Gender And Yale: Where Were The Women?, 2019 Yale University
Gender And Yale: Where Were The Women?, Emily Stark, Patrice Collins, Claire Bowern
Yale Day of Data
Statistics on history of women scholars in Yale's English Department.
Queer Students’ Perceptions Of Inclusion At Abc Community College: A Phenomenology, 2019 East Tennessee State University
Queer Students’ Perceptions Of Inclusion At Abc Community College: A Phenomenology, Francis Canedo
Electronic Theses and Dissertations
This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect.
Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic achievement. When students are provided with inclusive spaces, they may be more likely to come ...
Women In Stem: Strategies And Recommendations For Academic Women And Institutional Leaders, 2019 University of Arkansas, Fayetteville
Women In Stem: Strategies And Recommendations For Academic Women And Institutional Leaders, Sarah Jensen
Theses and Dissertations
Women still comprise a small number of full professors in STEM disciplines in research universities, which have historically been male dominated. The National Science Foundation (NSF) has recognized the challenge of getting more women to enter the professoriate, earn tenure, and advance to full professor. These women can then encourage more women to enter into STEM as educators and researchers. The purpose of this study was to recognize, explore, and depict strategies used by women full professors to overcome obstacles they faced while advancing in academic STEM fields. The study participants also offered recommendations for women faculty desiring to become ...
Superintendent Recruitment: Effects Of Superintendent Job Status, School Councils (Principal Selection Models), District Wealth, And Signing Bonus On Applicant Rating Of The Job, 2019 Western Kentucky University
Superintendent Recruitment: Effects Of Superintendent Job Status, School Councils (Principal Selection Models), District Wealth, And Signing Bonus On Applicant Rating Of The Job, Mark Jeffery Martin
This nearly perfect replicated study (Millay, 2003) was a superintendent recruitment simulation with the purpose of investigating factors that influence recruiting qualified individuals to serve as district superintendents of public schools. The study was a factorial experiment involving a four-way 2 x 2 x 2 x (3 x S) fixed-factor betweenwithin analysis of variance (ANOVA) which yielded 24 cells. The participants in the study were Kentucky Superintendents (N = 72) and individuals in Kentucky certified to be a school superintendent (N = 72) but employed in another position.
The between-groups variables were superintendent job status (superintendent, certified), district wealth (high, low), and ...
Toward Transformative Gender Justice: Listening To ̶G̶E̶N̶D̶E̶R̶ ̶N̶O̶N̶-̶B̶I̶N̶A̶R̶Y̶ Individuals' Experiences Of School, 2019 Texas State University - San Marcos
Toward Transformative Gender Justice: Listening To ̶G̶E̶N̶D̶E̶R̶ ̶N̶O̶N̶-̶B̶I̶N̶A̶R̶Y̶ Individuals' Experiences Of School, Katherine Lewis
The primary purpose of this study is to investigate and understand gender diverse individuals’ retrospective accounts of their experiences of school and to interpret these experiences under the influence of deconstruction. A second purpose is to use these experiences to inform a model of gender-inclusive education.
In this qualitative study, semi-structured interviewing served as the primary method of inquiry. Eight gender non-binary adult participants were purposefully selected and individually interviewed. The participants were asked to describe their gendered experiences in K-12 schools. The secondary method of inquiry was a focus group interview in which seven participants were asked to offer ...
Women And The University Presidency: Increasing Equity In Leadership, 2019 Gannon University
Women And The University Presidency: Increasing Equity In Leadership, Tania Carlson Reis, Marilyn L. Grady
Journal of Research on the College President
Women remain underrepresented in university presidential positions (American Council on Education, 2017). In this narrative study, eight women presidents of Carnegie Classified public doctoral granting universities were interviewed to understand how they navigated a routeto the position. Findings indicate that perceptions of gender,and opportunities for professional development, complicated the presidential path for women. Also, building leadership capacity was noted as important to sustaining and increasing women leaders in higher education.
Who Did They Just Hire: A Content Analysis Of Announcements Of New College Presidents And Chancellors, 2019 University of Texas at Austin
Who Did They Just Hire: A Content Analysis Of Announcements Of New College Presidents And Chancellors, Jessica J. Fry, Z. W. Taylor, Del Watson, Rebecca Gavillet, Pat Somers
Journal of Research on the College President
Historically, women and non-binary conforming individuals have not held executive leadership positions at U.S. institutions of higher education at the same rate as men. And although the presidency or chancellorship may be the single most powerful executive leadership position in U.S. colleges and universities, no research has examined how new presidents or chancellors are announced to the public through official, institutional websites. This study analyzes a three-year dataset (2016–19) of 443 press releases announcing new presidents or chancellors at U.S. institutions, paying close attention to how press releases differ based on gender. Findings reveal that men ...
