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 CONCEPTS OF CREATIVE LEADERSHIP OF WOMEN LEADERS IN 21ST CENTURY

2020 ◽  
Vol 13 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rudolf M. Oosthuizen
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Women Leaders ◽  
21St Century ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Creative Leadership ◽  
And Gender

This article presents the subjective perspectives of women leaders working in higher education institutions in the 21st century in South Africa. It focuses in particular on creativity as demonstrated by women leaders working in culturally and gender diverse post-apartheid settings. The aim is to contribute to the discourse on the creativity of women leaders from diverse cultural backgrounds within South Africa higher education institutions by examining how women leaders experience creativity and what creativity means to them from a qualitative perspective. The study reported on assessed the experiences of creativity of 23 women leaders and their views on creativity and creative leadership by means of a research paradigm based on Wilhelm Dilthey’s modern hermeneutics. It used qualitative research methods, such as semi-structured interviews, as well as observations within one selected higher education institution. Data was analysed by means of content analysis. Quality research criteria and ethical considerations were upheld. The findings highlight the creative skills and attitudes of women leaders underlying successful leadership and the types of creative leadership applied. They suggest that women leaders’ creativity manifests in facilitating creativity in higher education institutions by fostering the creativity of others rather than directing their own creative vision through or integrating it in the work of employees.

scholarly journals ‘CEO equals man’: Gender and informal organisational practices in English sport governance

2019 ◽  
Vol 55 (7) ◽  
pp. 1009-1025 ◽  
Author(s):  
Lucy V Piggott ◽  
Elizabeth CJ Pike
Keyword(s):  
Gender Equity ◽  
Participant Observation ◽  
Cultural Resources ◽  
Structured Interviews ◽  
Specific Detail ◽  
Theory Of Practice ◽  
Organisational Values ◽  
And Performance ◽  
And Gender ◽  
Alternative Practices

Despite the benefits of diversity amongst sport leaders increasingly being argued by both researchers and practitioners, English sport governance remains gender-imbalanced at all levels of leadership. Within this article, we aim to explore how informal organisational practices within two established English national governing bodies impact upon gender equity and gender balance within their governance. This is important to raise awareness of the power of informal organisational practices to favour one gender over another. We present findings generated through a multi-method qualitative approach of semi-structured interviews and participant observation. Official documents from the two organisations were also drawn upon to add specific detail or fill information gaps during the collection, analysis and write-up of data. Throughout the article, we draw upon Bourdieu’s theory of practice to focus on the ways in which cultural resources, processes and institutions hold sport leaders within gendered hierarchies of dominance. We found that informal organisational practices contribute to the reinforcement of gendered structures of dominance which privilege (dominant) men and masculinity, and normalise and naturalise the positions of men as leaders. Some examples of resistance against inequitable informal practices were also evident. Drawing upon Bourdieu’s theorising, we highlight that alternative practices must be valued more highly by the organisation than current problematic practices in order for them to become legitimised, habitual and sustainable. We suggest that one way of achieving this is by linking gender-equitable governance to organisational values and performance to provide motivation for organisations to make genuine, sustainable change.

Women Chiefs and Post War Reconstruction in Sierra Leone

2015 ◽  
Vol 14 (1-2) ◽  
pp. 19-39
Author(s):  
Lynda R. Day
Keyword(s):  
Sierra Leone ◽  
Gender Equity ◽  
Local Level ◽  
Structured Interviews ◽  
Culturally Based ◽  
Women's Equality ◽  
And Gender ◽  
Post War ◽  
Traditional Structures

This paper examines the role of women chiefs in post war reconstruction in Sierra Leone, particularly the connection between women chiefs with the movement for women’s equality and economic empowerment. Contrary to scholarship which views culturally based traditional structures, including chieftaincy, as counterproductive to progressive change, I argue that traditional women chiefs have contributed to the movement for gender justice and gender equity and could be key to shaping and promoting both an agenda and an ideology for women’s social and political advancement on a local level. The study is based on fieldwork conducted in Sierra Leone from 1982 to 2012 and includes semi-structured interviews with women chiefs and other key players before, during, and after the war, as well as sources such as newspaper articles, journal and book publications and archival materials.

