scholarly journals Privilege and Oppression: Exploring the Paradoxical Identity of White Women Administrators in Higher Education

JCSCORE ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 69-102
Author(s):  
Tenisha Tevis ◽  
Meghan J. Pifer
Keyword(s):  
Higher Education ◽  
Women Administrators ◽  
White Women ◽  
Role Identity ◽  
Future Research ◽  
Institutional Responses ◽  
Bridging Capital ◽  
Bonding Capital ◽  
Study Participants ◽  
Leadership Decisions

Race is a prominent issue in higher education, which has intensified demands upon postsecondary leadership to acknowledge and respond to increasing racial tensions within campus communities. Many administrators, who are mostly White, are left perplexed regarding how to address such demands. Having leaders who understand bias can potentially support institutional responses to racial tensions. As such, this study focused on the second largest share of college administrators, White women – an identity rooted in both privilege and oppression. White women may better understand the conditions of oppression given their gendered status, yet may also be unaware of the extent of their privilege or its effects on their leadership decisions. Their unique positioning calls for a deeper exploration of the role identity plays in leadership, especially in times of racial discord. Utilizing Putnam’s bridging capital and bonding capital framework, findings highlight where their privilege and oppression emerge in study participants’ leadership, leading to recommendations for future research and practice.

Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics

2019 ◽  
Vol 40 (8) ◽  
pp. 1087-1120
Author(s):  
Haley E. Johnson ◽  
Lauren Molloy Elreda ◽  
Amanda K. Kibler ◽  
Valerie A. Futch Ehrlich
Keyword(s):  
English Learners ◽  
Multilevel Models ◽  
Future Research ◽  
Interaction Quality ◽  
Teacher Student ◽  
Language Status ◽  
Peer Dynamics ◽  
Bridging Capital ◽  
Bonding Capital ◽  
Classroom Level

Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom were used to operationalize students’ same-language-status (bonding capital) and cross-language-status (bridging capital) friendships. Multilevel models reveal teachers’ reported practices and observed interaction quality account for a small proportion of the variance in students’ bridging and bonding relationships at the classroom level overall, but with differential effects for EL and non-EL students. For example, in classrooms with greater reported use of bonding practices, EL students reported more bonding and fewer bridging friendships in the fall, and showed relatively less fall-to-spring growth in bridging friendships. Implications for future research and teacher training are discussed.

The Challenges and Responsibilities of White Women in Leadership

2021 ◽  
pp. 462-480
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
White Women ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Feminist Perspective ◽  
Future Research ◽  
Critical Race ◽  
Race Theory

Drawing on a larger study that initiated a dialogue about race and inclusion, the author examined the challenges and responsibilities of White women in higher education leadership through the lens of critical race theory. Though there is a need for women, from a feminist perspective, to confront the trend that higher education leadership continues to be White and male, there is more so a need for White women to interrogate the normative and oppressive nature of Whiteness. Because Whiteness is said to be overlooked within the narrative of feminism, White women are accused of perpetuating racism. Yet, very little research explores what happens when White women, particularly in higher education leadership, interrogate Whiteness. Contributing to the bodies of research on feminism, racism, Whiteness, and leadership within the context of higher education, the author presents strategies that could address the polarizing effects of feminism; discusses implications that go beyond institutional type; and provides directions for future research.

The Challenges and Responsibilities of White Women in Leadership

2019 ◽  
pp. 125-143
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
White Women ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Feminist Perspective ◽  
Future Research ◽  
Critical Race ◽  
Race Theory

Drawing on a larger study that initiated a dialogue about race and inclusion, the author examined the challenges and responsibilities of White women in higher education leadership through the lens of critical race theory. Though there is a need for women, from a feminist perspective, to confront the trend that higher education leadership continues to be White and male, there is more so a need for White women to interrogate the normative and oppressive nature of Whiteness. Because Whiteness is said to be overlooked within the narrative of feminism, White women are accused of perpetuating racism. Yet, very little research explores what happens when White women, particularly in higher education leadership, interrogate Whiteness. Contributing to the bodies of research on feminism, racism, Whiteness, and leadership within the context of higher education, the author presents strategies that could address the polarizing effects of feminism; discusses implications that go beyond institutional type; and provides directions for future research.

