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The Study of Women In Midlife GRACE K. BARUCH AND JEANNE BROOKS-GUNN To describe the middle years-that relatively long span when one is neither young nor old-as a neglected period may no longer be accurate, given current scientific and popular interest in adult development and aging. But midlife is still too often seen merely as a kind of staging area on the way to old age, when one gathers one's forces and tries to stock up on assets-health, money, relationships-that will be needed for the rigors of the last phase of life. The middle years have been characterized more as a transition period than as a time of growth, satisfaction, and creativity. As this volume will show, although midlife is not without its difficulties, it is, for many women, a time of unexpected pleasure, even power. MAJOR THEMES A central theme of this volume is the impact of social change. The influence of economic conditions, of ideology, of the normative timing of such life events as age of marriage and childbearing, are addressed in many chapters from hlany different perspectives. Social changes are shown to have both negative and positive consequences. On the nega tive side, for example, the sex differential in life expectancy is a biosocial phenomenon that greatly restricts the availability of sexual partners-or, more precisely, heterosexual partners-for older women.
Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. This book explores how female, tenure-track faculty navigate the process of balancing their personal and professional lives. Utilizing a qualitative phenomenological approach, the stories of nine female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life are explored. With a blended application of poststructuralist feminism and work-family border theoretical framework, the book illustrates gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence. This book highlights the first known study to explore a “new Ivy” institution, and there are no other known studies that incorporate both the qualitative perspectives of female faculty as well as those of the faculty diversity and development administrators who oversee and develop the very programs and policies that support those faculty. A key chapter in the book, “Baby, It’s Cold Inside: Faculty Context & Campus Climate” offers unique insight into what female faculty, and those who love them, face on the path to tenure today. Five thematic findings are overviewed and explored: faculty support comes in many forms; seeking clarity in job elements and teaching, research, service (TRS) ratios; coping strategies in the wake of an overloaded TRS ratio (“Quick meals, late nights, and what gym?”); family borders in the academy, and work-life-family fit: stability, not balance. This work aims to stimulate faculty gender norm consciousness and acknowledge and relay the unique challenges in faculty’s pursuit of work-life-family stability, career path navigation, and role negotiation. The author offers an insider’s glimpse of modern faculty and administrator lives for the benefit of tenure-track faculty, their departments, their families, and higher education institutions at large. This work aims to better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve.
The National Postsecondary Student Aid Study (NPSAS) is a comprehensive nationwide study conducted by the National Center for Education Statistics to determine how students and their families pay for postsecondary education and to describe some demographic and other characteristics of those enrolled. The study is based on a nationally representative sample of students in postsecondary education, including undergraduate, graduate, and first-professional students at public and private institutions, whether less-than-two-year, two-year, or four-year. Data were available on about 82,000 students, and parents of 18,000 students were selected for a telephone interview. This discussion of survey methodology focuses on: (1) study objectives and design; (2) institution sampling and enlistment; (3) student and parent sampling; (4) institutional records data collection; (5) student and parent surveys; (6) file creation and data analysis; (7) weights and variance estimation; (8) the 1993 NPSAS field test; and (9) a summary and recommendations for survey improvement. Six appendixes provide further details about methodology, including a formulation of the generalized rating model. (Contains 17 figures and 56 tables.) (SLD)
This innovative book applies contemporary and emergent theories of identity formation to timely questions of identity re/formation and development in immigrant families across diverse ethnicities and age groups. Researchers from across the globe examine the ways in which immigrants from Africa, Asia, Europe, and Latin America dynamically adjust, adapt, and resist aspects of their identities in their host countries as a form of resilience. The book provides a multidisciplinary approach to studying the multidimensional complexities of identity development and immigration and offers critical insights on the experiences of immigrant families. Key areas of coverage include: Factors that affect identity formation, readjustment, and maintenance, including individual differences and social environments. Influences of intersecting immigrant ecologies such as family, community, and complex multidimensions of culture on identity development. Current identity theories and their effectiveness at addressing issues of ethnicity, culture, and immigration. Research challenges to studying various forms of identity. Re/Formation and Identity: The Intersectionality of Development, Culture, and Immigration is an essential resource for researchers, professors, and graduate students as well as clinicians, professionals, and policymakers in the fields of developmental, social, and cross-cultural psychology, parenting and family studies, social work, and all interrelated disciplines.
