Undergraduate mentoring experiences of women executives in government, higher education and business

1987 ◽  
Author(s):  
Brenda Joyce Greene
Keyword(s):  
Higher Education ◽  
Women Executives ◽  
Undergraduate Mentoring ◽  
Experiences Of Women

Strategies to Mentor Female Faculty

2018 ◽  
pp. 126-150 ◽  
Author(s):  
Cassandra Sligh Conway ◽  
Yvonne Sims ◽  
Audrey McCrary-Quarles ◽  
Cynthia Salley Nicholson ◽  
Glacia Ethridge ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Public Universities ◽  
Women Faculty ◽  
Academic Institution ◽  
Female Faculty ◽  
Mentoring Women ◽  
To Receive ◽  
Experiences Of Women

Historically, the percentage of women in higher education has been small. It is important for women to receive mentoring in order to stay in higher education. Mentoring is one of the key determining and empowering factors for measuring whether women faculty stay in higher education positions or decide to leave. This chapter will include the following objectives: 1) provide a review of research on mentoring women in general; 2) provide a review of conceptual and empirical research available on the mentoring experiences of women; 3) discuss the global implications of mentoring women in these careers; 4) provide suggestions and recommendations related to future opportunities that may assist women in becoming empowered to obtain more career and professional development opportunities globally; and 5) provide solutions and recommendations as positive strategies for women to consider at any academic institution, e.g. HBCU, PWI, private, or public universities. Mentoring can assist women in becoming successful both personally and professionally.

Strategies to Empower Women in Higher Education Positions

2018 ◽  
pp. 1-22
Author(s):  
Cassandra Louise Sligh Conway ◽  
Audrey McCrary-Quarles ◽  
Yvonne Sims ◽  
Cynthia Salley Nicholson ◽  
Glacia Ethridge ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Global Perspective ◽  
Women In Higher Education ◽  
Women's Experiences ◽  
Mentoring Women ◽  
Meaningful Experiences ◽  
Experiences Of Women

There seems to be a dearth of helpful resources outlining strategic ways that organizations can provide women with empowering and meaningful mentoring opportunities from a global perspective. This effort will include the following objectives: 1) provide a review of research on mentoring women in general; 2) provide a review of conceptual and empirical research available on the mentoring experiences of women in specific positions; 3) discuss the global implications of mentoring and empowering women; 4) provide suggestions and recommendations related to future opportunities that may assist women in obtaining more career and professional development opportunities globally. Several authors provide narratives on their experiences in higher education positions. Women's experiences are unique and specific. Therefore, these experiences need to be documented in the literature as a way for women to become empowered within the higher education arena. This book chapter seeks to provide meaningful experiences of women and their perceptions of being mentored in higher education.

Women Leaders in Higher Education in Turkey During the Pandemic

2021 ◽  
pp. 55-79
Author(s):  
Meltem Akbulut Yıldırmış ◽  
Fatma Nevra Nevra Seggie ◽  
Serap Emil ◽  
Betül Bulut Şahin
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Lived Experiences ◽  
Informal Support ◽  
Shared Decision ◽  
Academic Leaders ◽  
Women Academics ◽  
Support Mechanisms ◽  
Education In Turkey ◽  
Experiences Of Women

This chapter presents the lived experiences of women academic leaders in higher education during the pandemic period in Turkey. The chapter elaborates on the illusion of gender equalities for women in higher education through formal and informal support mechanisms. The authors then present recent knowledge and experiences of women academics in the country during the pandemic and how these experiences have impacted all aspects of life. The authors conducted online interviews with 20 women leaders at varying levels of higher education. The overall findings show that the lack of support mechanisms due to quarantine measures has created an overwhelming workload and challenging personal life experiences for the respondents. The women leaders observed in our study utilized strategies like collaboration, shared decision-making, and constant communication to motivate their colleagues and staff. The idea of “help” and fair share needs to be further examined due to its significance on gender equality for women leaders in academia.

scholarly journals “No, Teach Yourself!”: College Women’s Expectations for White Men’s Awareness of Privilege and Oppression

JCSCORE ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 13-45
Author(s):  
Adele Lozano ◽  
Jörg Vianden ◽  
Paige Kieler
Keyword(s):  
Higher Education ◽  
Women Students ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
White Men ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Gender Inequities ◽  
Faculty And Administrators ◽  
Experiences Of Women

Addressing gender inequities in higher education must begin with the acknowledgement that men play a key role in creating change. The purpose of this qualitative study is to center and raise the experiences of women students, and to communicate to men who are students, faculty, and administrators what women students expect from them in terms of privilege and oppression awareness. Findings indicate that women students felt criticized, judged, and underestimated by men, and expected men to self-educate to become aware of and interrogate their own privileges. The authors provide recommendations for higher education teaching and learning, focusing on attitudes and behaviors of White men in the academy.

scholarly journals Higher Education in the Age of COVID-19: Leadership Challenges and Strategies

2020 ◽  
Vol 4 (4) ◽  
pp. p104
Author(s):  
Melissa A. Odegard-Koester ◽  
Toni Alexander ◽  
Lesli K. Pace
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Academic Program ◽  
First Person ◽  
State Appropriations ◽  
Institutions Of Higher Education ◽  
Leadership Challenges ◽  
Experiences Of Women ◽  
Reduced State ◽  
Challenges And Strategies

Reduced state appropriations and academic program prioritization compounded the pressure on institutions of higher education while responding to COVID-19. This situation has put leaders in uniquely challenging positions. This article, drawing on autoethnographic approaches, summarizes the first-person experiences of women leaders in this setting. Particularly, their reflections regarding the experiences of planning and implementing their COVID-19 responses will be discussed. Recommendations to address the challenges faced will also be illuminated.

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