African American women in higher education

Zamani, Eboni M.

doi:10.1002/ss.103

Cited by 69 publications

(66 citation statements)

References 17 publications

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“…In addition, Black students at HBCUs tend to be more satisfied with their sense of community and student-to-student interactions relative to Black students at PWIs (Outcalt and Skewes-Cox 2002). MSIs have also promoted more inclusive campus climates, which increases the cultural continuity between minority students and the institution (Abraham et al 2002; Zamani 2003). …”

Section: Diversity and Sciencementioning

confidence: 99%

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

et al. 2008

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Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.

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Section: Diversity and Sciencementioning

confidence: 99%

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

et al. 2008

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“…Within the framework of intersectionality, several researchers have reported the findings of co-occurring discrimination related to race and gender within higher education (Bent-Goodley & Sarnoff, 2008;Bonner & Thomas, 2001;Vakalahi et al, 2007;Zamani, 2003). Others have researched how co-occurring discrimination related to age and gender manifests itself within the academy (Carr et al, 2000).…”

Section: Intersection Of Academic and Developmental Life Cyclesmentioning

confidence: 94%

Work/Life Fit

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et al. 2014

Affilia

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A successful academic trajectory tends to be characterized by a singular Standard, that is, doctoral degree, tenure-track position, tenure, and promotion to full professor, administration, or both. Significant numbers of social work faculty struggle with the intersection of the traditional career life cycle and the developmental life cycle. This article discusses barriers that emerge from the intersection of these life cycles. Strategies to support career success and family satisfaction are also discussed, including, current law, work/life policies, self-care, and mentoring.

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“…Another rapidly growing body of scholarship focuses on differences in the category "women" in particular, how women of color experience campus climate. Because many climate issues are linked to power dynamics both overt and subtle, the degree of "chilliness" for women can vary depending on their particular status in institutional prestige hierarchies (for example, clerical staff member or tenured faculty member) and on larger societal prestige hierarchies rooted in other demographic variables like race, socioeconomic status, disability, age, and sexual identity (see, for example, Turner [2003Turner [ , 2008; Berry and Mizelle [2006]; Cooper and Stevens [2002]; Zamani [2003]; Hooks [1984]; Collins [1991];and Ladson-Billings [2000], to name a few. Contributors to Adair and Dahlberg's collection (2003) describe personal and policy challenges for women in higher education who live or have lived in poverty, and McDonough (2002) delineates particular challenges for lesbian women in the academy.…”

Section: Overlapping Issuesmentioning

confidence: 99%

2011

ASHE Higher Education Report

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POLICY INITIATIVES, CURRICULAR REFORM, RESEARCH, and grassroots organizing have all contributed to advancing equity and shaping women's status in U.S. higher education. Nearly four or more decades have passed since key legislation, including the Equal Pay Act, Title VII, and Title IX, was passed and efforts were begun to broaden and create more inclusive curricula. Significant gains have been made in women's access to and representation in higher education as evidenced by enrollment figures and graduation rates. Yet these measures are only part of the full gender equity picture. For instance, when taken in the aggregate, enrollment data do not portray the persistent lack of gender parity among students studying engineering, computer science, and other science and technology fields, nor do they depict the quality of classroom and campus experiences. Even today, data reveal that women studying and working in postsecondary institutions bump up against glass ceilings and sticky floors, experience pay disparities linked to gender, and experience the threat and reality of sexual harassment and violence on campus.Since 1988 more than half of all undergraduate students have been women, and 60 percent of students in graduate and professional programs in 2007-08 were women (King, 2010). These improvements in women's access to and representation in higher education are indeed impressive and worthy of note. Headlines based on these data alone, however-that is, drawing conclusions that equity has been achieved based on the overall proportion of faculty or students who are female-fail to acknowledge ways in which gender representation tends to be stratified across types of institutions and by rank Published online in Wiley Online Library (wileyonlinelibrary.com) •

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African American women in higher education

Abstract: This chapter provides an overview of the historical roles and contemporary educational challenges and opportunities for African American women.

Cited by 69 publications

References 17 publications

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

Work/Life Fit

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