Increasing the Number of Women Administrators in Kinesiology and Beyond: A Proposed Application of the Transformational Leadership Model

2008 ◽  
Vol 17 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Lynda B. Ransdell ◽  
Sarah Toevs ◽  
Jennifer White ◽  
Shelley Lucas ◽  
Jean L. Perry ◽  
...  
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Women Administrators ◽  
The United States ◽  
Women In Leadership ◽  
Future Research ◽  
Leadership Positions ◽  
Administrative Positions ◽  
Writing Group ◽  
Associate Dean

In higher education in the United States, women are often underrepresented in leadership positions. When women try administration, they face a higher rate of attrition than their male counterparts. Given the lack of women in leadership positions and the failure of the academy to retain women administrators, a group of women administrators and faculty with many collective years of experience in higher education assembled to write this paper. Our writing group consisted of 2 Chairs, 2 Deans, 1 Associate Dean, 2 pre-tenure faculty members, and a Provost, representing four different institutions. The authors of this paper suggest that applying the proposed model of transformational leadership within the field of Kinesiology may have a two-fold benefit. It may increase the number of women in administrative positions and it may extend how long women choose to serve in an administrative capacity. Components of the model include developing personal and professional characteristics that motivate faculty to perform beyond expectations, and understanding gender-related and kinesiology-specific challenges of administration. In addition, recommendations are made for pursuing careers in administration, and for pursuing future research projects. We hope that through this paper, we have started an important and open discussion about women in leadership roles, and ultimately, encouraged some prospective leaders to consider a career in higher education administration.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

scholarly journals Understanding low chemoprevention uptake by women at high risk of breast cancer: findings from a qualitative inductive study of women’s risk-reduction experiences

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tasleem J. Padamsee ◽  
Megan Hils ◽  
Anna Muraveva
Keyword(s):  
Breast Cancer ◽  
African American ◽  
High Risk ◽  
Risk Reduction ◽  
White Women ◽  
Future Research ◽  
Structured Interviews ◽  
Critical Gap ◽  
High Risk Women ◽  
Parent Project

Abstract Background Chemoprevention is one of several methods that have been developed to help high-risk women reduce their risk of breast cancer. Reasons for the low uptake of chemoprevention are poorly understood. This paper seeks a deeper understanding of this phenomenon by drawing on women’s own narratives about their awareness of chemoprevention and their risk-related experiences. Methods This research is based on a parent project that included fifty in-depth, semi-structured interviews with a purposive sample of African American and White women at elevated risk of breast cancer. This specific study draws on the forty-seven interviews conducted with women at high or severe risk of breast cancer, all of whom are eligible to use chemoprevention for breast cancer risk-reduction. Interviews were analyzed using grounded theory methods. Results Forty-five percent of participants, and only 21% of African American participants, were aware of chemoprevention options. Women who had seen specialists were more likely to be aware, particularly if they had ongoing specialist access. Aware and unaware women relied on different types of sources for prevention-related information. Those whose main source of information was a healthcare provider were more likely to know about chemoprevention. Aware women used more nuanced information gathering strategies and worried more about cancer. Women simultaneously considered all risk-reduction options they knew about. Those who knew about chemoprevention but were reluctant to use it felt this way for multiple reasons, having to do with potential side effects, perceived extreme-ness of the intervention, similarity to chemotherapy, unknown information about chemoprevention, and reluctance to take medications in general. Conclusions Lack of chemoprevention awareness is a critical gap in women’s ability to make health-protective choices. Future research in this field must consider complexities in both women’s perspectives on chemoprevention and the reasons they are reluctant to use it.

373 Historical Use of Substances for Insomnia Impacts Current Beliefs about Hypnotic Medications

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A148-A149
Author(s):  
Jessica Dietch ◽  
Norah Simpson ◽  
Joshua Tutek ◽  
Isabelle Tully ◽  
Elizabeth Rangel ◽  
...  
Keyword(s):  
Prescription Medication ◽  
Stepped Care ◽  
Future Research ◽  
Prescription Medications ◽  
Over The Counter ◽  
Multiple Treatment ◽  
History Of ◽  
Study Participants ◽  
Beliefs About Medications ◽  
The Impact