This edited volume comprises a compilation of autoethnographic evocations from U.S. doctoral students in the fields of social sciences and humanities, who narrate and analyze their experiences in the doctoral journey and beyond. Through 11 select contributions, the book examines the intersections and shifting roles of the personal and the community in the doctoral student journey, illustrating the complex and unique nature of pursuing a doctoral degree. Part 1, Curating the Self, includes five autoethnographic accounts that speak directly to the personal challenges and transformations experienced in the doctoral journey. Part 2, Embracing the Community, includes six autoethnographic accounts illustrating supportive communities’ life-changing power during the doctoral journey. Contributors are: Gabriel T. Acevedo Velázquez, Ahmad A. Alharthi, Afiya Armstrong, Nick Bardo, Caitlin Beare, Rebecca Borowski, Anya Ezhevskaya, Christopher Fornaro, Melinda Harrison, Linda Helmick, Joanelle Morales, Olya Perevalova, Alexis Saba, Kimberly Sterin, Katrina Struloeff, Rebecca L. Thacker, Lisa D. Wood, Erin H. York, Christel Young and Nara Yun.
How do we understand and explain who has access to higher education? How do we make sense of persisting and new forms of inequality? How can global, national and institutional policymakers and practitioners make higher education more inclusive? Access to Higher Education: Theoretical perspectives and contemporary challenges seeks to update thinking on these questions, combining new voices and emerging perspectives with established writers in the field. This pioneering text highlights the contribution of social theory to issues of access to education, with chapters introducing and drawing on the works of key interdisciplinary thinkers including Pierre Bourdieu, Margaret Archer, Amartya Sen and Herbert Simon. It then moves to examines how theoretical perspectives can be applied to the contemporary challenges of forging more equal access, with examples drawn from a wide range of contexts, including the UK, the US, Australia, South Africa and Japan. Global in scope, this book documents the shared nature of the access challenge in a period when higher education is growing rapidly, but inequalities continue to be stark. It concludes by proposing a new direction for research and a reassertion of the role of the researcher as a social activist for disconnected and disadvantaged groups, equipped with the thinking tools needed to move the agenda forward. Access to Higher Education is a rigorous text for the global research community, with relevance to policymakers, practitioners and postgraduate students interested in social justice and social policy. It provides those with an academic interest in access and a commitment to enhancing policy with theoretical and practical ideas for moving the access agenda forward in their institutional, regional or national contexts.
This collection of essays addresses issues related to the intersection of family relationships and several contexts for the social and emotional development of ethnic minority adolescents. The papers are organized in sections under subtitles which reflect three contextual frames through which these issues may be examined. The first section focuses on the relationship between economic factors and resources on the one hand and family relations as environments for development on the other. The next part focuses on family and peer networks and relations as contexts for the emotional and social development of adolescents. The last section takes neighborhood and school as contexts for and determinants of social and emotional adjustment in adolescence. Like much of the extant work and current thought concerning development in ethnic minority children and adolescents, the authors have highlighted the more stressful and negative aspects of these several contexts. There are a few explicit and several implicit references made to supportive and more positive contexts and manifestations of relationships which frame the developmental experiences of ethnic minority adolescents. These serve as a reminder that many ethnic minority adolescents do overcome the odds against success and grow into healthy and wholesome adults. However, in large measure, this book is a contribution to our understanding of the problematic circumstances under which a significant segment of the population exists, reminding us that life for ethnic minority adolescents is difficult. The fact that some of these young people manage to overcome the negative and stressful aspects of their experiences and defy the implicit prediction of failure to thrive is truly remarkable.
This book brings together academics, legal practitioners and activists with a wide range of pro-choice, pro-life and other views to explore the possibilities for cultural, philosophical, moral and political common ground on the subjects of abortion and reproductive justice more generally. It aims to rethink polarized positions on sexuality, morality, religion and law, in relation to abortion, as a way of laying the groundwork for productive and collaborative dialogue. Edited by a leading figure on gender issues and emerging voices in the quest for reproductive justice - a broad concept that encompasses the interests of men, women and children alike - the contributions both search for 'common ground' between opposing positions in our struggles around abortion, and seek to bring balance to these contentious debates. The book will be valuable to anyone interested in law and society, gender and religious studies and philosophy and theory of law.