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Descriptors:
Females; Curriculum Design; Foreign Countries; History Instruction; Womens Studies; Content Analysis; Course Content; Program Content; Evaluation Criteria; Evaluation Needs; Curriculum Development; Curriculum Evaluation; Cultural Relevance

Abstract:
Joanne Pearson reflects on her experiences as a history teacher and teacher educator, considering the ways in which she has seen women represented in the history curricula of different schools in England. She makes the case that greater attention needs to be paid by history teachers to the criteria against which they make decisions about the selection of content for inclusion in their curriculum. In the spirit of encouraging further debate, Pearson calls upon recent work that encourages "pupils" to grapple with different criteria for attributing historical significance, arguing that history teachers could reflect on what significance criteria they are using in the process of curriculum design. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Change Strategies; Higher Education; Feminism; Equal Opportunities (Jobs); Females; Sexual Orientation; Sex Fairness; Gender Discrimination; Gender Bias; Womens Education; Womens Studies; Social Justice; Disproportionate Representation; Barriers; Socioeconomic Status; Social Theories; Public Policy; Access to Education; Educational Opportunities; Women Administrators; Women Faculty; Enrollment Rate; Graduation Rate

Abstract:
This monograph emerges from the premise that discrimination on the basis of one's sex, gender, race, socioeconomic status, sexual orientation, disability, religion, or ethnicity is harmful to advancing a civil society where all citizens have opportunities to contribute to their fullest potential. The chapters included in this monograph are intended to both review the current scholarship about women's status in higher education and provide readers with multiple lenses through which to make meaning of that scholarship and its implications for changing the status quo. The chapter "Framing Women's Status Through Multiple Lenses" delineates diverse feminist theories as frames for understanding equity and analyzing strategies to advance women's status. The two chapters, "Examining Women's Status: Access and Representation as Key Equity Indicators" and "Examining Women's Status: Campus Climate and Gender Equity," provide an overview of the current literature about gender equity in higher education. The focus in "Examining Women's Status: Access and Representation as Key Equity Indicators" is access and representation; "access" is defined in terms of gatekeeping (gaining entry to institutions of higher education), and "representation" refers to "where" women are located or positioned once they have gained access to the institution as students, faculty, staff, or administrators. The chapter takes a closer look at the phenomenon of "the higher the fewer" for women in terms of their representation relative to occupational segregation and prestige hierarchies in and across institutions. Representation also refers to gaining access to particular institutional arenas like athletics, science, technology, engineering, and mathematics (STEM) fields, senior leadership roles, and senior faculty as well as the representation of women in different types of postsecondary institutions. "Examining Women's Status: Campus Climate and Gender Equity" shifts from describing numbers and locations of women in various higher education arenas to describing the experiences of women in different roles and contexts within postsecondary institutions. This emphasis is captured by the word "climate"--generally defined as "common member perceptions, assumptions, beliefs, feelings or attitudes" about organizational life. The chapter "Advancing Women's Status: Analyzing Predominant Change Strategies" shines the spotlight on change making by providing a review of the literature related to predominant strategies for advancing gender equity in the context of higher education. The chapter examines strategies through multiple lenses of feminist theory to help make embedded assumptions more explicit and examine ways in which these assumptions serve to shape and constrain the range of possible solutions to the problem of inequity. The final chapter, "Implications and Recommendations," includes recommendations for further research and a brief discussion of the implications of drawing on multiple lenses to analyze equity. (Contains 3 exhibits, 6 figures and name and subject indexes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Females; Foreign Countries; Sex Fairness; Admission (School); School Holding Power; Academic Persistence; School Choice; Womens Education; Gender Bias; Equal Education; College Students; Gender Differences; Interviews; Enrollment Trends; Graduation Rate; Cultural Influences

Abstract:
Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. (Contains 1 figure, 2 tables, and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Studies; College Faculty; Teacher Collaboration; Interdisciplinary Approach; Global Approach; Feminism; Cultural Pluralism; Sex Fairness; Womens Studies; Courses; Core Curriculum; Curriculum Development; Team Teaching; College Instruction; Instructional Innovation; Small Colleges

Abstract:
The authors provide a case study of how a group of faculty members was able to initiate transformation in student learning and institutional structures at a small university in the Midwestern U.S. through the introduction of collaborative feminist organizing and pedagogy. It details faculty-led initiatives that set the stage for innovative teaching and learning, and it describes the authors' experience in the face of resistance when introducing a global women's human rights course into the university's new core curriculum. Because of its diverse, interdisciplinary and transnational content, this course challenged deeply ingrained disciplinary and pedagogical borders of both traditional area studies and the field of history. The authors argue that progress toward diverse curricula can be made when colleagues work collaboratively and apply innovative pedagogical models to the classroom. Although specific to one university, these challenges to and strategies for transformation have broader application to all faculty seeking to diversify curricula and institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Females; Womens Education; Womens Studies; Women Administrators; Black Studies; Essays; Feminism; Racial Integration; Racial Relations; Gender Differences; Social Class; Leadership Role; Leadership Styles; Interpersonal Competence; Literature Reviews; Cultural Pluralism; Low Income Groups; Ethnic Diversity

