Women Faculty, Professional Identity, and Generational Disposition

Autor/inn/en	Marine, Susan B.; Martínez Alemán, Ana M.
Titel	Women Faculty, Professional Identity, and Generational Disposition
Quelle	In: Review of Higher Education, 41 (2018) 2, S.217-252 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Women Faculty; Professional Identity; Feminism; Qualitative Research; College Faculty; Teacher Attitudes; Females; Tenure; Career Development; Race; Social Class; Age Differences; Baby Boomers; Interviews; Semi Structured Interviews; Generational Differences + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Feminismus; Qualitative Forschung; Fakultät; Lehrerverhalten; Weibliches Geschlecht; Amtszeit; Beschäftigungsdauer; Berufsentwicklung; Rasse; Abstammung; Social classes; Soziale Klasse; Age; Difference; Age difference; Altersunterschied; Interviewing; Interviewtechnik
Abstract	In an exploratory qualitative study, the generational dispositions of tenured women faculty from the Boomer Generation were examined. As pioneers and now senior members in the academic profession in the Golden Era of American higher education, they exist in a common historical location characterized by cultural forces and events that helped to shape each woman's academic career. Their generational location is steeped in the dominant narratives of gender, class, race and sexuality, feminism, and their identification as academic professionals. This study examines the generational dispositions of tenured Boomer women faculty on professional identity and career, generational changes, and feminist positionality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01