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Though there has been a rapid increase of women's representation in
law and business, their representation in STEM fields has not been
matched. Researchers have revealed that there are several
environmental and social barriers including stereotypes, gender
bias, and the climate of science and engineering departments in
colleges and universities that continue to block women's progress
in STEM. In this book, the authors address the issues that
encounter women of color in STEM in higher education.
Women of Color in STEM: Navigating the Workforce is an opportunity
for making public the life stories of women of color who have
persevered in STEM workplace settings. The authors used various
critical theories to situate and make visible the lives of women of
color in such disciplines and workplace contexts like mathematics,
science, engineering, NASA, academia, government agencies, and
others. They skillfully centered women and their experiences at the
intersection of their identity dimensions of race, class, gender,
and their respective discipline. While the disciplines and career
contexts vary, the oppression, alienation, and social inequities
were common realities for all. Despite the challenges, the women
were resilient and persevered with tenacity, a strong sense of self
as a person of color, and reliance on family, community, mentors,
and spirituality. While we celebrated the successes, it is critical
that organizational leaders, whether in education or other
workplace settings, draw from narratives and counter?narratives of
these women to improve the organizational climate where individuals
can thrive, despite their racial, class and gender identity. This
book will assist educational communities, professional communities,
and families to understand their roles and responsibilities in
increasing the number of women of color in STEM.
Women of Color in STEM: Navigating the Workforce is an opportunity
for making public the life stories of women of color who have
persevered in STEM workplace settings. The authors used various
critical theories to situate and make visible the lives of women of
color in such disciplines and workplace contexts like mathematics,
science, engineering, NASA, academia, government agencies, and
others. They skillfully centered women and their experiences at the
intersection of their identity dimensions of race, class, gender,
and their respective discipline. While the disciplines and career
contexts vary, the oppression, alienation, and social inequities
were common realities for all. Despite the challenges, the women
were resilient and persevered with tenacity, a strong sense of self
as a person of color, and reliance on family, community, mentors,
and spirituality. While we celebrated the successes, it is critical
that organizational leaders, whether in education or other
workplace settings, draw from narratives and counter?narratives of
these women to improve the organizational climate where individuals
can thrive, despite their racial, class and gender identity. This
book will assist educational communities, professional communities,
and families to understand their roles and responsibilities in
increasing the number of women of color in STEM.
While universities world over are undergoing reforms and change, in
the case of African universities as illustrated in this book, the
reforms and changes are profound and can best be described as
transformative. This book is unique in many ways, which makes it
extraordinary. First, unlike other books that have examined issues
on higher education in Africa from externalist positions, the
contributors to this book are scholars who have been educated, are
currently teaching in African universities or have taught in
African universities. The book specifically focuses on
transformations in the governance of African universities and its
implications on equity, entrepreneurship, innovation, quality
assurance, information and communication technologies (ICTs), and
reform issues in higher education in Africa. The book presents
pertinent research on governance in African universities in an
experiential and empirical manner. The contributors of the book
chapters include individuals actively involved in teaching,
researching and governance of higher education institutions in
Africa. The chapters are based on empirical data, including review
of relevant literature. The book also recognizes that university
governance is more than just crisis in financial or economic
issues, but includes best management practices, shared governance,
meaningful reforms, strategic planning, consultation, transparency
and accountability, client (students, lecturers, parents and the
public) satisfaction, as well as the role of the university in
development. The contributions take cognizance of the fact that
governance as a concept is facing fundamental changes in the
context of global knowledge economy, and African local conditions.
Contributors also take cognizance of the fact that one important
source of change in Africa has been the accelerating speed of
scientific and technological advancement in learning at
universities where lifelong learning programs, adult learning
programs, distance and online learning are relatively new. The
chapters are also sensitive to new changes in gender,
demographical, technological, education reforms, social and
economic transformations in the governance of African universities.
The book is basically an academic book for use by undergraduates
and graduate students at universities, policy makers and
formulators in African ministries of Education; supra national
organizations, foreign organizations working in Africa, NGOs and
CBOs as well as development stakeholders, and community organizers.
A volume in Research on Women and Education (RWE) Series
EditorsBeverly Irby, Sam Houston State University and Janice Koch,
Hofstra University The seven chapters address long-standing
concerns from first-hand perspectives regarding women of color
faculty in the academy, the marginalization of women of color
scholars in the academy and the benefits of mentoring support.
