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Articles 1 - 5 of 5
Full-Text Articles in Education
The Lived Experiences Of Challenges Faced By Female Stem Degree Holders While In Their Programs: A Phenomenological Study, Rebecca Keeter-Lee
The Lived Experiences Of Challenges Faced By Female Stem Degree Holders While In Their Programs: A Phenomenological Study, Rebecca Keeter-Lee
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological research study was to describe the challenges female higher education students (FHESs) experience in their science, technology, engineering, or mathematics (STEM) degree program. The central research question guiding the study was: How do female higher education STEM research participants describe their lived experiences while in their degree programs? Sub-Question one was, How do female higher education students describe the influence their personal history had on their choice to pursue a higher education STEM degree? Sub-question two was: How do female higher education students in STEM program describe their reality versus their expectation going into …
Las Chingonas: An Ecological Approach To Latina Student Mothers’ Journey Through College, Emely Elizabeth Medina-Rodriguez
Las Chingonas: An Ecological Approach To Latina Student Mothers’ Journey Through College, Emely Elizabeth Medina-Rodriguez
Dissertations
Women with children are one of the growing student sub-populations in higher education. However, the support student mothers receive in colleges and universities has been historically unreliable and their experiences in college have not been studied in depth. This is especially true for student mothers from minoritized backgrounds with differing racial, ethnic, sexual, gender, and ability identities. This research aims to understand the experiences Latina graduate student mothers from an ecological and critical perspective. Guided by Critical Human Ecology and Black Feminist Thought, eight open-ended interviews were conducted and analyzed. Themes and categories came out of the patterns in the …
Engaging Feminism, Transforming Institutions: How Community Engagement Professionals Employ Critical Feminist Praxis To Re-Imagine And Re-Shape The Public Purpose Of Higher Education, Patricia Star Plaxton-Moore
Engaging Feminism, Transforming Institutions: How Community Engagement Professionals Employ Critical Feminist Praxis To Re-Imagine And Re-Shape The Public Purpose Of Higher Education, Patricia Star Plaxton-Moore
Doctoral Dissertations
Most higher education institutions have mission statements articulating a commitment to serve the public good, and venerate the broader historical project of higher education as a force that improves the lives of individuals and communities. However, the public purpose of higher education is perpetually embattled by intersecting forces of neoliberalism, positivism, and settler colonialism that emphasize priorities like generating revenue, chasing prestige, developing real estate, and connecting students with high paying careers. As our society continues to grapple with pervasive social and environmental injustices, it is imperative that we clarify and strengthen higher education’s civic role in shaping a more …
Sustaining Our Communities Through Care And Action: An Exploration Of Indigenous, Feminist Environmental Care Ethics, Kate Rayner Fried
Sustaining Our Communities Through Care And Action: An Exploration Of Indigenous, Feminist Environmental Care Ethics, Kate Rayner Fried
WWU Honors College Senior Projects
Dominant Environmental ethics have particular relationships with place that are predicated on ongoing settler colonialism and relationships to land that are exploitative and disconnected from the self. Understanding Indigenous, Feminist, and Indigenous Feminist care ethics between people and the environment as actors with agency and responsibility to each other disrupts this framework and provides an alternative path that gets at the root of systems of exploitation and oppression. Understanding these ethics as multifaceted and pre-colonial, as well as emerging from the current time period differentiates an ethic of care and the centering of indigenous epistemologies from the appropriation of indigenous …
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Faculty Journal Articles
We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.