Australia—both temporarily, but often permanently. In exploring the professional lives of these women, this article extends histories of migrant women in Australia to include middle-class, professionally qualified British women. The collective biography of this group of women reveals the broader socio-medical contexts by which they were shaped, in which they participated, and helped shape. [ABSTRACT FROM AUTHOR]

This article updates and expands upon Difuccia et al. (American Sociologist, 38(1), 3-22, DiFuccia et al. 2007), which asked whether, during the first decade of the twenty-first century, sociology in the United States was shifting from a male-dominated discipline and educational enterprise to one controlled for the first time by the persons and interests of women. We expanded the parameters of the study and enriched the data in order to draw more exacting conclusions. Our analyses show that during the last dozen years, a very substantial shift has indeed occurred. Most graduate students and assistant and associate professors at the most prestigious doctoral-granting institutions are now female. With this switch has come a change in the substantive focus of sociology. Curricula at the graduate level are being modified to accommodate interests more typically female than male (as measured by the sex-composition of specialty sections of the American Sociological Association). We find that "female interests" similarly predominate in current sociology dissertations, suggesting that the intellectual changes associated with sociology's demographic shift are likely to persist. A correlated change is also apparent in ASA leadership. [ABSTRACT FROM AUTHOR]

The relationship between graduate students and their research advisors within academia is pivotal to the development and success of the research enterprise. Graduate students rely on their faculty advisor to be a source of information, a departmental negotiator, and a role model to guide their professional and ethical behavior. However, if an advisor does not fully recognize a student's best interest or they are unaware of how to be an "ethical mentor", they may overlook the unique social capital of the graduate student (e.g., background, culture) and jeopardize the research relationship. This work aims to explore how women graduate students and faculties in science and engineering understand ethical mentoring within research relationships. Particularly, we are interested in understanding the six ethical mentoring principles suggested by Johnson (2016)--beneficence, nonmaleficence, autonomy, fidelity, fairness, and privacy--all of which require an in-depth understanding for a productive research relationship. Qualitative analysis revealed that participants emphasized the principles of beneficence and fidelity, while principles of privacy and fairness were mentioned the least. Three key themes emerged from this analysis: (a) communication; (b) relative power between mentor and mentee; and (c) awareness (or a lack thereof) around implicit expectations within the research culture. [ABSTRACT FROM AUTHOR]

During the last decade, scholars and journalists in Canada raised alarm bells about the efficacy and viability of graduate humanities programmes across the country. The Department of History at the University of Saskatchewan decided to analyse the outcomes of its graduate programmes at the Doctoral and Master's levels, from 1990 to 2015. We learned that our students complete their programmes in a timely manner, their attrition rates are lower than expected, and most are finding employment in relevant fields, including academia, administration, and public history. However, we also discovered a trend of gender inequity that warrants attention. Although the proportion of male and female graduate students entering our programmes was about equal, our female students withdrew more often and took longer to complete their degrees. In addition, our female graduates were not hired in the top academic positions at the same rate as their male counterparts. [ABSTRACT FROM AUTHOR]

One in ten female graduate students at major research universities report being sexually harassed by a faculty member. Many universities face intense media scrutiny regarding faculty sexual harassment, and whether women are being harassed out of academic careers in scientific disciplines is currently a subject of significant public debate. However, to date, scholarship in this area is significantly constrained. Surveys cannot entirely mesh with the legal/policy definition of sexual harassment. Policymakers want to know about serial (repeat) sexual harassers, where answers provided by student surveys are least satisfactory. Strict confidentiality restrictions block most campus sexual harassment cases from public view. Taking advantage of recent advances in data availability, this Article represents the most comprehensive effort to inventory and analyze actual faculty sexual harassment cases. This review includes over 300 cases obtained from: (1) media reports; (2) federal civil rights investigations by the U.S. Departments of Education and Justice; (3) lawsuits by students alleging sexual harassment; and (4) lawsuits by tenure-track faculty fired for sexual harassment. It also situates this review within the available and most relevant social science literature on sexual harassment and violence in education and the workplace, as well as on methodological limitations of litigated case data, which tend to contain a higher concentration of high-severity cases compared to a random sample. Two key findings emerged from the data. First, contrary to popular assumptions, faculty sexual harassers are not engaged primarily in verbal behavior. Rather, most of the cases reviewed for this study (53%) involved faculty alleged to have engaged in unwelcome physical contact dominated by groping, sexual assault, and domestic abuse-like behaviors. Second, more than half (53%) of cases involved professors allegedly engaged in serial sexual harassment. Thus, this study adds to our understanding of sexual harassment in the university setting and informs a number of related policy and legal questions including academic freedom, prevention, sanctions, and the so-called "pass-the-harasser" phenomenon of serial sexual harassers relocating to new university positions. [ABSTRACT FROM AUTHOR]

