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Focuses on African American, Hispanic American, Native American, and Asian-Pacific American women whose increased presence in senior level administrative and academic positions in higher education is transforming the political climate to be more inclusive of women of color.
Though there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
Addressing in depth the reality that women of color, particularly Black women, face compounded exploitation and economic inequality within the neoliberal university. More Black women are graduating with advanced degrees than ever before. Despite the fact that their educational and professional opportunities should be expanding, highly educated Black women face strained and worsening economic, material, and labor conditions in graduate school and along their academic career trajectory. Black women are less likely to be funded as graduate students, are disproportionately hired as contingent faculty, are trained and hired within undervalued disciplines, and incur the highest levels of educational debt. In Lean Semesters, Sekile M. Nzinga argues that the corporatized university—long celebrated as a purveyor of progress and opportunity—actually systematically indebts and disposes of Black women's bodies, their intellectual contributions, and their potential en masse. Insisting that "shifts" in higher education must recognize such unjust dynamics as intrinsic, not tangential, to the operation of the neoliberal university, Nzinga draws on candid interviews with thirty-one Black women at various stages of their academic careers. Their richly varied experiences reveal why underrepresented women of color are so vulnerable to the compounded forms of exploitation and inequity within the late capitalist terrain of this once-revered social institution. Amplifying the voices of promising and prophetic Black academic women by mapping the impact of the current of higher education on their lives, the book's collective testimonies demand that we place value on these scholars' intellectual labor, untapped potential, and humanity. It also illuminates the ways past liberal feminist "victories" within academia have yet to become accessible to all women. Informed by the work of scholars and labor activists who have interrogated the various forms of inequity produced and reproduced by institutions of higher education under neoliberalism, Lean Semesters serves as a timely and accessible call to action.
The 11 chapters in this book provide a glimpse into the journeys that women from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.
Gender and diversity are crucial areas that require more attention in multiple academic settings. As more women progress into leadership positions in academia, it becomes necessary to develop solutions geared specifically toward success for females in such environments. Navigating Micro-Aggressions Toward Women in Higher Education provides innovative insights into the institutionalized racism against women of color in higher education institutions. The content within this publication offers information on the historical vestiges of racist and sexist ideologies and why women of color are underrepresented in various levels of higher education leadership. It is a vital reference source for educational administrators, professors, higher education professionals, academicians, and researchers seeking information on gender studies and women’s roles in higher education.
What is it like for women of color to teach in predominantly white college classrooms? This anthology is about the pedagogical implications of diversifying the faculty of higher education. It compiles narratives by women professors of color who interrogate their classroom experiences in predominantly white U.S. campuses to examine the impact of their social positions upon their classroom practices and their teaching-learning selves. The authors reflect upon their unique classroom challenges and talk about the teaching-learning strategies they use to find rewards in their interactions with students. This anthology explores the larger question of how social distinctions shape classroom social life and will be a resource for those concerned with enabling the diversification of the faculty of institutions of higher learning.
This book provides a compelling and informative look into the experiences of women of colour in academia. Using personal and scholarly narrative the women in the book convey a poignant and richly descriptive account of the challenges they faced, the strategies they employed for survival and thriving, and the contributions they made to transform their institutions. From the seasoned faculty member and academic administrator to the entering graduate student, it is a must read book for women of colour in academia. They will resonate to the voices of the women in the book, and hear their needs articulated in perceptive and practical ways. In the tradition of critical race theory, this book also fulfils the purpose of providing White professionals and students a new perspective of the personal and professional world of women of colour in academia as represented through their eyes and realities.
The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.
