Bilingual, Multilingual, and Multicultural Education Commons^™

Women Of Color In Higher Education, Kristin Conner

Listening to the Voices: Multi-ethnic Women in Education

This essay examines Vargas’s (2002) and Stanley’s (2006) primary and secondary theses. I examine the primary thesis of each text as the experience of women faculty of color in the classroom, namely their relationship and interactions with predominately White classrooms. I then examine the secondary thesis of each text, which focuses on the limited support faculty of color receive in contrast to White faculty, specifically through such means as mentoring.

Asian American Women Faculty: Stereotypes And Triumphs, Celeste Fowles Nguyen

Listening to the Voices: Multi-ethnic Women in Education

"Asian American women are a small but growing population of higher education faculty in the United States. In 1980–81, there were 252 female Asian full professors in the United States, which increased to 1, 267 in 1999–2000 (Hune, 2006, p. 28). Of all Asian Pacific American faculty, 19% were female in 1979–80, and 30% were female in 1999–2000. Asian American women faculty work primarily at the junior level, and are less likely than Asian Pacific American men to hold tenure (Hune, 2006, p. 28). The statistics give a general overview of Asian American women in the academy, but the individual …

Campus Climate And Coalition Building For Faculty Of Color, Stephanie H. Carlos

Listening to the Voices: Multi-ethnic Women in Education

"It is common practice for colleges and universities to tout the diversity of their faculty, staff, and students in marketing materials and mission statements, but one must look beyond the shiny veneer of websites and brochures to understand the daily challenges faculty of color face in academia. In 2000, people of color comprised only 12.9% of full-time faculty (Diggs, Garrison-Wade, Estrada, & Galindo, 2009). The texts Faculty of Color: Teaching in Predominantly White Colleges and Universities, edited by Stanley, and Women of Color in the White Classroom, edited by Vargas, are collections of reflections by faculty members of color on …

Epilogue: Why Women Of Color Matter In Higher Education, Mary Wardell-Ghirarduzzi

Listening to the Voices: Multi-ethnic Women in Education

No abstract provided.

Roles Of Black Women And Girls In Education: A Historical Reflection, Brian Arao

Listening to the Voices: Multi-ethnic Women in Education

No abstract provided.

Mentorship And Women Of Color In Higher Education: The Stronger Our Voice, The Greater Impact We Might Forge, Victoria Duran

Listening to the Voices: Multi-ethnic Women in Education

This essay examines the experience of women faculty of color in institutions of higher education, specifically focusing on the lived experiences of Latinas and the role of mentorship. Mentorship for women of color in higher education is essential to increasing tenure rates, overall success in academia, and the retention and recruitment of Latina and African American female students, particularly in predominately White institutions, to break through the glass ceiling. This essay explores historical accounts of the formation of the education system, the history of mentorship, and the different forms of mentorship for Latinas.

Listen To This Silence: Women In Higher Education In Pakistan, Anniqua Rana

Listening to the Voices: Multi-ethnic Women in Education

Pakistan has a fairly short history of just over 50 years, becoming independent from British colonial rule in 1947. It shares a much older history with India; however their recent relationship has been turbulent because of disputes over the territory of Kashmir. Despite this, the country has made some economic progress. The education system, however, has not reflected this progress. This is obvious not only in the overall educational indicators, but also in the education of women. Because of religious and cultural practices, women have not been involved in mainstream activities outside of home life. This essay traces the historical …

Women Of Color In Higher Education: Challenges In The Hiring Process For Prospective Administrators, Demerris Brooks-Immel

Listening to the Voices: Multi-ethnic Women in Education

Women of color face unique challenges and barriers in higher education due to longstanding bias that directly impacts how objectivity, meritocracy, individuality, and experiential knowledge are viewed and assessed. In Women Faculty of Color in the White Classroom, Vargas discussed the challenges women of color face in pursuit of faculty positions in higher education. This essay highlights similarities to, and provides examples of, comparable challenges for women of color in pursuit of management and executive positions in institutions of higher education. It also makes specific recommendations regarding current practices in the hiring process of one state university.

