The brown glass ceiling? A qualitative study of Hispanic women/Latinas leaders in higher education

2016 ◽  
Author(s):  
◽  
Daisy Indira Barron Collins
Keyword(s):  
Higher Education ◽  
Glass Ceiling ◽  
Hispanic Women ◽  
Research Question ◽  
Comparative Approach ◽  
Social Perceptions ◽  
Leadership Positions ◽  
University Of Missouri ◽  
And Gender ◽  
Qualitative Phenomenological

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The percentage of Hispanics in the state of Missouri, and its universities, continues to grow. However, few Hispanic women/Latinas advance into leadership positions; instead, many are constrained by an invisible glass ceiling. The purpose of this qualitative, phenomenological research study was to examine Hispanic women/Latinas' experiences and perceptions about their journey to leadership in higher education, the barriers they encountered, and their access to and acquisition of resources needed for their success. The overarching research question was: How do Latinas in higher education make meaning of their journeys and quests to reach leadership positions? Data collection included semi-structured, open-ended interviews, field notes, biographical questionnaires, and a researcher's reflective journal. Data analysis followed a comparative approach influenced by grounded theory, to illuminate the similarities and differences among women's pathways. In addition, as an "organic intellectual" -- a "thinker who emerges from an oppressed group and reflects its concerns and interest" (Collins, 1998, p. 279) -- the researcher employed standpoint theory as a means to include her own story. The findings of this study described the barriers, resources, and the journey to leadership of twenty-four participants, plus the researcher's own experiences. The barriers revealed by participants center on two central themes. Specifically those related to identity (interactions between racial/ethnic self-identification, social perceptions, and gender) and systemic themes (regarding institutional level efforts and lack of recruitment, retention, and promotion processes). Resources were found to have included personal (family and spirituality) and structural (mentoring and scholarships) supports. While one purpose of this study was to disseminate information that will empower Latina educators, this inquiry also informs legislators, educational officials, and higher educational administrators of the institutional support needed to recruit, retain, and promote Hispanic women in their organizations.

Levers

2021 ◽  
pp. 109-131
Keyword(s):  
Higher Education ◽  
United States ◽  
Hispanic Women ◽  
The United States ◽  
Leadership Positions ◽  
Cultural Impact ◽  
Ethnic Bias ◽  
College Degrees ◽  
New Immigrants ◽  
Bureau Of Labor Statistics

This chapter will present personal levers, which are family and spirituality, and the professional levers, which include mentoring in relation to the academic funnel of gender and ethnic bias, as well why it is important comprehend the cultural impact unto the journey to leadership. Participants addressed each one of the levers in their journey in higher education. Only a few Latinas reach leadership positions in organizations in the United States, despite their increasing interest in obtaining advanced college degrees. This issue is especially glaring in higher education, as the United States becomes increasingly diverse through the infusion of new immigrants. A U.S. Bureau of Labor Statistics report from 2013 noted that 51.6% of women between the ages 25 and 29 were in a management, business, or financial operation occupation; and 8.7% of those women were Latinas. In the same way, only small numbers of Hispanic women reach senior leadership positions.

The influence of gender on the careers of women theatre faculty in higher education : a qualitative investigation

2018 ◽  
Author(s):  
◽  
Rachel Elizabeth Bauer
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Emotional Labor ◽  
Fine Arts ◽  
Structured Interviews ◽  
University Of Missouri ◽  
Personal Lives ◽  
Normative Expectations ◽  
And Gender ◽  
Colleague Relationships

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Researchers have long documented issues with gender equity in higher education, especially in STEM fields, but less attention has been directed to gender equity in fields that fall under humanities and fine arts--including theatre, where women have already achieved greater equity in terms of their presence in the field. Assuming gender parity based on numbers, however, is problematic, leaving out the opportunity for understanding how overarching institutional structures impact the experience of individual women. Employing narrative inquiry, this study explored the experiences of fifteen, Ph.D. holding tenure track or tenured women theatre faculty at research institutions through in-depth, semi-structured interviews. This study found there is a subtlety and pervasiveness to sexism and gender bias that can function differently in departments of theatre and based on one's status/rank. The participants felt that the respect given to their man counterparts was not equally given to them. These women theatre faculty felt the need to change appearance and personality to be the part of professor, as professor is not traditionally “woman.” Additionally, women are doing the carework at home and work, and the unpaid burden of service and emotional labor that is put on women theatre faculty affects their productivity. The findings identified that women theatre faculty need support systems in both colleague relationships and in their personal lives, and work/life balance and professional environment are key factors in working in the profession. The findings show that through resiliency, women theatre faculty find their own ways to succeed in a system that works for them. It also shows that women are aware of how their needs are different from the normative expectations of the academic work environment.