Instructor Guides, Tigers Advance Trailblazers: Provost’S Mentoring Initiative For Faculty Session 1: Gender Equity Case Study And Introduction To Action Research, Cynthia M. Sims, Angela D. Carter, Stephen Brown Iii
Clemson TIGERS ADVANCE Instructional Guides
TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women.
Telling Women's Stories: A Resource For College Mathematics Instructors, 2019 University of Toronto
Telling Women's Stories: A Resource For College Mathematics Instructors, Sarah Mayes-Tang
Journal of Humanistic Mathematics
Stereotypes about mathematicians that conflict with ``traditionally feminine" identities are widely held by people from middle-school-age onwards, and can influence their participation in mathematics and related fields. Simply being exposed to women in mathematics is not enough to change students' perceptions of mathematicians, and may even decrease girls' interest in mathematics. This paper proposes a storytelling strategy to help change students' perceptions of mathematicians. It includes several activities for intentionally incorporating women's stories into the post-secondary classroom and a list of resources for finding existing powerful stories. The diverse stories of women mathematicians, including details of their personal lives ...
Chilean Teachers Responses To And Understanding Of Student Interaction With Diverse Peers In The Classroom, 2019 University of Massachusetts Amherst
Chilean Teachers Responses To And Understanding Of Student Interaction With Diverse Peers In The Classroom, Javier Martín Campos-Martínez
Chile’s educational inequality has sparked intense debates in recent years (Cabalin & Bellei, 2013; Stromquist & Sanyal, 2013). While there is a wide consensus concerning the crucial role that teachers play in fostering inclusion in the classroom, research suggests that Chilean teachers, often without intent or awareness, reinforce exclusionary student interactions marked by social class and gender hierarchies (Carrasco, Zamora, & Castillo, 2015; SERNAM, 2009; Tijoux, 2013). Although teachers’ motivation and concern for questions related to exclusion and inclusion in education are spreading, navigating exclusionary dynamics can be particularly challenging especially since teachers’ initial and continuing professional education seldom addresses these issues (Sleeter, Montecinos, & Jiménez, 2016).
Informed by literature on social justice education, the legislative framework that regulates exclusion and non-discrimination policies and practices, and empirical research on social class and gender dynamics in Chilean schools, this exploratory study uses qualitative methods (Creswell, 2009) to gain a nuanced understanding of teachers’ understanding of and responses to discriminatory behavior in the classrooms. Two 1-hour interviews were conducted with eight Chilean urban middle school teachers from different gender and social class background. The first interview asked about their understanding of and responses to vignettes portraying social class or gender-based discrimination dynamics in a classroom; the second interview inquired about some of the professional, personal, and contextual factors that may be shaping their understandings and responses.
Three significant findings emerged from the qualitative analysis of the data. First, teachers’ “big ideas” of exclusion and inclusion in education appear to be aligned ...
Slis Student Research Journal, Vol. 9, Iss. 1, 2019 San Jose State University
Slis Student Research Journal, Vol. 9, Iss. 1
School of Information Student Research Journal
No abstract provided.
The More You Know, The More You Owe, 2019 San Jose State University
The More You Know, The More You Owe, Megan Price
School of Information Student Research Journal
No abstract provided.
Persistence Among Emerging Adults With Traumatic Brain Injury In Postsecondary Settings, 2019 Florida International University
Persistence Among Emerging Adults With Traumatic Brain Injury In Postsecondary Settings, Ardith A. Clayton-Wright
FIU Electronic Theses and Dissertations
This longitudinal study sought to investigate the demographic and socio-psychological factors associated with predicting persistence in postsecondary education among emerging adults with traumatic brain injury. The predicting variables in this study were: (a) gender (sex), (b) socioeconomic status (SES), (c) employment, (d) years of education; (e) age at onset of injury, (f) existence of familial capital/parental involvement, and (g) hours spent studying for a class.
Data were obtained from a secondary dataset collected by the Traumatic Brain Injury Model Systems National Data and Statistical Center longitudinal database. There were 2436 participants with TBI in the study. Ages ranged from ...
Cultivating A Community Of Resilience For Transgender Collegians Through The Practice Of Sustainable Leadership, 2019 Portland State University
Cultivating A Community Of Resilience For Transgender Collegians Through The Practice Of Sustainable Leadership, Beau Gilbert
Leadership for Sustainability Education Comprehensive Papers
Transgender students have always existed in communities of higher education yet are just now beginning to be acknowledged and included within the context of academia. This has primarily led to the development of campus resource centers intended to protect these students and provide safe spaces on campus. While this is a crucial support system for universities to provide, the framework described herein envisions a future where transgender students can practice resilience and feel a sense of belonging anywhere within their college community. Through a comprehensive review of the literature, this paper highlights the need for a sustainable and campus-wide approach ...