Discussion of such are threaded throughout this book. Mentoring has
been a practice of leadership since Greek times, and research has
documented the advantages of mentoring. Aligned with the authors
espoused mentoring perspectives in this book, is the coined concept
of "synergistic mentoring" Accordingly, "Synergistic mentoring is
defined as a mentor and mentee working together collaboratively to
(a) generate a greater good for both, (b) integrate diverse
perspectives into the context, and (c) construct together an
otherwise unattainable goal attempted independently. The authors of
this book seek to enlighten, dynamic and critical discussions by
and about women of color in the academy. Conceivably the most
intriguing part of each chapter is the methodological approaches
used to address race, gender, and social justice in the academy.
Qualitative methods dominate the chapters with effective use of
personal narratives and the lived experiences of the participants.
The voices of those often ignored or forgotten are examined
building on the legacy of women of color in the academy who paved
the way for this generation and future scholars of color. Moreover,
the chapters presented herein challenge assumptions, perspectives
and beliefs about the significance of women of color scholars in
the academy. They are provocative and provide direction for future
research that advance knowledge and understanding for a better
society based on social justice, equity and equal opportunity. They
also give voice to both the shared diverse and common experiences
of this group of women scholars of color and provide useful
guidance and new perspectives on transforming the world's academics
into more inclusive and equitable environments around the globe
(Thomas & Hollenshead, 2001). Ultimately, outcomes from these
collections of scholarly discourse, may have important implications
for effective policy and program practice that raise important
questions about institutional commitments that advocate for the
advancement of women of color in the academy.
A volume in Research on Women and Education (RWE) Series
EditorsBeverly Irby, Sam Houston State University and Janice Koch,
Hofstra University The seven chapters address long-standing
concerns from first-hand perspectives regarding women of color
faculty in the academy, the marginalization of women of color
scholars in the academy and the benefits of mentoring support.
Discussion of such are threaded throughout this book. Mentoring has
been a practice of leadership since Greek times, and research has
documented the advantages of mentoring. Aligned with the authors
espoused mentoring perspectives in this book, is the coined concept
of "synergistic mentoring" Accordingly, "Synergistic mentoring is
defined as a mentor and mentee working together collaboratively to
(a) generate a greater good for both, (b) integrate diverse
perspectives into the context, and (c) construct together an
otherwise unattainable goal attempted independently. The authors of
this book seek to enlighten, dynamic and critical discussions by
and about women of color in the academy. Conceivably the most
intriguing part of each chapter is the methodological approaches
used to address race, gender, and social justice in the academy.
Qualitative methods dominate the chapters with effective use of
personal narratives and the lived experiences of the participants.
The voices of those often ignored or forgotten are examined
building on the legacy of women of color in the academy who paved
the way for this generation and future scholars of color. Moreover,
the chapters presented herein challenge assumptions, perspectives
and beliefs about the significance of women of color scholars in
the academy. They are provocative and provide direction for future
research that advance knowledge and understanding for a better
society based on social justice, equity and equal opportunity. They
also give voice to both the shared diverse and common experiences
of this group of women scholars of color and provide useful
guidance and new perspectives on transforming the world's academics
into more inclusive and equitable environments around the globe
(Thomas & Hollenshead, 2001). Ultimately, outcomes from these
collections of scholarly discourse, may have important implications
for effective policy and program practice that raise important
questions about institutional commitments that advocate for the
advancement of women of color in the academy.
While universities world over are undergoing reforms and change, in
the case of African universities as illustrated in this book, the
reforms and changes are profound and can best be described as
transformative. This book is unique in many ways, which makes it
extraordinary. First, unlike other books that have examined issues
on higher education in Africa from externalist positions, the
contributors to this book are scholars who have been educated, are
currently teaching in African universities or have taught in
African universities. The book specifically focuses on
transformations in the governance of African universities and its
implications on equity, entrepreneurship, innovation, quality
assurance, information and communication technologies (ICTs), and
reform issues in higher education in Africa. The book presents
pertinent research on governance in African universities in an
experiential and empirical manner. The contributors of the book
chapters include individuals actively involved in teaching,
researching and governance of higher education institutions in
Africa. The chapters are based on empirical data, including review
of relevant literature. The book also recognizes that university
governance is more than just crisis in financial or economic
issues, but includes best management practices, shared governance,
meaningful reforms, strategic planning, consultation, transparency
and accountability, client (students, lecturers, parents and the
public) satisfaction, as well as the role of the university in
development. The contributions take cognizance of the fact that
governance as a concept is facing fundamental changes in the
context of global knowledge economy, and African local conditions.