Social work graduate programs have long grappled with ways to attract and retain students at the intersection of race and gender. The central structure of this analysis is a hermeneutic phenomenological qualitative study on the pursuit and persistence of African-American women in graduate Social Work programs at a Historically Black Institution (HBI). The data in this article were derived from the responses of 13 participants written in their own words. The themes that emerged around the pursuit of a social work degree were (a) service to Black communities, (b) resistance to misrecognition, and (c) a seat at the table. After sharing the salient characteristics of the findings, the article opens a discussion around the significance of HBIs in educating social workers to work in urban communities and the implications for policy and practice. [ABSTRACT FROM PUBLISHER]

This paper draws on a three-year study of postgraduate women writers pursuing research degrees at a UK university to explore how they develop identities as academic researchers and writers. Using extracts from written texts, talk-and-text interview transcripts, and writing journals from four postgraduate students in a range of disciplines, I explore the material conditions under which postgraduate women write and the significance of such spaces for the re-invention of themselves as academic writers and researchers. Foregrounding the notion of place and space (Agnew, 2011), I present extracts from four ‘writing tales’ (after Lather, 1991) to explore academic writing at postgraduate level. The tales include ‘visible’ and ‘occluded’ (Swales, 1996) written genres in academia and document the ways in which these facilitate the enactment of postgraduate academic identity. The use of ‘tales’ as an analytical unit and as a form of representation provides a mechanism through which multiple data sources are drawn together to illuminate a highly contextualised, and potentially gendered, dimension of postgraduate academic writing. [ABSTRACT FROM AUTHOR]

This article examines the history of Radcliffe College’s Zoological Laboratory, a women’s-only laboratory associated with the all-male Harvard College that became a centre for training women in animal biology. Radcliffe’s laboratory developed in the late nineteenth century in the face of Harvard’s fierce resistance to coeducation and popular scientific ideas that questioned women’s biological fitness for scientific study. This article documents how extralaboratory factors – such as masculine cultures of sociability, informal mentorship relationships and gender segregation in everyday academic life – carried over into the construction of experimental biology as a discipline. I argue that understanding how gender functioned in Radcliffe’s laboratory requires examining adjacent spaces and institutions on and off campus where scientific identities were forged, including neighbourhood boardinghouses and coeducational scientific society meetings. During this period, debates about the right approach to studying the natural world turned on competing visions of manliness in the field or at the laboratory bench. The entrance of Radcliffe women into male-dominated laboratory spaces motivated the articulation of new forms of scientific masculinities associated with the experimental rigours and professional aims of the turn-of-the-century ‘new biology’. More broadly, I contend that notions of scientific masculinity and the concurrent development of fraternal laboratory cultures served to exclude women from full participation in the biological sciences. [ABSTRACT FROM AUTHOR]

The number of women studying STEM careers and pursuing graduate degrees has not changed in the last decade (National Student Clearinghouse Research Center, 2015; Science & Engineering Degree Attainment: 2004-2014). Most prior research to explain this problem has focused on the topics of identity, access, pedagogy, and choice (Brotman & Moore, 2008; Journal of Research in Science Teaching, 45, 971-1002). Additional research is needed on how internal and external factors interact with one another to demotivate girls and young women from pursuing science careers. Here, we show how girls' competency beliefs are an essential foundation for science content learning during middle school and how these effects of competency beliefs are mediated by in and out-of-school factors. We recruited over 2,900 6th and 8th grade students from two different regions in the United States. At two different time points, students completed surveys asking about their stance toward science such as competency beliefs in science, willingness to engage in argumentation, and choice preferences toward optional science experiences. We also collected a reasoning ability measure, and pre- and post-tests on science content knowledge. Moreover, students also reported on their cognitive behavioral engagement during a sampled science class on two separate occasions. Multiple regression and mediation analyses show that as boys grow older, their willingness to engage in argumentation and to participate in science experiences suppresses the role of competency beliefs on their learning science content. By contrast, as girls grew older, they showed an increasing need to have high competency beliefs to achieve strong content learning gains. Our results demonstrate that despite girls' willingness to participate in scientific argumentation and to take part in science experiences, they probably do not receive enough support in their environment to access the benefits of these experiences, and hence they have a stronger need to have high competency beliefs in order to achieve significant growth in science learning. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:790-822, 2017 [ABSTRACT FROM AUTHOR]