“When You Don't Believe Something Is Real, You Can't Actually Advocate For Or Support It”: Trans* Inclusion In K-12 Schools, Susan W. Woolley
Intersections: Critical Issues in Education
Drawing on interviews, ethnographic observations, and survey data, the author examines the ways teachers, administrators, and policy makers conceptualize and influence school environments for students of all genders. This article engages queer studies in education and disability theory to analyze the inclusion of trans* students in schools. Looking at the implementation of the New York City Department of Education’s Transgender and Gender Nonconforming Student Guidelines in K-12 schools, the author questions how we can understand and address the gap between educational practice and policy to create schools that are inclusive of trans* students. How does the denial that transgender ...
Evaluating Creative Choice In K-12 Computer Science Curriculum, 2019 California Polytechnic State University, San Luis Obispo
Evaluating Creative Choice In K-12 Computer Science Curriculum, Kirsten L. Mork
Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is ...
Experiences Of African American Women In Washington State’S Applied Baccalaureate Programs: A Mixed Methods Study, 2019 University of Washington Tacoma
Experiences Of African American Women In Washington State’S Applied Baccalaureate Programs: A Mixed Methods Study, Stefanie Mcirvin
Ed.D. Dissertations in Practice/Capstone Projects
As the nation continues to strive for excellence in higher education at home and abroad, baccalaureate degree attainment remains a steady and consistent goal. Public community and technical colleges play a vital role in achieving this goal by offering applied baccalaureate programs at two-year institutions. Despite Washington State being a national leader in applied baccalaureate programs, disparities in enrollment and completion for minoritized women exist. These disparities are particularly prominent for African American women. The purpose of this mixed methods study was to explore the enrollment considerations, challenges faced, and student support services utilized by African American women in applied ...
A Phenomenological Study On The Mentoring Experiences Of Teachers Of Color In New Orleans, 2019 University of New Orleans
A Phenomenological Study On The Mentoring Experiences Of Teachers Of Color In New Orleans, Ingrid Alvarado Nichols
University of New Orleans Theses and Dissertations
Mentoring has been used for centuries as a way for a person to pass on knowledge, skills, or support to a less experienced person. Mentoring in the workplace, however, was not studied until the early 1980s, and then more than a decade later, mentoring was studied in the context of the K-12 teacher workforce. Mentoring has improved teacher effectiveness (Yuan, 2015; Koedel, 2009; Campbell and Malkus, 2011); increased teachers’ self-efficacy (Ingersoll & May, 2011; Saffold, 2005; Louis, 2016); and contributed to teacher retention (Ingersoll & Kralik, 2004; Cohen & Fuller, 2006). Most mentoring studies and theories, however, have been developed with a teacher population that is largely White. While about 50% of students in K-12 public schools in the U.S. are non-White, only 18% of teachers are non-White. Because teachers of color have a profound and positive impact on students, they are worth studying.
The purpose of this study is to understand the mentoring experiences of teachers of color in K-12 public charter schools in New Orleans, and to explore how teachers of color benefited from mentoring in the areas of career development and psychosocial support. The researcher utilized a qualitative, phenomenological approach by interviewing ten participants and analyzing the essence of their experiences. Five themes resulted from this research: race plays a significant role in the mentoring of teachers of color; the charter school system in New Orleans has had an impact on the racial make-up of teachers; informal ...
Legal Rights Of Transgender Students In Education, 2019 University of Mary Hardin - Baylor
Legal Rights Of Transgender Students In Education, Almond A. Seals, Melissa C. Gonzales
Diversity, Social Justice, and the Educational Leader
Nearly 150,000 school-aged teenagers in the United States identify as transgender, but the population continues to face harassment, bullying, and discrimination from their peers and educators. The most recent battles for bathroom access based on gender identity has led to significant policy debates nationally and statewide. It is critical for school leaders to promote an all-inclusive and safe school environment to help improve the academic experience for transgender students. The purpose of this paper is to outline the current anti-discrimination federal and state laws that protect against sex and gender identity harassment in school, including Title IX, Equal Access ...
What's The Deal With Childcare: Childcare As A Women's Issue - And Why It Should Matter To Everyone, 2019 University of Washington Tacoma
What's The Deal With Childcare: Childcare As A Women's Issue - And Why It Should Matter To Everyone, Jenny Janssen
Sociology Student Work Collection
A Visual presentation of a feminist perspective on access to affordable childcare, including how it affects various spheres of women's lives, and how it affects society at large. This zine briefly examines the historical context of Federally funded daycare during WWII, current effective childcare systems in place in other developed nations, and the many consequences which the lack of affordable childcare has on women and the entire economy in the USA today.