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1.
Christabelle Sethna 《Gender and education》1993,5(2):139-155
Interviews with some women graduate students at the Ontario Institute for Studies in Education reveal that the presence of men students in feminist academe is a complex and conflicted issue. Women respondents were concerned about men's personal, political and epistemological appropriation of feminist space in academe. The women's concerns arise out of men's actual behaviour and/or perceived motivation inside and outside the classroom. Such concerns are possibly linked to the women students’ sense of proprietorship over the women's studies enterprise.
2.
Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty. 相似文献
3.
Carmen Luke 《British Journal of Sociology of Education》1994,15(2):211-230
This paper examines women's voice and silence in the academy. It begins with a discussion of the theoretical underpinnings of feminine voice and silence, and then analyses the gendered production of girls'/women's voices throughout their schooling careers from the primary to university classroom. This is followed by a discussion of the contradictory politics of voice when differences clash among women (students) of colour. I argue here that ‘granting’ spaces for women's speech may be pedagogically desirable but has potentially silencing effects. In closing, I consider some pedagogical strategies that can potentially enable women to better partake in the management of their own academic, social, and political interests. 相似文献
4.
《ASHE Higher Education Report》1995,24(4):9-28
I was enormously struck by the fact that there are two cultures in the academy today. There's the culture of the classroom and there's the culture of life outside the classroom, and these are enormously divided. The classroom culture has a clear academic goal and on many campuses the out-of-classroom experience has no guidance, little purpose, and often the climate can he described as Low-grade decadence. (Boyer Address 1988, p. 4) 相似文献
5.
This study investigates female undergraduates’ aspirations for master's and doctoral degree programs in Taiwan's universalized and stratified higher education system. It considers the potential effects of economic prospects, parental attitudes, and gender values. First, graduate education is perceived as a means to enhance one's comparative advantages in the competitive labour market. Secondly, parental expectations and women's aspirations seem to decline with education level. They are higher for a master's education and much lower for a doctoral education, implying the influence of family background and traditional gender values, despite some improvements. Finally, specialization and university ranking also substantially affect women's aspirations for graduate education. 相似文献
6.
A.H. Herzig 《Educational Studies in Mathematics》2002,50(2):177-212
The mathematics community in the U.S. has become concerned about the state of doctoral education, including concerns about
high attrition rates and the small numbers of women and students from some racial and ethnic groups. This paper proposes a
model of doctoral student persistence and attrition, in which student participation in the life of the department and discipline
lead to increased student integration, which is crucial for students' success. Ten faculty members and eighteen graduate students
were interviewed about their interests,conceptions, and experiences within mathematics, in a case study of one mathematics
department. In this department, students experienced four types of obstacles to their participation: obstacles stemming from
the program structure, obstacles to participation in class, obstacles to participating with faculty outside of class, and
obstacles stemming from faculty beliefs about teaching and learning. Implications for the retention of mathematics doctoral
students are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
MARY ALICE BRUCE 《Counselor Education & Supervision》1995,35(2):139-149
Based on the experiences of two women completing their university doctoral programs, these case studies offer information about the components of mentoring relationships that facilitate women's performance in higher education. 相似文献
8.
Suzanne M. Daughton 《Communication quarterly》2013,61(2):106-119
This essay is a feminist rhetorical analysis of recurring gender‐related problems in presidential campaigns, focusing particularly on the 1992 campaign. I examine 39 speeches from the Democratic and Republican National Conventions (1972–1992) for discussion of women's issues, women's roles, and men's roles, and conclude that the anti‐feminist “backlash”; of the 1980s has taken a serious toll on public attention to women's issues. When politicians spoke of women's concerns, they largely ignored actual issues, and instead focused their attention on women's roles in society. Men's roles were also a central focus, as each presidential candidate sought to convince the voting public to cast him as the Leading Man. 相似文献
9.
This article explores how two African American professors both “outsiders” to the inner workings of the academy created a
support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their
relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was
an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal
narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their
retention and success in the academy.
Sharon Fries-Britt and Bridget Turner Kelly received their Ph.D.’s from The University of Maryland. Dr. Kelly is an Assistant
Professor of Education, Integrated Professional Studies, The University of Vermont, Burlington, VT, USA. Her research centers
on marginalized students and faculty in higher education, namely women and people of color. Dr. Fries-Britt is an Associate
Professor at the University of Maryland. Her work focuses on the experiences of high achieving Black collegians and their
success and retention in higher education. She is also interested in patterns of success for Black faculty and administrators
in higher education. 相似文献
10.
Hsiao-jung Li 《Asia Pacific Journal of Education》2016,36(4):518-532
This article examines the masculinization of discipline and its interplay with power in the primary school through an exploration of teachers' gender and disciplinary work and roles by drawing on data from an ethnographic study conducted at a primary school in Taiwan. The research findings suggest that discipline was men's work due to women distancing themselves from discipline, the physical advantages of men and masculinity, and parental expectations. However, negative feelings and pressure towards disciplining were also revealed by men. This research evidence also indicates women were, or could be, as tough disciplinarians as men. More importantly, the masculinization of disciplining work and roles was linked to male domination in power. The teacher workplace culture may help to explain discipline as men's work and power as gendered. 相似文献
11.