scholarly journals Sexual violence in Indonesian University: On students’ critical consciousness and agency

2021 ◽  
Vol 7 (2) ◽  
pp. 153
Author(s):  
Ainal Fitri ◽  
Muhammad Haekal ◽  
Almukarramah Almukarramah ◽  
Fitri Meliya Sari
Keyword(s):  
Higher Education ◽  
Sexual Violence ◽  
Gender Equity ◽  
Critical Consciousness ◽  
Education Institution ◽  
Future Research ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Higher Education Institution ◽  
Higher Education Leaders

This qualitative study analysed how aspects of critical consciousness in students played a role in the issue of sexual violence in a higher education institution. This research involved students, lecturers, and elements of higher education leaders of a university in Aceh, Indonesia. For the data collection method, the researchers used semi-structured interviews. The data was analysed using thematic analysis with the utilization of critical consciousness and student agency concept as the theoretical frameworks. This study found that aspects of critical consciousness played a significant role in dealing with sexual violence issues in university. Without critical consciousness, students would potentially err in analysing the issue of sexual violence. Aspects of students' critical consciousness were also influenced by the structure or discourse of higher education in viewing sexual violence. The tendency of campus to be more concerned with its good reputation also exacerbated the handling and prevention of sexual violence cases. The implication of this research is the finding that critical consciousness and institutional structure influence each other, both positively and negatively. To deal with sexual violence, a university must promote critical consciousness among students and academics, create pro survivors’ discourse and underpin students' agency, and most importantly, strive to cultivate gender equity perspective among university leaders. Future research should focus on investigating effective pedagogy to nurture critical consciousness for supporting the anti-sexual violence agenda in a higher education institution

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.

scholarly journals Salaries in Higher Education Systems: A System-wide Perspective on Career Advancement and Gender Equity

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrea L. Liebl ◽  
Pam Rowland ◽  
Alyssa Kiesow ◽  
Ashley Podhradsky ◽  
Meredith Redlin ◽  
...  
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Career Advancement ◽  
Education Systems ◽  
Higher Education Systems ◽  
Wide Perspective ◽  
And Gender

Beyond Access and Inclusion: Dalit Experiences of Participation in Higher Education in Rural Punjab

2020 ◽  
Vol 12 (2) ◽  
pp. 234-248
Author(s):  
Kamlesh Narwana ◽  
Angrej Singh Gill
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Peer Interactions ◽  
Structured Interviews ◽  
Group Discussions ◽  
Indian State ◽  
And Gender ◽  
Culture Of Silence ◽  
Participation In Higher Education

Keeping constitutional egalitarianism and social justice as primary goals, Indian state has emphasized on making education more inclusive by improving accessibility of socially marginalized sections. When the exclusion has multi-prone dimensions with social, economic and cultural overlapping factors, the present study attempts to observe how much inclusion the process of formal accessibility has provided in a real sense. In this context, the article aims to interrogate the journey of higher education of Dalit in rural Punjab. On the basis of a case study of a government institute, an attempt is made to understand the challenges of Dalit students’ participation in higher education by looking at their day-to-day struggle in terms of social inclusion, financial constraints and sharing of institutional spaces. Based on the qualitative data, collected by semi-structured interviews and focus group discussions, the article primarily endeavours to explore what happens after reaching inside the walls of a higher education institute by looking inside processes such as classroom participation; peer interactions; and intersectionality of class, caste and gender. Underlining the significant role of caste in defining the educational experiences of Dalit students and hidden culture of silence in higher education, the findings underscore that emergence of class along caste lines, different face of patriarchy for Dalit females, inaccessibility of affirmative action with daily financial challenges, make the process of inclusion still a distant dream.

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