This edited book provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality.
Within each of the four sections – Student recruitment and retention, Student experience, Faculty and staff experiences and culture, and Higher education cultures of teaching and research – topics unpack and speak to gender and diversity, equity, inclusion and access, social justice, and leadership and sustainability in higher education institutions (HEIs). Incorporating innovative processes and methods, the researchers address how the experiences of groups who have been subordinated and marginalized can be heard, proposing a re-imagination of empowerment and leadership within higher education and best practices for the benefit of ongoing higher education development.
This book is ideal reading for higher education leaders, students on higher education courses, leadership courses, gender in education, as well as researchers, practitioners, for topics of gender and diversity, equity, inclusion and access, social justice, leadership and sustainability in HEIs.
Author(s): Tamsin Hinton-Smith, Nupur Samuel, Fawzia Haeri Mazanderani, Anna CohenMiller
Publisher: Routledge
Year: 2022
Language: English
Pages: 347
City: London
Cover
Endorsement
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Figures
Contributors
Introduction: Reimagining Higher Education Leadership Through Envisioning Spaces for Agency
References
Part 1 Student Recruitment and Retention
1 De/Centring Gender in Higher Education Access Policy: Lived Experiences of Admission Practices in Nigeria
Introduction
Context
Understanding Gender in Education
Research Design
University Access Experiences as Gendered – Unpacking the Evidence From Nigeria
“They Want to Sleep With Me” – Sex as Capital?
“I Will Go and Marry” – Women’s Responses to Pressure and Experience
Performing Gender – Agency in Context
Implications and Conclusion
References
2 Marginalized Masculinities in Australian Higher Education: Gendered Subjectivities, Discursive Spaces and First-In-Family …
Introduction
Theorizing Contemporary Working-Class Masculinities and Social Change
Masculinities in Higher Education
The First-In-Family Males Project
Findings
Becoming Themselves: Acclimatizing to University Life
Being Themselves: Connecting at University
Experiences With Class Prejudice
Discussion and Recommendations
Conclusion
Funding
References
3 Gendered Precarity, Intersectionality and Barriers to Higher Education for Women Seeking Asylum in Australia
Introduction
Gendered Precarity and Intersectionality
Precarity
Intersectionality
Gender
Background of the Study
Methodology
Co-Researchers – Women Seeking Asylum
Guided Conversations and Collaborative Analysis
Gendered Precarity Among Women Seeking Asylum
Existence
Status
Gender Roles: “[There Is] Still a Man Behind”
Time
Family Responsibilities: Extra Burden On Women
Mental Load: “My Husband Has The Same Problems, But He Sleeps!”
Summary
Recommendations for Higher Education Institutions
Conclusion
Note
References
In-Dialogue Editorial for Chapters 1–3: Student Recruitment and Retention – Problematising Student Access and Participation …
Part 2 Student Experience
4 Responding to the Needs of Women Students With Caring Responsibilities in Nigeria
Introduction
Literature Review
Methodology
Findings: Student Perspectives
Findings: Staff Perspectives
Conclusions
References
5 Resources and Support Services for Students With Albinism in Tanzanian Higher Education
Introduction
Methodology
Theoretical Framework
Analysing Albinism in Tanzanian Higher Education
Conclusions and Recommendations
References
6 Gender and Higher Education in Nursing: Experiences of Male Nursing Trainees in Ghana
Introduction
Gender and Nursing
An Overview of Gender and Nursing in Ghana
Theoretical Perspective
Data and Methodology
Findings
Perceptions On Nursing Being a Female Profession
Changing Gender Norms, Unchanging Structures and Conventions
Issues With Uniforms
Interactional Challenges
Performance Expectations
Conclusion and Recommendations
References
In-Dialogue Editorial for Chapters 4–6: Student Experience in Higher Education
References
Part 3 Faculty/Staff Experience
7 Outsiders Reflecting On Invisible Institutional Gender Norms
Introduction
Literature Review
Coloniality
Normative Practices of Coloniality
Microaggressive Communication
Stress Process
Nordic Gendered Practices
Mobility and Social Equity—Gender Not Included
Positionality
Research Design
Survey Data Processing
Data Analysis
Findings
Reflection On Gender Inequality in HE
Composite Narrative: Research Experience
Composite Narrative: Teacher/Administration Experience
Composite Narrative: Work-Life Balance Experience
Composite Narrative: (Im)mobility Experience
Related to Microaggressive Communication
Related to Stress Processes
Related to Gender Stereotypes
Conclusions
Recommendations Addressing Gender Inequality
First Recommendation: Raise Awareness in the Academic Community
Second Recommendation: Raise Societal Awareness
Third Recommendation: Decommodification of HE Practices
References
8 Gender, Precarity and Marginality in Higher Education Spaces in India
Introduction