Sue Jackson 《高等教育研究与发展》2000,19(3):279-296
This article draws on my research, in which I have interviewed a group of students over the course of their degrees. The women are all taking women's studies combined with a range of other subjects in a ‘new’ university with campuses in inner London and on its outskirts. This article considers the women's perceptions of both women's studies and their second subjects as "academic", as well as how they think both the university and the wider world value the academic nature of their various subjects. It asks whether subjects are only valued as "academic" if they focus on the writings of men, and are considered "objective", abstract and theoretical. Do students need to be seen to be "thinking like a man" in order to value their subjects and have them valued by others, or are there ways to be "differently academic"? It concludes by suggesting some alternative ways for institutions of higher education to consider the meaning of "academic" in higher education. 相似文献
12.
The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial. 相似文献
13.
This paper describes the recent history of distance higher education in Saudi Arabia with particular reference to the education of women. It compares the contribution to external study for women of the General Presidency of Girls' Education (GPGE) with the introduction of intisab (a system which allows individuals to pursue higher education without attending lectures) in three universities founded for men. It records the growing numbers of women wishing to enter higher education and the withdrawal of intisab from two universities in Riyadh. It identifies the limitations placed on women's higher education as compared with men's and notes the generally conservative attitudes to the role of women found in Saudi Arabia. It oudines discussions over the last 15 years, concerning an Arab open university, which have yet to result in action. Finally, it reports a recent survey which reveals strong support for an open university for women in Saudi Arabia. Such an institution would gready increase access for women to higher education while, at the same time, be compatible with Islamic custom concerning the segregation of the sexes and a woman's primary role as wife and mother. 相似文献
14.
Ruth Duck 《Religious education (Chicago, Ill.)》2013,108(3):330-333
Traise Yamamoto, a professor of English and a scholar of biographical studies, made the following remark in her book Masking Selves, Making Subjects (1999). She wrote, “Nisei (second-generation Japanese American) women's autobiographies are frustratingly un-autobiographical” (103). Yamamoto, who is a Japanese-American woman herself, saw the lack of personal disclosures and intimate self-reflections in many such works. This grounded-theory research on a group of elderly Nisei Christian women uncovered five oppressive influences from their life journeys, which may have discouraged the Nisei women from expressing and addressing human being's most basic concerns such as one's self worth and one's central philosophy of life. 相似文献
15.
Gloria Napper-Owen 《Quest (Human Kinetics)》2013,65(3):131-140
Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided. 相似文献
16.
AbstractThe theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. 相似文献
17.
In the post-apartheid era, South African universities are striving to attract and retain diverse faculty, as mandated by the 1998 Employment Equity Act (EEA). While the focus on faculty is critical to the transformation agenda, it is informative to step back and consider the factors that influence graduate students’ decisions regarding joining the academy. This qualitative study explores the educational experiences and vocational decisions of 50 masters and doctoral students from the EEA's “designated groups,” who are poised to become academics. Factors influencing graduate students’ vocational choices should be taken into consideration as universities strive to attract more diverse faculty. 相似文献
18.
The participation of women faculty in Chinese universities: paradoxes of globalization 总被引：1，自引：1，他引：1
This paper contributes to a discussion of how globalization is affecting women faculty in different countries around the world. It reports on a collaborative, international research project designed to understand the participation of women faculty members in Chinese universities, sketching the historical context necessary for understanding women's place in universities in China, describing the process of surveying university faculty on gender issues and reporting the findings of the survey for universities that prepare secondary school teachers. The paper concludes that in China, ‘gender consciousness’ is a major barrier preventing women's full participation as faculty. As a result, women are likely to increase their disadvantage in the next few years as Chinese universities expand, diversify, emphasize research and broaden their links with the rest of the world. 相似文献
19.
Drew Moser 《Christian Higher Education》2014,13(1):29-42
This article explores the historical roots of Ernest Boyer's impact on Christian higher education in the United States. Boyer's stints as a student at two Christian colleges (Messiah College in Pennsylvania and Greenville College in Illinois) and his first faculty and administrative posts at Upland College in California were significant influences in the development of his vision for the Christian college—a vision that led to greater legitimacy and credibility in the landscape of American higher education. Ernest Boyer's innovative, yet historic understanding of the distinctives of Christian higher education contributed to the successful accreditation process of nearly one hundred small, private institutions. 相似文献
20.
Philip E. Carlan R. Alan Thompson Kelly A. Cheeseman 《Journal of Criminal Justice Education》2013,24(4):576-593
This study provides a cross-sectional portrait of female scholars working as tenure-track faculty members at institutions offering doctoral degrees in criminology and/or criminal justice. Relying primarily upon departmental websites as an initial source of information, it was determined that the 35 programs were comprised of 198 (35.9%) female and 353 (64.1%) male tenure-track faculty members. Despite the historical male domination of criminal justice professions as well as higher education instructional roles, this study finds that females represent an increasingly visible and instrumental component of doctoral education within the discipline. Females comprised at least 50% of faculty members within seven doctoral programs, and seven programs had female administrators. Most importantly, a majority of the hires over the previous 12?years were female. Assuming this trend continues, a once male-dominated academic discipline will soon find itself in the midst of unprecedented change. 相似文献