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Full-Text Articles in Education
The Moral Imperative To Include More Women In Leadership Within Institutions Of Higher Education, Kathryn Mattingly Flynn
The Moral Imperative To Include More Women In Leadership Within Institutions Of Higher Education, Kathryn Mattingly Flynn
Theses and Dissertations--Educational Policy Studies and Evaluation
In higher education, women’s trajectory into leadership positions is not equitable to men’s. The concerns with the scarcity of women in leadership positions, specifically deans, provosts, presidents, and board members, involve varying levels of gender biases, norms, and stereotypes, as well as expectations of representation. Gender biases and stereotypes remain ingrained in American societal structures and result in immoral consequences, injustice for colleges and universities, and diminished happiness of the participants within them. I will use philosophical inquiry to argue that greater representation of women in the leadership of higher education would lead to morally better outcomes for institutions and …
Feminist Futures And Campus Changes: Dismantling Ursinus College's Greek Life, Jordan Ostrum
Feminist Futures And Campus Changes: Dismantling Ursinus College's Greek Life, Jordan Ostrum
Richard T. Schellhase Essay Prize in Ethics
No abstract provided.
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
Faculty Journal Articles
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …