Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education

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Sonst. Personen	De Welde, Kristine (Hrsg.); Stepnick, Andi (Hrsg.)
Titel	Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education
Quelle	(2014), (392 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-62036-217-4
Schlagwörter	Higher Education; Gender Bias; Guides; Equal Education; Females; Racial Bias; African Americans; College Faculty; Minority Group Teachers; Professionalism; Nontenured Faculty; Work Environment; Parents; Acculturation; Older Adults; Family Work Relationship; Graduate Students; Knowledge Level; Teacher Characteristics; Sociology; Social Bias; Homosexuality; Asians; Social Sciences; Gender Differences; Bullying; Sexual Harassment; Change Strategies; Resistance (Psychology); Feminism; Case Studies; Women Faculty + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterstereotyp; Handbuch; Leitfaden; Weibliches Geschlecht; Racial discrimination; Rassismus; Afroamerikaner; Fakultät; Professionalität; Arbeitsmilieu; Eltern; Akkulturation; Älterer Erwachsener; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Wissensbasis; Soziologie; Homosexualität; Asian; Asiat; Asiatin; Asiaten; Asiate; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geschlechterkonflikt; Mobbing; Sexuelle Belästigung; Lösungsstrategie; Resistenz; Feminismus; Case study; Fallstudie; Case Study; Frauenakademie; Weibliche Gelehrte
Abstract	Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the "chilly climate" to the "old boys' club," women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success. This book is a "tool kit" for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors' research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are "better" or "good enough" and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures. Following the introduction, From People to Policies: Enduring Inequalities and Inequities for Women Academics (Kristine De Welde and Andi Stepnick), this book has five parts. Part 1, The Structure, contains the following chapters: (1) Glass Ceilings and Gated Communities in Higher Education (Robert J. Hironimus-Wendt and Doreen A. Dedjoe); (2) Challenges of Race and Gender for Black Women in the Academy (Candice P. Baldwin and Monica D. Griffin); (3) Contingent Appointments and the Diminishing Voice, Agency, and Professionalism of Women (Cecile H. Sam and Adrianna Kezar); (4) Faculty Gender Inequity and the "Just Say No to Service" Fairy Tale (Karen Pyke); and Case Study: Lecturer Barnes: Long-Term Contingent Faculty. Part 2, Structure Meets Culture, contains the following chapters: (5) The Influence of Departmental Culture on Academic Parents' Pro-Work Behaviors (Julie A. Kmec, Shanyuan Foo, and Amy S. Wharton); (6) Assimilating to the Norm: Academic Women's Experiences With Work-Family Policies (Catherine Richards Solomon); (7) The Eldercare Crisis and Implications for Women Faculty (Gretal Leibnitz and Briana Morrison); and Case Study: Graduate Student Chastain: Navigating Gendered Family-Work Expectations. Part 3, Exclusionary Cultures, contains the following chapters: (8) Perpetuating Inequality Through the Canons of Disciplinary Knowledge (Barret Katuna); (9) Characteristics and Perceptions of Women of Color Faculty Nationally (Corinne Castro); (10) Women Sociologists and the Question of Inclusion in the Academy (Kristin Marsh); (11) Not the Ideal Professor: Gender in the Academy (Laura Hirshfield); (12) Intersectional Invisibility and the Academic Work Experiences of Lesbian Faculty (Diana Bilimoria and Abigail J. Stewart); and Case Study: Professor Liu: The Multiple Challenges for an Asian Woman Professor in the Social Science Field. Part 4, Hostile Climates, contains the following chapters: (13) Gender Differences in Faculty Responses to Contra-Power Harassment (Claudia Lampman); (14) Confronting Faculty Incivility and Mobbing (Susan K. Gardner and Amy Blackstone); (15) Women of Color in the Academy: From Trauma to Transformation (Molly Everett Davis, Halaevalu F. Ofahengaue Vakalahi, and Renay Scales); and Case Study: Professor Smith: Early-Career Mobbing and Student Hostilities. Part 5, Tools for Changing the Academy, contains the following chapters: (16) Multiple Perspectives for Creating Change in the Academy (Elizabeth J. Allan); and (17) With So Many Problems, Where Do We Begin?: Building a Toolbox for Change (Abby L. Ferber). A section on Case Studies of Resistance and Feminist Change, a list of online resources, and an index are included. [Foreword by Penny A. Pasque.] (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01