scholarly journals “Holding up Half the Sky”—Women and the Glass Ceiling at a University in China

2019 ◽  
Vol 1 (2) ◽  
pp. p58
Author(s):  
Kathy O’Sullivan
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Glass Ceiling ◽  
Phenomenological Study ◽  
Cultural Norms ◽  
Administrative Positions ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study ◽  
Depth Interviews

The purpose of this qualitative phenomenological study is to describe the glass ceiling is perceived by women in the role of mid-to-senior level academics and administrators in higher education in a Chinese university. This study also sought to understand the characteristics of women in mid-to-senior level positions, as well as the tools and resources necessary for women to obtain such a position in higher education. Drawing on in-depth interviews with eight women in mid-to-senior level academic and administrative positions in one university and informed by constructivist views, the essence of their lived experience helped to inform a broader discourse of women and the glass ceiling. The ?ndings highlight how women’s career progression is shaped by cultural norms and conventions.

Migration and family change in Egypt: a comparative approach to social remittances

2013 ◽  
Vol 10 (1) ◽  
pp. 71-80 ◽  
Author(s):  
Lucile Gruntz ◽  
Delphine Pagès-El Karoui
Keyword(s):  
Public Discourse ◽  
Comparative Approach ◽  
Structural Factors ◽  
Host Countries ◽  
Return Policies ◽  
Social Remittances ◽  
Power Set ◽  
Gender Ideals ◽  
Gulf States ◽  
And Gender

Based on two ethnographical studies, our article explores social remittances from France and from the Gulf States, i.e. the way Egyptian migrants and returnees contribute to social change in their homeland with a focus on gender ideals and practices, as well as on the ways families cope with departure, absence and return. Policies in the home and host countries, public discourse, translocal networks, and individual locations within evolving structures of power, set the frame for an analysis of the consequences of migration in Egypt. This combination of structural factors is necessary to grasp the complex negotiations of family and gender norms, as asserted through idealized models, or enacted in daily practices in immigration and back home.

Identify This…

2009 ◽  
Vol 2 (2) ◽  
pp. 209-228 ◽  
Author(s):  
Leslie Rebecca Bloom ◽  
Amanda Reynolds ◽  
Rosemary Amore ◽  
Angela Beaman ◽  
Gatenipa Kate Chantem ◽  
...  
Keyword(s):  
Higher Education ◽  
Life History ◽  
Graduate Students ◽  
Women's Studies ◽  
Essential Elements ◽  
Women's Voices ◽  
Readers Theater ◽  
Creative Pedagogy ◽  
And Gender ◽  
Selection Of

Readers theater productions are meaningful expressions of creative pedagogy in higher education. This article presents the script of a readers theater called Identify This… A Readers Theater of Women's Voices, which was researched, written, and produced by undergraduate and graduate students in a women's studies class called Intersections of Race, Class, and Gender. Section one of the article reproduces the script of Identify This that was based on life history interviews with a diverse selection of women to illustrate intersectional identities. Section two briefly describes the essential elements of the process we used to create and perform Identify This.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Women-Friendly Policies being adopted by Organizations: An Innovative aspect

2016 ◽  
Vol 3 (01) ◽  
Author(s):  
Shlesha Singh ◽  
Mrinalini Pandey
Keyword(s):  
Sexual Harassment ◽  
Glass Ceiling ◽  
Gender Stereotype ◽  
The Other ◽  
Family Responsibilities ◽  
Other Hand ◽  
The Family ◽  
Workplace Barriers ◽  
Women In The Workforce ◽  
And Gender

Organizations are these days realizing the importance of women in the workforce and to tap that talent, organizations are now-a-days putting extra efforts. Workplaces were designed keeping men in mind and which has been intercepting women from continuing the competitive jobs and career along with the family responsibilities. On the other hand, there are various workplace barriers which are adding to the other problems. Women face several barriers at the workplace like sexual harassment, glass ceiling and gender stereotype.