The article presents a report on the Committee of the Status of Women in the Economics Profession (CSWEP) of the American Economic Association (AEA). Topics include a survey on the roles of women as economics PhD students and professors, the moving of the CSWEP's offices from Duke University to the University of California, Santa Barbara (UCSB), and a January 5-7, 2017 mentoring workshop for economists.

One of the challenges that Arab EFL male and female postgraduate students in the Malaysian universities have to anticipate is the consultation process with their supervisors regarding their academic projects. During the consultations, the students ask questions and respond to the supervisors' comments and demands. To perform these academic tasks appropriately, these students need to modify their interactional patterns using various linguistic devices. One of these is hedges, the linguistic politeness markers. Incorrect selection of these devices can be interpreted as inappropriate behaviour, which may affect the student-supervisor relationships. To avoid any breakdown in communication between the two parties and maintain effective consultations, a pragmatic knowledge of using hedges is necessary. Previous discourse analysis studies on the use of hedges have focused on the student-student interaction while student-supervisor academic consultations still need to be explored to understand how these learners perform in more formal academic settings. The current study, therefore, aimed to investigate how Arab EFL postgraduate students use hedges to express various types of politeness. It also aimed to find out whether the use of this device is gender specific. The data were collected by means of four one-to-one student-supervisor consultations and a pragmatic knowledge questionnaire. The findings showed that the students are familiar with hedges as they used a huge number of them. Also the female students used more hedges than male students. However, the analysis of the questionnaire showed that the students were not fully aware of the pragmatic functions achieved by these devices. [ABSTRACT FROM AUTHOR]

Women engaged in computing career tracks are vastly outnumbered by men and often must contend with negative stereotypes about their innate technical aptitude. Research suggests women's marginalized presence in computing may result in women psychologically disengaging, and ultimately dropping out, perpetuating women's underrepresentation in computing. To combat this vicious cycle, the Computing Research Association's Committee on the Status of Women in Computing Research (CRA-W) runs a multi-day mentorship workshop for women graduate students called Grad Cohort, which consists of a speaker series and networking opportunities. We studied the long-term impact of Grad Cohort on women Ph.D. students' (a) dedication to becoming well-known in one's field, and giving back to the community (professional goals), (b) the degree to which one feels computing is an important element of "who they are" (computing identity), and (c) beliefs that computing skills are innate (entity beliefs). Of note, entity beliefs are known to be demoralizing and can lead to disengagement from academic endeavors. We compared a propensity score matched sample of women and men Ph.D. students in computing programs who had never participated in Grad Cohort to a sample of past Grad Cohort participants. Grad Cohort participants reported interest in becoming well-known in their field to a greater degree than women non-participants, and to an equivalent degree as men. Also, Grad Cohort participants reported stronger interest in giving back to the community than their peers. Further, whereas women non-participants identified with computing to a lesser degree than men and held stronger entity beliefs than men, Grad Cohort participants' computing identity and entity beliefs were equivalent to men. Importantly, stronger entity beliefs predicted a weaker computing identity among students, with the exception of Grad Cohort participants. This latter finding suggests Grad Cohort may shield students' computing identity from the damaging nature of entity beliefs. Together, these findings suggest Grad Cohort may fortify women's commitment to pursuing computing research careers and move the needle toward greater gender diversity in computing. [ABSTRACT FROM AUTHOR]

Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and transformative learning. [ABSTRACT FROM AUTHOR]

The authors examined master of business administration (MBA) degrees earned by women at U.S. higher education institutions at three specific years spanning a decade: 2003, 2008, and 2013 to determine whether there was a significant difference in the percentage of MBA degrees earned by women based on the independent variables of institutional type, specialized business accreditation body, institutional Carnegie classification, andU.S. News & World Reportpart-time MBA ranking quartile. Results found statistically significant differences for all variables examined. Women earn a significantly lower percentage of MBA degrees at Association to Advance Collegiate Schools of Business–accredited institutions, “very high” and “high” Research Carnegie classification institutions, public institutions, and topU.S. News & World Reportpart-time MBA ranking quartile institutions. [ABSTRACT FROM AUTHOR]

