“The Job Is Yours!” Deconstructing the Gender Gap in Higher Education

2020 ◽  
Vol 23 (3) ◽  
pp. 85-91
Author(s):  
Angelina M. Gomez
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Higher Education Administration ◽  
The United States ◽  
Education Administration ◽  
Gender Inequalities ◽  
Female Administrators ◽  
Mentoring Practices ◽  
Ambiguous Case

The underrepresentation of female Administrators in higher education is not decreasing even though education continues to be a field dominated by women. The overall percentage of women leading colleges and universities in the United States remains disproportionately low at 26%. This ambiguous case study examines whether or not the Higher Education Administration continues to perpetuate gender inequalities through simplistic and, often times, unconscious hiring and mentoring practices scaffolding upon good intentions.

scholarly journals ‘It Depends’: Technology Use by Parent and Family Educators in the United States

2019 ◽  
Vol 9 (4) ◽  
pp. 293
Author(s):  
Susan K. Walker
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Higher Education Administration ◽  
The United States ◽  
National Sample ◽  
Education Administration ◽  
Document Preparation ◽  
Workplace Conditions ◽  
Positive Attitudes ◽  
Service Training

Using data from a national sample of parent and family educators in the US (n = 697), this comparative study examines professionals’ practices and technology-related attitudes, skill and workplace conditions. Overall, professionals report positive attitudes about the value of using technology in practice and view themselves as proficient. They most frequently use technologies like the email and document preparation software, and less frequently social media and even virtual reality. Workplace resources vary significantly, educators are not motivated by employer expectations and most report self-training as more valuable than formal sources. Mean comparisons by family educator type validate differences by context. Parenting educators, occasional family educators (e.g., teachers, counselors) and Family Life Educators vary from those in Higher Education/Administration. Those in Higher Education/Administration have more technology resources, report more positive attitudes, are more confident about their skills, and view formal technology training as useful. Conclusions suggest the need for the field of parent and family education to join other educational professions (e.g., licensed classroom teachers) to embrace technology use as a critical competency and advocate for the necessary resources in the preparation and ongoing service training of professionals.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

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