scholarly journals Data on Orientation to Happiness in Higher Education Institutions from Mexico and El Salvador

Data ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Domingo Villavicencio-Aguilar ◽  
Edgardo René Chacón-Andrade ◽  
Maria Fernanda Durón-Ramos
Keyword(s):  
Higher Education ◽  
El Salvador ◽  
Latin American ◽  
Higher Education Institutions ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Stepwise Multiple Regression ◽  
Teacher Student ◽  
And Gender ◽  
Student’S T

Happiness-oriented people are vital in every society; this is a construct formed by three different types of happiness: pleasure, meaning, and engagement, and it is considered as an indicator of mental health. This study aims to provide data on the levels of orientation to happiness in higher-education teachers and students. The present paper contains data about the perception of this positive aspect in two Latin American countries, Mexico and El Salvador. Structure instruments to measure the orientation to happiness were administrated to 397 teachers and 260 students. This data descriptor presents descriptive statistics (mean, standard deviation), internal consistency (Cronbach’s alpha), and differences (Student’s t-test) presented by country, population (teacher/student), and gender of their orientation to happiness and its three dimensions: meaning, pleasure, and engagement. Stepwise-multiple-regression-analysis results are also presented. Results indicated that participants from both countries reported medium–high levels of meaning and engagement happiness; teachers reported higher levels than those of students in these two dimensions. Happiness resulting from pleasure activities was the least reported in general. Males and females presented very similar levels of orientation to happiness. Only the population (teacher/student) showed a predictive relationship with orientation to happiness; however, the model explained a small portion of variance in this variable, which indicated that other factors are more critical when promoting orientation to happiness in higher-education institutions.

scholarly journals Free to be: Experiences of arts-based relational caring in a community living and thriving with dementia

Dementia ◽  
2021 ◽  
pp. 147130122110270
Author(s):  
Christine Jonas-Simpson ◽  
Gail Mitchell ◽  
Sherry Dupuis ◽  
Lesley Donovan ◽  
Pia Kontos
Keyword(s):  
Ethic Of Care ◽  
Research Question ◽  
Creative Arts ◽  
Support Worker ◽  
Personal Support ◽  
Body Of Knowledge ◽  
The Arts ◽  
Van Manen ◽  
Phenomenological Methodology ◽  
Qualitative Phenomenological

Aim To present findings about experiences of relational caring at an arts-based academy for persons living with dementia. Background There is a compelling call and need for connection and relationships in communities living with dementia. This study shares what is possible when a creative arts-based academy for persons living with dementia grounded in relational inquiry and caring focuses on relationships through the medium of the arts. Design A qualitative phenomenological methodology (informed by van Manen) was used to answer the research question, “What is it like to experience relational caring at an arts-based academy for persons living with dementia?” We address two research objectives: (1) to explore how relationships are experienced when a relational caring philosophy underpins practice, including arts-based engagements; and (2) to understand the meaning of relationships that bring quality to day-to-day living. Methods Twenty-five participants were recruited from the Academy and interviewed in one-to-one in-depth interviews or small groups. Participants included five persons living with dementia, eight family members, four staff, five artists, one personal support worker, and two volunteers. Participants were asked to describe their experiences of relational caring or relationships in the Academy space. Findings Three thematic patterns emerged, which address the research objectives. Relational caring is experienced when: freedom and fluid engagement inspire a connected spontaneous liveliness; embracing difference invites discovery and generous inclusivity; and mutual affection brings forth trust and genuine expression. Conclusions Findings contribute to the growing body of knowledge about both relational caring and arts-based practices that call forth a different ethic of care—one that is relational, inclusive, and intentional. Findings also shed light on what is possible when a relational caring philosophy underpins arts-based practices—everyone thrives.

scholarly journals A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)

2021 ◽  
Vol 13 (3) ◽  
pp. 1393
Author(s):  
Karolina Adach-Pawelus ◽  
Anna Gogolewska ◽  
Justyna Górniak-Zimroz ◽  
Barbara Kiełczawa ◽  
Joanna Krupa-Kurzynowska ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Raw Materials ◽  
Research Question ◽  
Science And Technology ◽  
Mining Industry ◽  
Mining Engineer ◽  
European Institute ◽  
Innovation And Technology ◽  
Development Goals

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer.

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