Achieving Equity for Women in Higher Education Graduate Enrollment and Faculty Status

1972 ◽  
Vol 43 (7) ◽  
pp. 517 ◽  
Author(s):  
E. L. Chalmers
Keyword(s):  
Higher Education ◽  
Women In Higher Education ◽  
Graduate Enrollment ◽  
Faculty Status

Innovative Approaches to Traditional Mentoring Practices of Women in Higher Education

2021 ◽  
pp. 683-701
Author(s):  
Aubrey LeeAnne Coy Statti ◽  
Kelly M. Torres
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Future Research ◽  
Female Faculty ◽  
Women In Higher Education ◽  
Senior Faculty ◽  
Innovative Methods ◽  
Mentoring Practices ◽  
Traditional Mentoring ◽  
Faculty Status

The chapter will present research specific to the mentoring needs of women in higher education, specifically females in early and mid-career as well as women pursuing senior faculty status and positions of leadership. The chapter will begin with a description and rationale of mentorship, specifically among female faculty, as well as an explanation of the traditional model of mentoring. The chapter will then lead into a discussion of both traditional and innovative methods of mentorship and evaluate the benefits of mentoring to the mentor. Throughout the chapter, mentorship relationships among female faculty are evaluated under the theoretical lens of relational cultural theory and social learning theory. The chapter will conclude with a discussion of future research and potential practice of mentoring female faculty in academia.

Innovative Approaches to Traditional Mentoring Practices of Women in Higher Education

2019 ◽  
pp. 1-19
Author(s):  
Aubrey LeeAnne Coy Statti ◽  
Kelly M. Torres
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Future Research ◽  
Female Faculty ◽  
Women In Higher Education ◽  
Senior Faculty ◽  
Innovative Methods ◽  
Mentoring Practices ◽  
Traditional Mentoring ◽  
Faculty Status

The chapter will present research specific to the mentoring needs of women in higher education, specifically females in early and mid-career as well as women pursuing senior faculty status and positions of leadership. The chapter will begin with a description and rationale of mentorship, specifically among female faculty, as well as an explanation of the traditional model of mentoring. The chapter will then lead into a discussion of both traditional and innovative methods of mentorship and evaluate the benefits of mentoring to the mentor. Throughout the chapter, mentorship relationships among female faculty are evaluated under the theoretical lens of relational cultural theory and social learning theory. The chapter will conclude with a discussion of future research and potential practice of mentoring female faculty in academia.

THE PLACE OF WOMEN IN HIGHER EDUCATION MANAGEMENT: A GHANAIAN PERSPECTIVE

2017 ◽  
Vol 6 (1) ◽  
pp. 10-18
Author(s):  
Akua Ahyia Adu-Oppong ◽  
Emma D. Aikins ◽  
Goddana M. Darko
Keyword(s):  
Higher Education ◽  
Women In Higher Education ◽  
Higher Education Management ◽  
Education Management

scholarly journals Give Yourself Permission to Rest

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Kareema J. Gray ◽  
Latoya B. Brooks
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Historically Black ◽  
Self Care ◽  
Women Faculty ◽  
Women In Higher Education ◽  
Emotional Needs ◽  
Social Unrest ◽  
Global Pandemic ◽  
Black Women Faculty

Black women in higher education have always been under pressure to prove that they belong in their positions, and often have taken on more work to prove this. The events of 2020—the COVID-19 global pandemic and the racial and social unrest that swept through the country increased this pressure on Black women in higher education. Historically, Black women have taken on the roles of mother, professional, and caretaker of all who were around them. The events of 2020 added to those roles for Black women faculty, working from home, homeschooling online, checking on the welfare of students, and addressing the emotional needs of their families who have been stuck indoors for months. Self-care is more important now more than before for Black women faculty. To employ these self-care strategies, Black women faculty must first give themselves permission to need them.

A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

2021 ◽  
pp. 174114322110194
Author(s):  
Nuchelle L Chance
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Black People ◽  
Senior Leadership ◽  
Women In Higher Education ◽  
Childhood Experiences ◽  
Phenomenological Inquiry ◽  
Adverse Experiences ◽  
Verbal Assault

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

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