Strong interpersonal communication skills (ICS) are critical for educational and career success, but effective and widely accessible training systems are not available. This paper describes a 2 × 2 × 2 experimental study of an online, educational simulation for practice with the ICS of active listening. The simulation was customized for women graduate students in the natural sciences and engineering. In such environments, where gender stereotyping is common, ICS can make the difference between continued progress and discouraging setbacks. The pedagogical effects of following three instructional support variables were investigated: (1) elaborative versus simple feedback (2) presence versus absence of a static image to accompany the content delivered aurally by a human pedagogical agent, and (3) presence versus absence of instructional hints. The four outcome measures were self-reported knowledge about, skill in applying, and self-efficacy with respect to active listening, along with the usability of the simulation itself. Participants in the study included N = 137 women in the natural sciences and engineering. Results showed that the instructional support variables were significantly related to the outcome measures of knowledge, skills, and usability, but not self-efficacy with respect to active listening. A three-way interaction among all three of the instructional support variables was found to be statistically significant for both the knowledge and skills outcome variables; for both, the highest scores were obtained by participants who were presented with elaborative feedback and neither pedagogical agent image nor hints. Also, participants who received elaborative feedback reported the simulation to have significantly greater usability than those who received simple feedback. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze the influence of employability skills on wage compensation for female college graduates in Taiwan. We find that employability skills can explain some variation in wage compensation whether we include conventional human capital variables or not. For example, the career management skills category exhibits a consistent and significant influence on wage compensation and could raise the earnings level by 5–6 percent. In addition, employability skills have more diverse effects on wage compensation across various occupations, while conventional human capital variables are shown to have more consistent effects on wage compensation across occupations. [ABSTRACT FROM PUBLISHER]

This article analyzes findings of semi-structured interviews with 21 women at different stages of academic careers in North America. I argue that work conditions in contemporary universities subject women graduate students and faculty members to high levels of stress such that work exacts an unsustainable toll on women's bodies, making 'getting through the day' a priority. Themes include work conditions; gendered experiences of stress, health, fertility, and well-being; and efforts to balance work and life. Participants spoke of the disappearance of healthy ways of working and living, isolation, and burnout. Technology combined with increasing workloads to erase boundaries around work. Workday and workplace became ambiguous, work itself ubiquitous and all-encompassing. In addition to discussing the experiences of women scholars and their workplaces, I discuss strategies for improvement. [ABSTRACT FROM AUTHOR]

This study challenges the basic reasoning behind Lazear's theory on entrepreneurship (). Based on the key motive of maximizing one's lifetime income, Lazear posits that individuals with a balanced set of skills should have a higher probability of being self-employed. His 'Jack-of-all-trades' hypothesis presumes that entrepreneurs need sufficient knowledge in a variety of areas to succeed, while paid employees benefit from being specialists in a certain area demanded by the labor market. Because most women-led businesses are neither based on the motive of making money nor are they growth oriented, we argue that maximizing their lifetime income is not the main motivation of many women to start a business. However, we argue that Lazear's theory can be extended to motivations that are mostly stated for women entrepreneurs as well. We apply it to a specific representative sample of 1384 women graduates in Germany and test our hypothesis with logit regression. A dichotomized measure indicating whether a women graduate was self-employed ( n = 706) or not ( n = 678) served as the dependent variable. Our results widely confirm Lazear's assumption for women graduates who run relatively small businesses in terms of sales and employment: professional training, balanced industry experience, and balanced entrepreneurship-based self-efficacy increase the probability of being self-employed. Solo self-employed tend to have balanced industry experience more often than those being in a team or having employees. Lazear's theory has male as the norm, and as such, does not readily apply to the case of women-but could and should be extended to women's specifics. [ABSTRACT FROM AUTHOR]

The fraction of U.S. college graduate women who ever marry has increased relative to less educated women since the mid-1970s. In contrast, college graduate women in developed Asian countries have had decreased rates of marriage, so much so that the term 'Gold Misses' has been coined to describe them. This paper argues that the interaction of rapid economic growth in Asia combined with the intergenerational transmission of gender attitudes causes the 'Gold Miss' phenomenon. I present a simple dynamic model then test its implications using U.S. and Asian data on marriage and time use. [ABSTRACT FROM AUTHOR]