Supporting The Success Of Female Asian American College Students, Gregory V. Wolcott

Listening to the Voices: Multi-ethnic Women in Education

This essay outlines important research on female Asian American college students as they weave through the shared experiences of college campus life, and through the multidimensional complexities of identity development. In it, I suggest that colleges should develop programs outside of so-called traditional developmental models and celebrate the history, traditions, and contributions of all student groups through relevant programs and support. In particular, a more formalized theory of development needs to be developed in regard to female Asian American students. The aforementioned point of view is supported in the research literature.

Native American Women In Academia, Edward Miamee Salce

Listening to the Voices: Multi-ethnic Women in Education

"This essay is meant as a guide to help Indian women understand aspects of the race- and gender-based educational and social problems created by the American system to subdue their ascension. I present real-life examples of women who have flourished, despite the intentional obstacles laid before them. I hope to do justice for the women of my ethnicity who have contributed to my life in ways they may not have known affected me, including as matriarchs of the family, scholastic mentors, inspirational figures, and supporters of my past attempts to understand gender differences while retaining the fact that they were …

Colonialism And Resistance: The Filipino American And Pacific Islander Women Professorship Experience, Ingrid Mariano Gonzales

Listening to the Voices: Multi-ethnic Women in Education

Racist stereotypes such as the Asian American modelminority myth falsely depict the Asian American community as homogenous and devoid of any educational equity problems. Consequently not many scholars consider the lack of representation of Asian American women faculty members in higher education. Pilipina American and Hawaiian female professors are the minority within the minority in institutions of higher education. Pilipina American and Hawaiian women professors are leading the struggle through academic and nonacademic fronts to advance the equity and social-justice movement in the United States and the world. Pilipina American and Hawaiian women professors use the process of decolonization as …

Cultural Incongruence In Nursing Education, Chenit Ong-Flaherty

Nursing and Health Professions Faculty Research and Publications

No abstract provided.

Arabic Teachers' Perception Of An Integrated Approach For Teaching Arabic As A Foreign Language In Colleges And Universities In The United States, Abeer Al-Mohsen

Doctoral Dissertations

This study examines the perception of Arabic teachers on whether an integrated approach is critical for students’ communicative competence in Arabic. Additionally, the study attempts to uncover what might be potential barriers to the integrated-approach program-wide implementation in the field of Teaching Arabic as a Foreign Language in higher education institutes in the United States. Although many studies investigated students’ perception of learning Modern Standard Arabic (MSA) only, few studies focused on teachers’ perceptions of the issue and understanding of what communicative Arabic instruction should entail.

Using a mixed-method study, the researcher conducted the study in two sequential phases: a …

Nuancing Human Rights Discourse And Practice: Perspectives From Myanmar, Amy Marie Argenal

Doctoral Dissertations

Through a participatory action research project with human rights activists in Myanmar, this study builds on discourse around inherent power imbalances in international human rights work by highlighting voices often left out of the human rights discourse. Using postcolonial and third world feminist frameworks, this research offers analysis of ten research participants’ narratives on their relationship with human rights discourse and a discussion of their practice. By looking at questions of how community activists from Myanmar engaged in a human rights discourse, the study offers nuanced understandings and critical analysis of how and why certain activists will embrace or reject …

Building Communicative Competence: An Evaluation Of The Effectiveness Of An Intensive Japanese-Language Program, Yukiko Konishi

Doctoral Dissertations

Even though language-program evaluations provide educators with various types of information on teaching practices and the programs in which they work, insufficient literature discusses issues related to language-program evaluation. This mixed-methods study examined the effectiveness of a Japanese-language program offered at a government-sponsored Institute located in northern California on language-program evaluation and developing communicative competence at postsecondary schools.

Data comprised two sets of surveys, six individual interviews, and one group interview. Survey respondents were 35 former students of the institute and 12 Japanese instructors who are currently teaching Japanese or have taught Japanese at the Institute. Of the 35 students, …