Abstract:
The purpose of this essay is to contextualize the existing research literature on leadership for diversity, equity, and social justice in education with "bridge leadership" as historically practiced by Black women leaders in the USA. Its primary aim is to demonstrate how the intersection of race and gender as experienced by the Black woman leader has, in many instances, resulted in her serving as a bridge for others, to others, and between others in multiple and often complicated contexts over time. Framed by a discussion of Black feminisms, this project centers the intersectionality of race and gender identities alongside context as important indicators in the development of leadership philosophies, epistemologies, and practice. It concludes with how and why bridge leadership can serve as an effective model for leading diverse school communities where race and class divides continue to stifle learning opportunities for large numbers of poor, Black, Latino, and immigrant children and youth in the USA. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Feminism; Females; Criticism; Foreign Countries; Womens Education; Womens Studies; Women Administrators; Women Faculty; Gender Differences; Gender Issues; Intervention; Change Strategies; Organizational Change; College Administration; Educational Policy; Educational Development

Abstract:
This paper undertakes a critique of the gendered nature of leadership in modern universities in Kenya. The paper argues that the inclusive nature of African feminism makes it easier for both men and women to join in this discussion since African feminism demands a more holistic perspective that does not pit men against women but encourages them to work together to address gender inequalities. The review shows that there is a need to develop policies and strategies both at national and local level geared towards increasing women's participation in decision making and leadership in higher education in Kenya. The paper provides an opportunity for reflection on problems related to the participation of academic women in leadership in higher education in Kenya and comparable systems through the changing times and settings. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Nontraditional Occupations; Nonprofit Organizations; Career Education; Career Guidance; Vocational Interests; Educational Opportunities; Partnerships in Education; STEM Education; Womens Education; Womens Studies; Sex Stereotypes; Curriculum Design; Models; Lifelong Learning; Best Practices

Abstract:
One educator's attempt to pique girls' interest in nontraditional careers in the Seattle School District led to the creation of the now-international nonprofit IGNITE (Inspiring Girls Now in Technology Education). From its humble beginnings, IGNITE has impacted the lives of more than 20,000 girls, with thousands more across the globe each year. The beauty of the IGNITE program is its simplicity. At the heart of the program is a thriving partnership with professional women (and sometimes men) working in STEM careers, who volunteer their time in order to reach out to young women about the opportunities in front of them. IGNITE also works hand-in-hand with other community organizations--bringing community college instructors in to speak to the girls to demystify higher education; partnering with local companies to provide field trips and scholarships; and collaborating with other educational nonprofits to provide a broad set of experiences for participants. IGNITE now has chapters in schools across the country and is enjoying a global appeal. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Secondary School Teachers; Women Administrators; Instructional Leadership; Principals; Interviews; Womens Education; Womens Studies; Occupational Aspiration; Phenomenology; Administrator Attitudes; Teacher Attitudes; Foreign Countries; Career Development; Feminism; Work Attitudes

Abstract:
This article reports on some of the findings of a wider, life history study of the factors affecting the career decisions of 40 female secondary school teachers, including 10 female headteachers. As a part of this, insights were sought into why women continue to be proportionally under-represented in secondary headship posts in UK secondary schools. Interview evidence indicated that the majority of female teachers in the study harboured a set of negative perceptions of school leadership and rejected headship as a career option. In this article, I contrast these negative perceptions with the positive picture of headship painted by the female headteachers. The headteachers in this study were driven by a strong sense of values relating to pupil achievement, and saw themselves as agents of change who needed to occupy positions of power in order to enact their principles to maximum effect. Drawing on the narratives of the 10 headteachers, I discuss their positive, agentic perspectives on school leadership, underpinned by essentially child-centred values. I argue that a more proactive approach to promoting this positive view of school leadership may be key to encouraging women (and presumably some men) who have previously rejected headship as a career, to reconsider. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; College Faculty; Teaching Methods; Social Sciences; Employment Opportunities; Time Management; Foreign Countries; Womens Education; Womens Studies; Women Faculty; Performance Factors; Interviews; Research Administration; Individual Characteristics; Researchers; Phenomenology

Abstract:
This article examines the factors which contribute to the success of female academics engaging in research in social sciences. The data were obtained through a series of interviews carried out at public universities in Catalonia with women, all of whom were the heads of research groups recognized by the Generalitat de Catalunya (Catalan Government). These results reveal several aspects relevant for women academics, at both the individual and institutional levels, in terms of employment opportunities, management of research programmes, development of teaching strategies and individual time management. This should assist the development of institutional policies and practices within higher education to help women build successful research careers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Policy; Equal Education; Sex Fairness; Discourse Analysis; Gender Issues; International Organizations; Feminism; Empowerment; Justice; Gender Differences; Social Differences

Abstract:
Girls' education has been a focus of international development policy for several decades. The discursive framing of international organizations' policy initiatives relating to girls' education, however, limits the potential for discussing complex gender issues that affect the possibilities for gender equity. Because discourse shapes our understanding of reality, the emphases and omissions of policy language can affect our understanding of complex issues such as the challenges of girls' education in international development. Using feminist critical policy discourse analysis, this study analyzes 300 policy documents, published between 1995 and 2008, that represent the "public face" of 14 organizations active in the field of international development education. We examine three types of discursive arguments given in the documents for educating girls: justice arguments, utility arguments, and empowerment arguments. We show that the robustness of "gender", and related concepts such as equity and equality as theoretical constructs, are limited, which is a factor constraining what can be understood as important in gender equity in education. Policy remains focused on girls and not gender (or boys), and on easily measurable indicators (counting boys and girls in school). This policy discourse does little to recognize that gender as a social process reproduces--or has the potential to challenge--social inequities. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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