Women Educators’ Experiences During COVID-19: On the Front Lines examines the gendered experiences, challenges, and rapid changes faced by women in higher education during COVID-19. The book’s chapters cover lived experiences ranging from graduate students navigating the pandemic to those grappling with balancing motherhood and the academy. Through these diverse perspectives, this edited collection explores the impact of the diversity and nuances of the feminine identity on navigating higher education during an international health crisis. Ultimately, contributors provide recommendations for best practices and suggestions for change for administrators, faculty, and policymakers to dismantle the academy as a male-dominated institution. Scholars of communication, gender studies, and higher education will find this book of particular interest.

Field stations and marine laboratories (FSMLs) are sentinels of Earth's climate, providing scientists with the infrastructure to collect data in otherwise inaccessible areas of the globe. Many FSMLs were built around and continue to perpetuate male-dominated institutional ideologies, making it difficult for women, BIPOC, and those with intersecting identities to progress, succeed, and thrive. In a collaborative effort across field ecologists and communication scholars working with women navigating these spaces, this book's priorities are to: 1) document the gender history of FSMLs; 2) provide a context for the current organizational culture and understand the current communication climate dynamics; 3) explore current barriers to leadership, success, and factors that contribute to positive communication climates in FSMLs, and 4) explore strategies, programs, and interventions for supporting women's leadership roles, as well as, to develop best practices for policy, resource allocation, and field station design to better support and increase women's leadership roles in FSMLs.

Supporting the Military-Affiliated Learner: Communication Approaches to Military Pedagogy and Education challenges the academic community to 1) reevaluate how they support military-affiliated learners (MALs) and address how the military-civilian-academic divide causes disparities and barriers to MAL academic achievement and retention and 2) implement programs and develop strategies to facilitate equitable academic integration from application to graduation. With contributions from veterans, military spouses, and communication educators, this book explicate barriers that MALs face when trying to transition to, navigate, and succeed in higher education. This edited volume explores the impact of the diversity and nuances of MAL identities on their experiences in higher education; promotes military competence by providing opportunities for educators and support staff to learn about potential barriers and promote best practices for connecting with MALs and validating their lived experiences; examines how technology/computer-mediated communication may be used to facilitate community building and promote connectedness for MALs within face-to-face and digital spheres.