What the Future Holds

2021 ◽  
pp. 214-226
Keyword(s):  
Higher Education ◽  
College Students ◽  
Hispanic Women ◽  
Leadership Roles ◽  
Community Partners ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
Professional Success ◽  
Leadership In Higher Education ◽  
The Future

The impetus for this book and the study mentioned was the author's intention to try to close a gap in scholarship related to Hispanic women's experiences and their positions of leadership in higher education. The existing literature did not offer ample information about Hispanic women who have achieved professional success in leadership roles. This chapter contains the preliminary findings that have already been shared in diversity conferences, recommendations, reflections from colleagues who are administrators, professors, and students as a way to address this subject. The author believes information must continue to be shared in order for more voices to arise and whom we can encourage while empowering other Hispanic women/Latinas. It is important to promote support for future strategic efforts among college students, faculty, and diversity fellows from different organizations and community partners across the nation.

Muslim Women’s Experiences of Higher Education in Britain

2007 ◽  
Vol 24 (3) ◽  
pp. 46-69
Author(s):  
Fauzia Ahmad
Keyword(s):  
Higher Education ◽  
Identity Construction ◽  
South Asian ◽  
Muslim Women ◽  
Structured Interviews ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
It Impacts ◽  
The Social ◽  
University Experiences

I explore British South Asian Muslim women’s experiences of higher education and how it impacts identity construction and negotiation. Through semi-structured interviews with thirty-five undergraduate and post-graduate Muslim female university students, I reflect on their perceived and actual experiences. By stressing how representations of them influence their participation and experiences, I analyze how individual subjectivities are mediated and negotiated while reflecting common experiences. I also consider their accounts of the social and personal benefits they felt that they gained during their studies, as well as to the more disturbing and racialized aspects of their experiences. They differentiated between three overlapping forms of beneficial experience: academic, social, and personal. While instances of anti-Muslim racism were rare or subtle, certain university structures and expectations of what being a mainstream student means often contributed to a noted sense of “othering.” I conclude by highlighting how their accounts of their university experiences directly challenge those stereotypes that misrepresent educated Muslim women as “religious and cultural rebels.”

scholarly journals Understanding race and educational leadership in higher education

2018 ◽  
Vol 32 (4) ◽  
pp. 192-200 ◽  
Author(s):  
Jason Arday
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Career Trajectory ◽  
Senior Leaders ◽  
Organizational Barriers ◽  
The United Kingdom ◽  
Leadership In Higher Education ◽  
The Uk

The dearth of representation regarding Black and Ethnic Minorities (BME) in senior educational leadership roles within higher education (HE) has become a salient issue as egalitarian notions associated with equality and diversity continue to be contradicted by university institutions, despite increased calls for greater diversification. Educational leadership in higher education within the United Kingdom (UK), particularly when aligned to the primacy of race, remains oblivious to some of the organizational barriers encountered by BME academics attempting to navigate a career trajectory towards senior leadership. The diversification of senior leaders within the Academy in the UK has increasingly become an issue that, although prevalent, has stagnated owing to the lack of visible BME senior leaders and penetrative change to address the disparity regarding recruitment and promotion of more BME academics to leadership hierarchies. This article draws on a collective biography methodology, which will utilize narratives from three BME academics in senior leadership positions within higher education in the UK, in an attempt to illuminate the challenges that saturate the Academy, concerning leadership opportunities and career pathways for BME academics. The issues drawn upon identify synergies between constructions of race and leadership, whilst considering the interplay between these two vehicles when situated within a higher education context.

Coerced Women and Criminology: Looking to the Future

2016 ◽  
Author(s):  
Charlotte Barlow
Keyword(s):  
Critical Approach ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
The Future

This concluding chapter discusses the contribution to knowledge provided by this book and considers the ways in which a feminist, critical approach to understanding coercion may lead to a more holistic criminological understanding of some co-offending women’s pathways into crime. It particularly focuses on the issues with dichotomising agency and coercion and viewing victims and offenders as a binary concept when considering the experiences of coerced women. The chapter provides a number of recommendations for criminology, particularly considering the ways in which a more nuanced appreciation of co-offending women’s experiences could be gained.

Five Critical Domains of Effective Leadership in Higher Education Administration

2022 ◽  
pp. 90-113
Author(s):  
Deirdre M. Conway
Keyword(s):  
Higher Education ◽  
Core Competencies ◽  
Education Institution ◽  
Multiple Roles ◽  
Leadership Role ◽  
Education Administration ◽  
Leadership Roles ◽  
Roles And Responsibilities ◽  
Leadership In Higher Education ◽  
Education Today

Higher education today consists of a complex myriad of varying levels with individuals tasked to perform multiple roles and responsibilities. Faculty and staff find themselves tasked with multiple responsibilities and fewer resources. Many who embark on the journey of becoming academic administrators and leaders in higher education often do so based on their technical expertise and successes as a faculty member within the institution. Few organizations prepare faculty to step into leadership roles with the appropriate training. One area which often lacks training is in the area of individual leadership capabilities and connecting with others within the organization to accomplish a common goal. This chapter will provide insight into five critical domains necessary for individuals to focus on developing before entering into a leadership role within a higher education institution. Within each domain are central and core competencies which help to determine effectiveness in higher education leadership.

scholarly journals Experience of women with a school-age child with down syndrome

2014 ◽  
Vol 23 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Estela Kortchmar ◽  
Maria Cristina Pinto de Jesus ◽  
Miriam Aparecida Barbosa Merighi
Keyword(s):  
Down Syndrome ◽  
Multiple Roles ◽  
Personal Life ◽  
School Age ◽  
Woman Worker ◽  
Future Projection ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
The Future ◽  
Mainstream School

The aim of this study was to understand the experience and expectations of women having a school-age child with Down Syndrome. Participants were ten mothers of children with this syndrome who attended a mainstream school and were interviewed in June 2011. The following categories emerged from the testimonies: 'coping with challenges', 'search for balance', 'future projection of the child with Down Syndrome' and 'conciliation among being a woman, worker and mother to a child with Down Syndrome'. The women feel overburdened by the need to conciliate multiple roles. They are concerned with not knowing who will take care of their child in the future, do not have time to take care of themselves and everything related to the personal life is referred to as a postponed desire. Despite nuances of particularities, these women's experiences represent a typical behavior that characterizes the action of women having a child with Down syndrome.

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