Abstract Introduction The purpose of the current study was to examine the relationship between current beliefs about hypnotic medications and historical use of prescription hypnotic medications or non-prescription substances for sleep (i.e., over the counter [OTC] medications, alcohol, and cannabis). Methods Participants were 142 middle age and older adults with insomnia (M age = 62.9 [SD = 8.1]; 71.1% female) enrolled in the RCT of the Effectiveness of Stepped-Care Sleep Therapy In General Practice (RESTING) study. Participants reported on history of substances they have tried for insomnia and completed the Beliefs about Medications Questionnaire-Specific with two subscales assessing beliefs about 1) the necessity for hypnotics, and 2) concerns about potential adverse consequences of hypnotics. Participants were grouped based on whether they had used no substances for sleep (No Subs, 11.6%), only prescription medications (Rx Only, 9.5%), only non-prescription substances (NonRx Only, 26.6%), or both prescription and non-prescription substances (Both, 52.3%). Results Sixty-one percent of the sample had used prescription medication for sleep and 79% had used non-prescription substances (74% OTC medication, 23% alcohol, 34% cannabis). The greater number of historical substances endorsed, the stronger the beliefs about necessity of hypnotics, F(1,140)=23.3, p<.001, but not about concerns. Substance groups differed significantly on necessity beliefs, F(3,1)=10.68, p<.001; post-hocs revealed the Both group had stronger beliefs than the No and NonRx Only groups. Substance groups also differed significantly on the concerns subscale, F(3,1)=6.68, p<.001; post-hocs revealed the NonRx Only group had stronger harm beliefs than the other three groups. Conclusion The majority of the sample had used both prescription and non-prescription substances to treat insomnia. Historical use of substances for treating insomnia was associated with current beliefs about hypnotics. Individuals who had used both prescription and non-prescription substances for sleep in the past had stronger beliefs about needing hypnotics to sleep at present, which may reflect a pattern of multiple treatment failures. Individuals who had only tried non-prescription substances for sleep may have specifically sought alternative substances due to concerns about using hypnotics. Future research should seek to understand the impact of treatment history on engagement in and benefit from non-medication-based treatment for insomnia. Support (if any) 1R01AG057500; 2T32MH019938-26A1

scholarly journals Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance?

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 887
Author(s):  
Matthew Brooks ◽  
Brad M. Beauvais ◽  
Clemens Scott Kruse ◽  
Lawrence Fulton ◽  
Michael Mileski ◽  
...  
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Performance Outcomes ◽  
Healthcare Management ◽  
Academic Program ◽  
Future Research ◽  
Graduate Degree ◽  
Healthcare Administration ◽  
Professional Certification ◽  
The Impact

The relationship between healthcare organizational accreditation and their leaders’ professional certification in healthcare management is of specific interest to institutions of higher education and individuals in the healthcare management field. Since academic program accreditation is one piece of evidence of high-quality education, and since professional certification is an attestation to the knowledge, skills, and abilities of those who are certified, we expect alumni who graduated from accredited programs and obtained professional certification to have a positive impact on the organizations that they lead, compared with alumni who did not graduate from accredited programs and who did not obtain professional certification. The authors’ analysis examined the impact of hiring graduates from higher education programs that held external accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME). Graduates’ affiliation with the American College of Healthcare Executives (ACHE) professional healthcare leadership organization was also assessed as an independent variable. Study outcomes focused on these graduates’ respective healthcare organization’s performance measures (cost, quality, and access) to assess the researchers’ inquiry into the perceived value of a CAHME-accredited graduate degree in healthcare administration and a professional ACHE affiliation. The results from this study found no effect of CAHME accreditation or ACHE affiliation on healthcare organization performance outcomes. The study findings support the need for future research surrounding healthcare administration professional graduate degree program characteristics and leader development affiliations, as perceived by various industry stakeholders.

The Entrepreneurship Educator: Understanding Role Identity

2020 ◽  
pp. 251512742097966
Author(s):  
Birgitte Wraae ◽  
Candida Brush ◽  
Shahrokh Nikou
Keyword(s):  
Role Identity ◽  
Future Research ◽  
Analysis Tool ◽  
Perceptions Of Students ◽  
Significant Research ◽  
Future Research Directions ◽  
The Relationship ◽  
Role Identity Theory ◽  
Depth Interviews

Significant research explores effectiveness of entrepreneurial curriculum, teaching innovations and programs, but less often studied is the role of entrepreneurship educators. The way that the educator sees his or her role relative to the students is of critical importance because this directly influences pedagogy choices, expectations for students and learning outcomes, as well as job satisfaction. While recent studies propose typologies characterizing pedagogical approaches of educators, few of these are based on the data from entrepreneurship educators. Framed within role identity theory, we conducted 13 in–depth interviews to examine how entrepreneurship educators perceive their role. Using the qualitative data analysis tool (NVivo), we analyzed how the relationship between their perceptions of their role and core value orientation is connected to teaching approaches. Results show that these educators view their roles as teacher-focused, network-focused, or student-focused and that these perspectives are associated with different perceptions of students’ role and learning objectives. Further, we find different levels of emphasis on roles and that personal core values are differentially linked to these roles. Implications and future research directions are discussed.

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