Conceptual Framework
Setting the Stage
University as a Contested Space
Situating Contingent Faculty in Context
Gender and Intersectionality
Methodology
Findings
Identity and Voice
Pay Disparity and Unsteady Finances
Gendered/Differential Treatment
Patriarchal Societal System
Safe Space and Dissent
Time Graph
Discussion, Recommendations and Conclusion
Reimagining Institutional Space
Notes
References
9 Centering Voices of Motherscholars During the COVID-19 Pandemic Shows Overwhelming Responsibilities, Ingrained Gender …
Introduction
Academic Institutions and Mothers
Who We Are: Positionality
Methodology
Study 1—Photovoice: Motherscholar During Quarantine (Anna’s Study)
Study 2—Institutional Policy Structure (Jessica’s Study)
Samples
Impact of COVID-19 On the Careers of Motherscholars
COVID-19 Impact On Research Productivity
Time
Boundaries (Work/Life Fit)
Space
What Mothers Need: Institutional Wishlist
Seeing the Commonalities: Discussion
Conclusion and Recommendations
Limitations and Future Directions
Note
References
10 Decolonising “Those Who Are Not” in Polish Higher Education Institutions
Introduction
Those Who Are Not at Polish HEIs
Invisible and Mute
Gender and Intersectionality
Methodology
Ethical Issues
Sample Characteristics
Encoding
Findings
Academics
Non-Academics
What Academics Think of Non-Academics
What Non-Academics Think of Academics
Language and Emotions
The Necessary Changes
Discussion
Conclusions, Recommendations and Implications for Higher Education and Other Contexts
Recommendations
Notes
References
In-Dialogue Editorial for Chapters 7–10: Responding to Invisibility in Higher Education Institutions With Purposeful …
References
Part 4 Higher Education Cultures of Teaching and Research
11 Making Higher Education Institutions Gender-Sensitive: Visions and Voices From the Indian Education System
Setting the Context: Higher Education and the Gender Question
The Global Context
The Regional Context: India
The Vision
Policies and Reports
National Education Policy (NEP), 2020
UGC Regulations, 2015
Gender Concerns in Education, National Council for Educational Research and Training (NCERT)
Report of Expert Committee On Gender and Education, 2012
Empirical Studies: Responses From Stakeholders
Summary of Thematic Responses
Perception of Gender Sensitivity in Higher Education and If Higher Enrolment of Women in Higher Education Translates Into …
Awareness of India’s Current Education Policy, UGC SAKSHAM Report and UGC Regulations 2015 and Whether Redressal Mechanisms …
Perception of Gender-Sensitive Curriculum, Ways of Gender-Sensitizing Existing Curriculum in the Context of Respondent’s …
Role of Teachers in Addressing Gender Questions in the Classroom, Need for Gender Sensitization/Orientation for Teachers…
Impact of Students’ Socio-Economic Background in Their Gender Socialization in HEIs and Need to Incorporate Students’ …
If Low Presence of Women in Senior/Administrative/Managerial Positions in the Education Sector Is Indicative of the …
If the Impact of Digital/Virtual Education During the Pandemic in the Last Two Years Has a Gendered Impact On Students
Way Forward
Notes
References
12 Co-Creating Cross-Cultural Approaches to Gender Mainstreaming in Higher Education: Experiences and Challenges in …
Introduction
Existing Insight Into International Collaborative Feminist Research
Collaborative International Feminist Research in Theoretical Context
Designing International Feminist Collaborative Research for Equity and Inclusion
Insights From Reflection: Communication, Humanisation, Embodiment, Ethics
Complex Communication
Connectedness and Humanisation
Embodied Experience and Affect
Ethical Concerns and Considerations
Conclusions: What Have We Learned as International Feminist Researchers?
References
13 Improving Gender Diversity in STEM Through an Inclusive Professional Framework
Introduction
Gender Disparities in Higher Education
Positionality Statement
The Inclusive Professional Framework (IPF)
Leadership With an Equity Focus
Classroom as Sphere of Influence
Introductory Undergraduate STEM Course
Classroom as Sphere of Influence
Equity in STEM for All Genders Course (Graduate and Post-Doc)
Organizational Structures and Policies in STEM Higher Education
Reward Structure
Disciplinary Norms Regarding Research
Structure of Career Progression
Applying the IPF to Organizational Structures and Policies
Conclusion and Recommendations
Acknowledgments
Notes
References
14 Feminist Perspectives for the Co-Decolonization of Gender Equality in Cambodian Higher Education
Introduction
Background
Literature Review
Researcher Positionality
Methodology
Feminist Participatory Action Research Method
Co-decolonization for Gender in Higher Education Workshop
Data Analysis
Findings
Identities: Reclaimed, Lost, and Marginalized
Co-Decolonizing Leadership in Patriarchal Spaces in Cambodian Higher Education
បុគ្គលគួរឱ្យកោតសរសើរ (Bokul Kour Oy Koat Sor Seu – The Admirable Person Model)
Co-decolonization Framework
Discussion
Recommendations for Practice
References
In-Dialogue Editorial for Chapters 11–14
Higher Education Cultures of Teaching and Research
References
Index
