On Their Own Terms: Women's Pathways into and through Academe

Autor/inn/en	Gonzales, Leslie D.; Terosky, Aimee LaPointe
Titel	On Their Own Terms: Women's Pathways into and through Academe
Quelle	In: Journal of Diversity in Higher Education, 13 (2020) 3, S.274-287 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000128
Schlagwörter	Women Faculty; Higher Education; Career Development; Gender Issues; Racial Factors; Minority Group Teachers; Graduate Study; Gender Bias; Research; Doctoral Degrees; Identification (Psychology); Student Experience; Racial Bias; Whites; Resilience (Psychology); Family Work Relationship; Social Bias + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsentwicklung; Geschlechterfrage; Aufbaustudium; Graduiertenstudium; Hauptstudium; Geschlechterstereotyp; Forschung; Doctoral degree; Doktorgrad; Studienerfahrung; Racial discrimination; Rassismus; White; Weißer
Abstract	In this qualitative study, we highlight the stories of a diverse group of 27 women academics who rebuffed many of academia's taken-for-granted pathways and approaches for success. To share their pathways and approaches, we offer a counternarrative composed of 3 themes: challenging linearity, refusing dualism, and rejecting individualism. Given our intersectional analysis, we show that even within a powerful counternarrative, there are differences, that these differences might best be understood in connection with gender, race, and class, and that these differences yield distinct experiences and outcomes among women. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01