Education Commons^™

Feminist Attitudes, Behaviors, And Culture Shaping Women’S Center Practice, Angela Clark-Taylor, Emily Creamer, Barbara Lesavoy, Catherine Cerulli Dr.

The Seneca Falls Dialogues Journal

The present article contributes to the growing research on women’s centers to extend and encourage the role of feminism in women’s center within higher education. We provide a brief history of feminism and women’s centers in higher education to illuminate the connections between previous research and our women’s center research on community perceptions of feminisms.

Shapeshifting Power: Indigenous Teachings Of Trickster Consciousness And Relational Accountability For Building Communities Of Care, Ionah M. Elaine Scully

The Seneca Falls Dialogues Journal

Difficult dialogues are necessary work in order for communities to form coalitions, yet often these dialogues pose challenges for engaging in long-term work for social justice and systemic change. Power dynamics, microaggressions, and discomfort unlearning power and privilege can make long-term collaboration difficult. It is for this reason I discuss thinking of coalitions as communities of care and offer practical strategies for collaborating differently for sustainable action. Using Indigenous epistemology and methodology, Indigenous feminist and Indigequeer scholarship, as well as Indigenous land-based pedagogy and storytelling, I offer interventions using trickster teachings or trickster consciousness which I describe as comprised of …

Integrating Empathy Pedagogy With Feminist Thought And Social Justice Praxis, Ashlyn Elizabeth Brown

Institute for the Humanities Theses

This thesis outlines the need for empathy pedagogy in higher education. It will examine how empathy pedagogy can be integrated with feminist thought and social justice praxis. I argue that when we integrate empathy pedagogy with feminist thought and social justice, we are building the capacity for students to understand others’ lives in oppression. Furthermore, an integrated modality of teaching empathy will allow students to foster the traits of empathy within themselves; students are then better able to act as agents of social change by utilizing the traits of empathy to actively listen, self-reflect, and mindfully engage with other lived …

Grounded Roots Applied To Women Presidents In The California Community Colleges System, Penny Shreve

Dissertations

Purpose: The purpose of this explanatory mixed methods study was to identify and describe what exemplary female presidents in California community colleges do to stay grounded and maintain physical, emotional, intellectual, social, vocational, and spiritual health.

Methodology: This mixed methods study identified and described the perceptions of 16 women presidents in the California Community Colleges system regarding strategies they use to remain grounded in their current positions. Respondents were purposively chosen based on specific criteria. Data were gathered through the Stay Grounded survey from 16 participants and interviews with 5 of the participants. Quantitative data were tabulated to determine mean …

Syllabus: Equity, Elitism, And Public Higher Education, Katina Rogers, Matt Brim

Open Educational Resources

This is a syllabus for a mixed MA/PhD level course, "Equity, Elitism, and Public Higher Education," taught in Spring 2021 at the Graduate Center by Matt Brim and Katina Rogers.

Higher education can be a powerful engine of equity and social mobility. Yet many of the structures of colleges and universities—including admissions offices, faculty hiring committees, disciplinary formations, institutional rankings, and even classroom pedagogies and practices of collegiality—rely on tacit values of meritocracy and an economy of prestige. For public universities like CUNY this tension can be especially problematic, as structurally-embedded inequities undermine the institution’s democratizing mission and values. It …

Investigating The Experiences Of Faculty Members And Administrators With Quality Assurance And Accountability In Higher Education In Ontario, Melanie Lawrence

Electronic Thesis and Dissertation Repository

The main objective of this qualitative case study was to explore the professional experience of six faculty members and three administrators in higher education during a time of increasing quality assurance and accountability policies so to gain a deeper understanding of how neoliberalism is changing their work experience as academics in Ontario, Canada. I have presented the research findings by employing policy sociology as both theory and methodology using the method of the qualitative case study. This form of qualitative inquiry provided an opportunity to explore how each interviewee navigated the current context of neoliberalism within their respective roles in …

Colorism Experiences Of Non-White Women Leaders In Higher Education, Aimee Haynes

Department of Conflict Resolution Studies Theses and Dissertations

As the population of the United States becomes more diverse the ethnic makeup of postsecondary institutions expands. Women of color (WOC) represent a growing number within the academic community earning more postsecondary degrees then men and serve as leaders in higher education throughout the county. The increased presence of WOC inacademic positions of power, such as deans, directors, supervisors, tenured faculty, presidents, etc., indicate America’s progression towards inclusivity. However, colorism, a subset of racism favoring and advantaging lighter skin complexions and disadvantaging darker skin tones, exist as a predictor of socioeconomic status, educational attainment, martial capital, occupational, and interpersonal success …

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 …