Women face unique challenges as they move into senior leadership roles at colleges and universities. This guide provides them with the frank, supportive advice they need to advance their careers and lead with excellence. For years, Marjorie Hass, now the president of Rhodes College, was approached by women in higher education looking for advice and support as they took on leadership roles and navigated challenging career paths. Eventually, she began offering online seminars so she could meet in small groups to answer questions and encourage women to develop mutually supportive relationships. In A Leadership Guide for Women in Higher Education, Hass draws on her sixteen years of senior leadership experience, her work with national higher education organizations, and her mentorship work with dozens of women to address fundamental issues women face when they lead in higher education. Aiming to level the playing field by giving women the insightful, supportive advice they need to advance in their careers and to lead with excellence, Hass combines practical information with career coaching. In this frank guide to launching, building, and advancing your academic career, Hass addresses a wide range of topics, including * deciding whether academic leadership is for you * developing a personal leadership style * becoming comfortable with power, ambition, and personal voice * navigating patriarchal assumptions * finding joy in leadership work * gaining experience with budget management, revenue generation, personnel management, and fund-raising--no matter your current job title * effectively managing conflict * aligning personal and career values and goals * winning your next job * and much more Women at any stage of their academic leadership career will find this guide insightful, useful, and empowering, as will anyone interested in supporting women leaders and diversifying leadership in higher education.
Despite improved access to higher education for women, the distribution of women and men varies considerably between different fields of study. The chapters in this edited collection explore the participation status of women in higher education across the varying socio-economic and sociological backgrounds observed in different countries and regions. Diving into the differing social and state intervention policies, individual motives of participation and additional gender inequalities including regional and ethnic disparities, this book offers readers a better understanding of the drivers of gendered trends in higher education, such as the evidently low presence of women in certain scientific and technical disciplines. The analysis focuses on the social construction of gender differences, as well as the roles played by the economy, culture, religion, legal background, and the internal dynamics of society. Ultimately, this book provides a comprehensive overview of recent developments concerning the presence of women in higher education in both developed and developing countries, resulting in a clear picture of the current situation, and how the future might look.
Since the founding of the nation, higher education has helped female faculty and students assert themselves in establishing equality between men and women across the country (Morris, 1984). During the nineteenth century, women had limited access to many sectors of American society because of their inferior status to men. Such differences were visible in both political and academic arenas. This discrimination reflected general societal norms of the time, relegating women to the roles of mothers and homemakers. Women and Gender in Higher Educationprovides a comprehensive review of the varying concepts that address the development of women in higher education, including how women understand the world around them--making meaning for themselves and their environment--and acknowledging the intersectionality of their identity. It also breaks new ground in the conversation about the roles of women and gender in higher education.Perfect for courses such as: Theoretical Frameworks of Discrimination | Marginality in Relation to Gender | History of Women and Gender | Concepts of Gendered Behavior | Colonial Model v. Contemporary Discrimination | Absence of Identity in Privilege Model | Power and Privilege Model Redefined | Foundational Framework for Oppression Theory
According to the research underpinning this book, 85% of trans students and staff faced barriers. This practical guide enables post-secondary education professionals to create a safe and supportive environment for gender diverse applicants, students and staff. Using real life examples to explore common experiences and challenges for trans people in further and higher educational settings, it sets out policies, interventions and advice that have proven effective in providing impactful support on a wide range of issues such as learning, teaching, mental health, recruitment, support services, and institutional policies. Included is an easy-to-follow introduction to transgender terminology and identities, as well as legal and medical considerations.
Since 2005, research on identity development, campus climate and policies, transgender issues, and institutional features such as type, leadership, and campus resources has broadened to encompass LGBTQ student engagement and success. This volume includes this enlarged body of research on LGBTQ students, taken in the context of widespread changes in public attitudes and public policies related to LGBTQ people, integrating scholarship and student affairs practice. Specific foci include: transgender identity development, understanding intersections of sexual orientation and gender identity with other salient identities such as faith/religion/spirituality, race, social class, and ability, and studies about LGBTQ students in special-mission institutions (for example, Historically Black Colleges and Universities, religiously affiliated institutions, or women's colleges). This is the 152nd volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Journal of Women and Gender in Higher Education publishes scholarship that centers gender-based experiences of students, faculty, and staff while examining oppression, including but not limited to patriarchy, sexism, trans* oppression, and cisnormativity as they intersect with other systems of domination. We are particularly interested in manuscripts that not only focus on a gender-based group but also critically interrogate the ways in which gender has been used as a construct to limit opportunities and shape outcomes and experiences. The journal publishes high-quality and rigorous scholarship that can be used by NASPA members and others to transform daily practice, research, and the field of higher education.