In Women Leading Change in Academia: Breaking the Glass Ceiling, Cliff, and Slipper, a groundbreaking collection, Callie Rennison and Amy Bonomi convene the perspectives of diverse women academic leaders who discuss their rise to key leadership positions and effective change-making in higher education, despite underlying structural barriers and bias that disadvantage women. Contributors underscore the revolutionary power and innovation that women leaders bring to bear to improve upon business as usual in the academy--even in the "glass cliff" scenario when their risk of failure should be highest. Women across leadership positions--presidents, provosts, deans, and department chairs--discuss leading strategic planning, culture change, and navigating the "double bind," along with strategies for successful negotiation, networking, mentoring, and work-life balance. Contributors also underscore strategies for leading powerful innovation and change in the academy early in their careers when they do not hold formal leadership roles and experience marginalization due to their identity. Opening chapters examine institutional power structures, intersectionality, bias, along with enacting change-making leadership in spite of these barriers. Additional chapters offer insight on the power of mentorship, strategic networking for women in the academy, negotiation strategies, professional development and work-life. The collection addresses moving on, up or out of formal leadership in the academy, how to create institutional change, and strategies for rising, revolutionizing, and redoubling efforts to support women leaders. Women Leading Change in Academia is intended for women, allies, and institutions committed to equitable conditions for women leaders to be maximally impactful. The text is co-sponsored by Division 35 of the American Psychological Association, the Society for the Psychology of Women, an organizational base for all feminists, of all genders and of all national origins, who are interested in teaching, research, or practice in the psychology of womxn. Contributors include: Amy Bonomi, Ph.D., MPH, Director of the Children and Youth Institute and Co-administrator of the Women''s Leadership Institute--Michigan State University Heather M. Bush, Ph.D., Kate Spade & Co. Foundation Endowed Professor in the Department of Biostatistics--University of Kentucky Tabbye Chavous, Ph.D., Professor of Education and Psychology, Director of the National Center for Institutional Diversity--University of Michigan Kendra Spence Cheruvelil, Ph.D., Professor in the Department of Fisheries and Wildlife, Associate Dean of Research and Faculty Development-Lyman Briggs College--Michigan State University Ann L. Coker, Ph.D., MPH, Verizon Wireless Endowed Chair of the Department of Obstetrics and Gynecology--University of Kentucky Margaret Dimond, Ph.D., President and CEO-McLaren Oakland Region--McLaren Health Care of Michigan Verna Fitzsimmons, Ph.D., President of the HERS Institute Yolanda Flores Niemann, Ph.D., Professor in the Department of Psychology--University of North Texas Catherine "Katie" Kaukinen, Ph.D., Professor and Chair in the Department of Criminal Justice--University of Central Florida Laura Kohn-Wood, Ph.D., Dean of the School of Education and Human Development--University of Miami Layli Maparyan, Ph.D., Executive Director of the Wellesley Centers for Women, Professor of Africana Studies--Wellesley College Patricia McGuire, J.D., President--Trinity Washington University Debra A. Moddelmog, Ph.D., Dean of the College of Liberal Arts, Professor of English--University of Nevada, Reno Beronda L. Montgomery, Ph.D., MSU Foundation Professor in the Departments of Biochemistry & Molecular Biology and Microbiology & Molecular Genetics, Assistant Provost for Faculty Development - Research--Michigan State University Donde Plowman, Ph.D., Chancellor--University of Tennessee, Knoxville Callie Marie Rennison, Ph.D., Professor in the School of Public Affairs--University of Colorado Denver Terri A. Scandura, Ph.D., Warren C. Johnson Professor of Management, Miami Business School--University of Miami Mariko Silver, Ph.D., President and Chief Executive Officer--Henry Luce Foundation; Immediate Past President, Bennington College Elizabeth H. Simmons, Ph.D., Distinguished Professor of Physics, Executive Vice Chancellor of Academic Affairs--University of California, San Diego Dionne Stephens, Ph.D., Associate Professor in the Department of Psychology--Florida International University Jill Tiefenthaler, Ph.D., President--Colorado College Vasti Torres, Ph.D., Professor in the Center for the Study of Higher and Postsecondary Education--University of Michigan Nelia Viveiros, MSc, LLB, Ed.D., Associate Vice Chancellor for Academic Operations--University of Colorado Denver, Anschutz Medical Campus