How Neoliberalism Shapes the Role and Responsibility of Faculty Members for Eliminating Sexual Violence

Hurtado, Sarah S.

doi:10.1080/00221546.2020.1816118

Cited by 13 publications

(5 citation statements)

References 18 publications

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“…Neoliberalism continues to be pervasive across higher education, and more scholars today are documenting its destruction on those who occupy the academy, particularly for college and university faculty members who are held to strict neoliberal metrics and expectations (Bell, 2019;Gildersleeve, 2017;Gonzales & Núñez, 2014;Hurtado, 2020;Levin & Aliyeva, 2015;Museus & LePeau, 2019;Squire et al, 2018;Wright-Mair & Museus, 2021). As we move towards understanding the many negative consequences of neoliberalism, we cannot ignore the blatant disregard for, and rapid decline in, faculty health and wellness.…”

Section: Discussionmentioning

confidence: 99%

“…As research on neoliberalism in the academy increases (Darder, 2012;Gildersleeve, 2017;Giroux, 2008;Gonzalez & Núñez, 2014;Hurtado, 2020;Levin & Aliyeva, 2015;Marine et al, 2019;Museus & LePeau, 2019;Squire et al, 2018;Wright-Mair & Museus, 2021), there is a need to understand the specific impacts of not only neoliberal ideologies, but also the consequences of neoliberal environments on faculty, specifically those who hold multiple minoritized identities. Neoliberalism is a set of ideas and/ or logic that regards higher education as a vehicle for revenue generation and competition rather than a public good (Antonio, 2013;Darder, 2012;Giroux, 2008;Slaughter & Leslie, 1997).…”

Section: Introductionmentioning

confidence: 99%

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Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Wright-Mair¹,

Ieva

2022

JTSE

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This manuscript highlights the findings from a critical collective autoethnography conducted by two multiple minoritized faculty members, outlining the consequences of neoliberalism on their health and wellness. The overarching goals of the study were to develop a deeper and more nuanced understanding about the ways in which neoliberal institutions of higher education impact faculty health and wellness. Findings from the study highlight that Academic Socialization in the Neoliberal University, and Prioritizing Academic Success over Wellness drive the psychological, physical, and emotional trauma some faculty members in the academy experience. Findings also indicate that faculty who invest in Resistance as a Vehicle for Change encounter a dilemma because of the draining mental, physical, and psychological impacts of engaging in such resistance. As such, some faculty depend on Mentors Who Care and Advocate for them, and Collaborative Opportunities as sustainable chances to help them survive and thrive in these neoliberal academic environments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Wright-Mair¹,

Ieva

2022

JTSE

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“… Renzetti (1996) , Martin (2016) , and Hurtado (2021) , emphasize that it is relatively common for universities not to give due attention to these cases, partly because their administrators have multiple roles, and although they do not want violence to occur, they are negligent when they should take action. Complementarily, Gillander Gådin and Stein (2019) point out that situations of violence can be normalized at the organizational level because they are more frequent and ubiquitous in educational institutions than in other organizations.…”

Section: Catalysts Of Violence Against Women In the University Contextmentioning

confidence: 99%

Catalysts of violence against women students: the role of the university, aggressors, and victims

Barbosa,

Romani-Dias,

Veludo-de-Oliveira

2024

Front. Psychol.

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PurposeThe purpose of this study is to bring a multilevel perspective to the discussion of the antecedents of violence against women in higher education settings.Originality/valueThis paper was guided by the need indicated in the literature for research on the multiple levels that constitute the context of violence against women, as this is a public health problem, a designation that indicates the urgency with which this pervasive phenomenon should be addressed. The university context is conducive to this type of research, as it includes situations that favor instances of violence. Additionally, it aligns with the United Nations Sustainable Development Goals (SDGs) of Gender Equality and Quality Educations.Design/methodology/approachThis paper follows a qualitative and interpretative approach. This choice was due to the need to know the “how” and “why” elements that are part of violence against women in the university context. As the main source of evidence for the study, we conducted 20 in-depth interviews with women (victims) and men (aggressors), all university students involved in situations of violence. The transcription of the interviews generated 346 quotations, including 41 analysis codes.FindingsAfter conducting the data coding, we identified that (i) the actions and omissions of the educational institution, (ii) the taste for violence, the perception of self-efficacy and the influence of the aggressors’ group of friends, and (iii) the apparent dichotomy between women’s vulnerability and women’s strength are among the main antecedents of violence against women. The article concludes with possible research questions to combat violence. Among the contribution of the discussions presented in our article, we highlight the importance of adopting a multilevel view so that we can better understand and fight against this violence, the existence of which is not restricted to the university context.

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“…Content on sexual assault could be purposefully integrated into First Year Experience classes, or other curriculum that intentionally intersects with the entire student body. However, faculty involvement with this education may be hindered by mandatory reporting policies and compliance-heavy response efforts (Hurtado, 2020). At a system level, college officials should consider how to continue centering students in the response process so as to support more open, and potentially effective, training efforts.…”

Section: Pedagogy/curriculum and Sarcmentioning

confidence: 99%

The role of trust in perceptions of the sexual assault reporting climate for LGBQ college students.

Nightingale¹

2022

Journal of Diversity in Higher Education

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Sexual assault is a problem on college campuses that disproportionately impacts lesbian, gay, bisexual, and queer/questioning (LGBQ) students. Civil rights law requires that institutions of higher education in the United States (U.S.) have a system in place to address sexual assault and provide accommodations and assistance to survivors, however, few students report such incidents to college officials. This study explores how trust in campus support systems is associated with perceptions of the campus sexual assault reporting climate (SARC) when controlling for community readiness to address sexual assault in the LGBQ community, exposure to training, and a sense of belonging for LGBQ students. A sample of 775 LGBQ college students from across the U.S. was recruited using social media strategies. Results of hierarchical multiple regression showed that trust in campus support systems predicted SARC above and beyond community readiness, exposure to training, and sense of belonging. All independent variables were also significantly associated with the reporting climate. Findings from this study contribute to the understanding of how LGBQ college students perceive the campus community will respond to reports of sexual assault. Implications for policy and practice are discussed.

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How Neoliberalism Shapes the Role and Responsibility of Faculty Members for Eliminating Sexual Violence

Cited by 13 publications

References 18 publications

Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Are We in This Alone? Examining the Cost of Health & Wellness by Surviving the Neoliberal Academy for Multiple Minoritized Faculty

Catalysts of violence against women students: the role of the university, aggressors, and victims

The role of trust in perceptions of the sexual assault reporting climate for LGBQ college students.

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