Walk across any college campus these days, and you will notice a striking gender imbalance: There are roughly three women students for every two men, according to data from the educational nonprofit National Student Clearinghouse. It’s the result of a decades-long trend, in which women have not only closed the historical gender gap in educational attainment, but have surpassed the college-going rates of men. And that trend doesn’t appear to be slowing down: The latest enrollment numbers for spring 2021 show a record gap between the sexes.
The growing gender gap in higher education – both in enrollment and graduation rates – has been a topic of conversation and debate in recent months. Young women are more likely to be enrolled in college today than young men, and among those ages 25 and older, women are more likely than men to have a four-year college degree. The gap in college completion is even wider among younger adults ages 25 to 34. Women’s educational gains have occurred alongside their growing labor force participation as well as structural changes in the economy. The implications of the growing gap in educational attainment for men are significant, as research has shown the strong correlation between college completion and lifetime earnings and wealth accumulation.
A range of factors explain how women are functionally steered into certain fields of study and out of others: Female students continue to encounter biases and stereotypes when it comes to the types of majors and future jobs they “should” pursue, including the notion that science and math programs are better suited for men. When women do enter male-dominated fields, they encounter harassment and gender-devaluing biases.
As Americans debate the Supreme Court’s decision to ban race-based affirmative action in college admissions, many institutions are beginning to put a “thumb on the scale” for men. In what may “turn out to be one of the most transformative trends of our time,” women now constitute over 59 percent of undergraduate students. Although women have been encouraged for decades to view higher education as a path to professional attainment and personal fulfillment, it should not be surprising that some commentators view their increasing enrollment as a problem. Women’s presence in higher education — a system historically reserved for White men — has always attracted criticism.
As more women than men have continued to apply to college, data suggest that, at some private institutions, it’s gotten easier for male applicants to get in — and harder for female applicants.
The 2023 Gender, Education and Skills Report on the persistence of gender gaps in education and skills presents fresh insights on progress towards gender equality in education. The report tries to understand why teen boys are more likely than girls, on average, to fail to attain a baseline level of proficiency in reading, mathematics and science, and why high-performing girls do not continue investing in developing skills in areas such as mathematics and science, when compared to high-performing boys. The report also describes that, despite overall gender gaps in mathematics and science being quite small, young women continue to be under-represented in STEM-related fields after leaving school. These career choices are also reflected in gender disparities in the labour market: tertiary-educated women earn 76% of the earnings of their male peers.
Gender issues have fascinated an confounded people for ages. That certainly holds true in academe these days. In this special report devoted to gender, we look beyond the data. Not long ago, women were the focus of most gender discussions in academe. But now it’s more complicated, with each sex drawing attention for different reasons. It’s well known, for example, that female undergraduates outnumber their male counterparts. But why do they behave so differently, and what can colleges learn about their diverse ways in which men and women engage on campus? In this special report, learn how what attracts men to certain fields, read about the so-called school-to-prison pipeline, and other issues related to gender in academe.
The growing gender gap in higher education – both in enrollment and graduation rates – has been a topic of conversation and debate in recent months. Young women are more likely to be enrolled in college today than young men, and among those ages 25 and older, women are more likely than men to have a four-year college degree. The gap in college completion is even wider among younger adults ages 25 to 34.
“Such research provides important and timely evidence from which to develop targeted policies and programs to address the needs of women in higher education—and to implement reforms that are genuinely inclusive and gender responsive, ” said UNESCO Assistant Director General for Education Stefania Giannini. While female enrollment in higher education tripled globally from 1995 to 2018, there still remains a large gender gap in education. “Regardless of this increase, there are concerns about gender equality regarding recruitment, retainment, and promotion of women in universities,” said the UNESCO-IESALC report. It also highlighted the lack of women “at the top” of the global education industry. In 2018, women teachers in tertiary education comprised 43 percent. In 2020, women university researchers around the world comprised only 30 percent.