International female graduate students have to negotiate multiple aspects of their identities as non-native learners and women in a society with different gender norms than their home countries. However, their experiences have not been well researched within the scholarship on international students. In this study, using the phenomenological approach, we explored the phenomenon of being an international female graduate student in the U.S. The seven participants are diverse in terms of countries of origin, academic programs, and life situations. Using open-ended questions, we conducted in-depth one-on-one interviews with the participants. The findings indicate that the participants perceived being international female graduate students at this university as a positive, life-changing, and transformative experience. [ABSTRACT FROM AUTHOR]

This paper adds to current discourses around employability by arguing for an explicit recognition of gender, in particular in relation to women’s employment in male-dominated sectors such as science, engineering and technology. This is not limited to young first-time graduates but continues and evolves throughout the life course. Mature women students, who are returning after career breaks, face a number of barriers in re-entering such employment sectors. Drawing on data from a longitudinal study of women graduates in science, technology, engineering or mathematics, who participated in a UK government-funded online programme aimed at supporting them to return to work, the paper examines three gendered factors identified as being of particular influence on outcomes – gender role normativity, locality and mobility, and structural and institutional barriers. The paper concludes by identifying strategies deployed by those that successfully returned to employment, including retraining, networking and doing unpaid or low-paid work. [ABSTRACT FROM PUBLISHER]

Many women creative practice-led researchers appear inhibited by a number of factors directly connected to their gender. This article discusses these factors, including the culture of visual arts professional practice, the circumstances surrounding women postgraduate students and unproductive self-theories about intelligence and creativity. A number of feminist strategies are discussed as potential interventions that may assist women creative practice-led researchers and their supervisors to reap more personal and professional rewards from their postgraduate research. [ABSTRACT FROM PUBLISHER]

In this article, I consider the myth of the ideal worker and the consequences of that myth for mothers. Behind the constant juggling necessary to be successful professionally as an academic mother is the unstated assumption that a woman's caregiving role should be her primary, essential commitment, and women graduate students and early-career academics have to think strategically about how family fits into the institution of academe. Rendering invisible the whole-person needs of workers, but especially women and mothers, academe assumes an ideal worker unencumbered by family or other life constraints. My interviews with tenured women academic sociologists provide an institutional standpoint for understanding workplace needs of parents. Towards positive change, university policies must be coupled with department and colleague support because workplace climates are experienced by individuals at an intersection of institutional policies and interpersonal interactions. Colleagues must not be expected to "take up the slack" for mothers asking for time off for family leave; nor should departmental intransigence be allowed to interrupt an administration's efforts to institute flexible policies. There is positive potential in mothers' increased visibility in academe, but it will only be realized through active public support from colleagues and administrators, alike. [ABSTRACT FROM AUTHOR]

Although a growing number of research universities have formal student-parent policies, many do not. Graduate student mothers attending institutions without student-parent policies must make decisions and exercise agency within this context. This work explores the sense of agency and decision making of ten graduate student mothers raising young children (under the age of five) while attending a research university without official student-parent policies. The findings demonstrate that women attempt to exercise their sense of agency by separating motherhood from school and by negotiating individual solutions to conflicts. Findings also indicate that the choices and agency exercised provide power in a temporary capacity but do not provide long-term power or control over schooling and family life. Overall, this research highlights the importance of formal policies and support for student mothers; without these policies, women's agency and their ability to participate fully in graduate school are limited. [ABSTRACT FROM AUTHOR]

In my doctoral department, the invisibility of my situation as a single mother and the way it was so often at odds with academic culture left me feeling alienated from my peers and my community. In an effort to balance school and single motherhood, to make visible the reality of my situation, and to connect more deeply with my academic community, I begin a series of research experiments in voice and visibility. These projects often involved my son, as he was an inextricable part of my situation as a mother. Moreover, his life and our relationship were undoubtedly impacted by "my situation" as a graduate student. In this essay, I discuss a few experiments in voice and visibility that were instrumental to getting through my doctoral program. These projects involved risk, creative strategies, and lots and lots of support from other members of my community. I hope sharing these stories might inspire other graduate student mothers to push through even when it feels impossible. Likewise, I hope faculty members and graduate students will be inspired to support and empower the mothers in their respective departments. [ABSTRACT FROM AUTHOR]