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This ground-breaking collection features the diverse voices,
experiences, and scholarship of cross-cultural women of American
Indian, Asian American, Black/African American and Hispanic descent
at various levels of academe, actively engaged in the advancement
of marginalized groups in the U.S. and abroad through their
scholarly work. Intergenerational cross-cultural scholars manifest
a literary community that models ways in which women scholars can
move beyond traditional institutional, psychological, and
professional barriers to practice activism, break unwritten rules,
and shatter status quo 'business as usual' practices in the
academy. This distinctive volume exemplifies the phenomenon of
cross-cultural women scholars conducting research and writing about
ways in which they negotiate their professional realities toward
professional goal attainment. Each chapter presents rigorous
ethnographic research complemented by critical analyses, reflecting
ways in which these self-determined scholars transcend barriers
associated with the dynamic intersections of race, gender,
ethnicity, class and language in higher education. Scholars share
strategies for institutional, psychological, and professional
barrier transcendence through various approaches such as
educational leadership for equity, the practice of cross-cultural
competence, various mentoring interactions, and the creation of and
participation in networking groups with other women of color in
academe. Students, academics, educational practitioners and
individuals seeking exemplars for ethnographic research will find
this critical book essential as a means for better informing their
scholarship.
Historically, women of color have experienced discrimination based
on the double jeopardy of race and/or ethnicity, and gender in
their quest for access and advancement in higher education. Today's
women of color in higher education however are the beneficiaries of
courageous and committed women predecessors who confronted and
disrupted institutions to attain a higher level of education
(Jean-Marie, 2005). Together with Volume 9, this two-edited volume
focuses on African American, Hispanic American, Native American,
and Asian-Pacific American women whose increased presence in senior
level administrative and academic positions in higher education is
transforming the political climate to be more inclusive of women of
color. Topics include trends and issues, leadership
styles/characteristics, tenure and promotion, mentoring/social
networks, and challenges and opportunities. As a conceptual
framework, the collection of chapters in the two volumes acquaints
readers with a broad overview of the characteristics and
experiences of women of color in higher education. The two volumes
include: "Women of Color in Higher Education: Turbulent Past,
Promising Future" and "Women of Color in Higher Education: Changing
Directions and New Perspectives".
Historically, women of color have experienced discrimination based
on the double jeopardy of race and/or ethnicity, and gender in
their quest for access and advancement in higher education. Today's
women of color in higher education however are the beneficiaries of
courageous and committed women predecessors who confronted and
disrupted institutions to attain a higher level of education
(Jean-Marie, 2005). Together with Volume 10, this two-edited volume
focuses on African American, Hispanic American, Native American,
and Asian-Pacific American women whose increased presence in senior
level administrative and academic positions in higher education is
transforming the political climate to be more inclusive of women of
color. Topics include trends and issues, leadership
styles/characteristics, tenure and promotion, mentoring/social
networks, and challenges and opportunities. As a conceptual
framework, the collection of chapters in the two volumes acquaints
readers with a broad overview of the characteristics and
experiences of women of color in higher education. The two volumes
include: "Women of Color in Higher Education: Turbulent Past,
Promising Future" and "Women of Color in Higher Education:
Contemporary Perspectives and Changing Directions".
This ground-breaking collection features the diverse voices,
experiences, and scholarship of cross-cultural women of American
Indian, Asian American, Black/African American and Hispanic descent
at various levels of academe, actively engaged in the advancement
of marginalized groups in the U.S. and abroad through their
scholarly work. Intergenerational cross-cultural scholars manifest
a literary community that models ways in which women scholars can
move beyond traditional institutional, psychological, and
professional barriers to practice activism, break unwritten rules,
and shatter status quo 'business as usual' practices in the
academy. This distinctive volume exemplifies the phenomenon of
cross-cultural women scholars conducting research and writing about
ways in which they negotiate their professional realities toward
professional goal attainment. Each chapter presents rigorous
ethnographic research complemented by critical analyses, reflecting
ways in which these self-determined scholars transcend barriers
associated with the dynamic intersections of race, gender,
ethnicity, class and language in higher education. Scholars share
strategies for institutional, psychological, and professional
barrier transcendence through various approaches such as
educational leadership for equity, the practice of cross-cultural
competence, various mentoring interactions, and the creation of and
participation in networking groups with other women of color in
academe. Students, academics, educational practitioners and
individuals seeking exemplars for ethnographic research will find
this critical book essential as a means for better informing their
scholarship.
This edited volume explores and extends themes in contemporary
educational research on teacher preparation and the evolution in
social justice education to antiracist pedagogy. These times call
for teacher education to reconsider how the work devoted to social
justice is explicit and intentional about its commitment to a
racially just society. What does it mean for teacher education to
seize this moment to confront racism and inequities that continue
to perpetuate in society and school? The book highlights efforts
that are being augmented to prepare teacher candidates and future
faculty to address systemic racism in their teaching practices.
Democratizing educational access and building capacity in
developing countries and amongst indigenous peoples in developed
countries may be elusive but are hopeful goals. Many developing
countries are striving to reengineer their incoherent education
systems at a time when they are most vulnerable, particularly with
susceptibility to natural disasters, political unrests, and
economic instabilities (UNESCO, 2007). Similarly, indigenous
peoples in developed countries are seeking more control over
education as they consider the long?term effects of educational
policies that have been forced on them. Research on education and
social change in developing countries has a long history (Glewwe,
2002; Hanushek, 1995; Sider, 2011). However, there is limited
research on educational capacity?building in developing countries
such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru,
China, and Thailand. Further, the educational frameworks by which
Indigenous peoples (M?ori, Canada's First Nations, and American
Indian/Alaska Natives) have been educated have some significant
similarities to those encountered in developing countries. The
compilation of chapters illuminates research and collaborative
initiatives between the authors and local leaders in developing
countries' and Indigenous peoples in developed countries' efforts
to solve the complexity of social inequities through educational
access and quality learning. The authors draw on theoretical lens,
knowledge bases, and strategies, and identify trends and
developments to provide the scope of educational improvement in a
globalization context (Brooks & Normore, 2010; Jean?Marie,
Normore & Brooks,
Democratizing educational access and building capacity in
developing countries and amongst indigenous peoples in developed
countries may be elusive but are hopeful goals. Many developing
countries are striving to reengineer their incoherent education
systems at a time when they are most vulnerable, particularly with
susceptibility to natural disasters, political unrests, and
economic instabilities (UNESCO, 2007). Similarly, indigenous
peoples in developed countries are seeking more control over
education as they consider the long?term effects of educational
policies that have been forced on them. Research on education and
social change in developing countries has a long history (Glewwe,
2002; Hanushek, 1995; Sider, 2011). However, there is limited
research on educational capacity?building in developing countries
such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru,
China, and Thailand. Further, the educational frameworks by which
Indigenous peoples (M?ori, Canada's First Nations, and American
Indian/Alaska Natives) have been educated have some significant
similarities to those encountered in developing countries. The
compilation of chapters illuminates research and collaborative
initiatives between the authors and local leaders in developing
countries' and Indigenous peoples in developed countries' efforts
to solve the complexity of social inequities through educational
access and quality learning. The authors draw on theoretical lens,
knowledge bases, and strategies, and identify trends and
developments to provide the scope of educational improvement in a
globalization context (Brooks & Normore, 2010; Jean?Marie,
Normore & Brooks,
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.
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