Contributors also take cognizance of the fact that one important
source of change in Africa has been the accelerating speed of
scientific and technological advancement in learning at
universities where lifelong learning programs, adult learning
programs, distance and online learning are relatively new. The
chapters are also sensitive to new changes in gender,
demographical, technological, education reforms, social and
economic transformations in the governance of African universities.
The book is basically an academic book for use by undergraduates
and graduate students at universities, policy makers and
formulators in African ministries of Education; supra national
organizations, foreign organizations working in Africa, NGOs and
CBOs as well as development stakeholders, and community organizers.
A volume in Research on Women and Education (RWE) Series Editors
Beverly Irby, Sam Houston State University and Janice Koch, Hofstra
University Encouraging the participation of girls and women in
science, technology, engineering and mathematics (STEM) remains as
vital today as it was in the 1970s. ... hence, the sub-title: "A
Never Ending Story." This volume is about ongoing advocacy on
behalf of the future workforce in fields that lie on the cutting
edge of society's future. Acknowledging that deeply embedded
beliefs about social and academic entitlement take generations to
overcome, the editors of this volume forge forward in the knowledge
that these chapters will resonate with readers and that those in
positions of access will learn more about how to provide
opportunities for girls and women that propel them into STEM
fields. This volume will give the reader insight into what works
and what does not work for providing the message to girls and women
that indeed STEM fields are for them in this second decade of the
21st century. Contributions to this volume will connect to readers
at all levels of STEM education and workforce participation.
Courses that address teaching and learning in STEM fields as well
as courses in women's studies and the sociology of education will
be enhanced by accessing this volume. Further, students and
scholars in STEM fields will identify with the success stories
related in some of these chapters and find inspiration in the ways
their own journeys are reflected by this volume.
A volume in Research on Women and Education (RWE) Series Editors
Beverly Irby, Sam Houston State University and Janice Koch, Hofstra
University Encouraging the participation of girls and women in
science, technology, engineering and mathematics (STEM) remains as
vital today as it was in the 1970s. ... hence, the sub-title: "A
Never Ending Story." This volume is about ongoing advocacy on
behalf of the future workforce in fields that lie on the cutting
edge of society's future. Acknowledging that deeply embedded
beliefs about social and academic entitlement take generations to
overcome, the editors of this volume forge forward in the knowledge
that these chapters will resonate with readers and that those in
positions of access will learn more about how to provide
opportunities for girls and women that propel them into STEM
fields. This volume will give the reader insight into what works
and what does not work for providing the message to girls and women
that indeed STEM fields are for them in this second decade of the
21st century. Contributions to this volume will connect to readers
at all levels of STEM education and workforce participation.
Courses that address teaching and learning in STEM fields as well
as courses in women's studies and the sociology of education will
be enhanced by accessing this volume. Further, students and
scholars in STEM fields will identify with the success stories
related in some of these chapters and find inspiration in the ways
their own journeys are reflected by this volume.
A volume in Research on Women and Education (RWE) Series
EditorsBeverly Irby, Sam Houston State University and Janice Koch,
Hofstra University The Research on Women and Education SIG of the
American Educational Research Association presents the third book
in its series, Gender and Early Learning Environments. Finding
after the publication of Gender and Schooling in the Early Years,
the second book in the series, that there was and is a paucity of
published literature on early childhood gender issues, the editors
determined that one additional book on early childhood and gender
issues was warranted in this series. The latest book in the series,
Gender and Early Learning Environments, is encompassing of a wide
range of topics addressing early childhood influences on gender and
development of the whole child. For early childhood educators, this
book aides in making visible and exploring the definition of what
gender means in contemporary culture.
A volume in Research on Women and Education (RWE) Series
EditorsBeverly Irby, Sam Houston State University and Janice Koch,
Hofstra University The Research on Women and Education SIG of the
American Educational Research Association presents the third book
in its series, Gender and Early Learning Environments. Finding
after the publication of Gender and Schooling in the Early Years,
the second book in the series, that there was and is a paucity of
published literature on early childhood gender issues, the editors
determined that one additional book on early childhood and gender
issues was warranted in this series. The latest book in the series,
Gender and Early Learning Environments, is encompassing of a wide
range of topics addressing early childhood influences on gender and
development of the whole child. For early childhood educators, this
book aides in making visible and exploring the definition of what
gender means in contemporary culture.
Though there has been a rapid increase of women's representation in
law and business, their representation in STEM fields has not been
matched. Researchers have revealed that there are several
environmental and social barriers including stereotypes, gender
bias, and the climate of science and engineering departments in
colleges and universities that continue to block women's progress
in STEM. In this book, the authors address the issues that
encounter women of color in STEM in higher education.
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