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In June 1972, President Richard Nixon put pen to paper and signed the Educational Amendments of 1972 into law. The nearly 150-page document makes no mention of “gender,” “athletics,” “girls,” or “women.” The closest reference to “sport” is transportation. In fact, the bill did not appear to contain anything earth shattering. But tucked into its final pages, a heading appears, “Title IX—Prohibition of Sex Discrimination.” These 37 words would change the world for girls and women across the United States. On its face, Title IX legally guaranteed equal opportunity in education. In time, Title IX would serve as the tipping point for the modern era of women’s sport. Slowly but surely, women’s athletics at the high school and collegiate levels grew to prominence, and Tennessee fast emerged as a national leader. In Title IX, Pat Summitt, and Tennessee’s Trailblazers, Mary Ellen Pethel introduces readers to past and present pioneers—each instrumental to the success of women’s athletics across the state and nation. Through vibrant profiles, Pethel celebrates the lives and careers of household names like Pat Summitt and Candace Parker, as well as equally important forerunners such as Ann Furrow and Teresa Phillips. Through their lived experiences, these fifty individuals laid the foundation for athletic excellence in Tennessee, which in turn shaped the national landscape for women’s sports. The book also provides readers with a fuller understanding of Title IX, as well as a concise history of women’s athletics in the pre- and post-Title IX eras. With interviewees ranging from age 20 to 93, Pethel artfully combines storytelling with scholarship. Guided by the voices of the athletes, coaches, and administrators, Pethel vividly documents achievement and adversity, wins and losses, and advice for the next generation. This book represents the first statewide compilation of its kind—offering readers a behind-the- scenes perspective of Tennessee women who dedicated their lives to the advancement of sport and gender equality. Readers will delight in Title IX, Pat Summitt, and Tennessee’s Trailblazers: 50 Years, 50 Stories.

\" A compelling memoir by the first woman president of a major American university Hanna Holborn Gray has lived her entire life in the world of higher education. The daughter of academics, she fled Hitler's Germany with her parents in the 1930s, emigrating to New Haven, where her father was a professor at Yale University. She has studied and taught at some of the world's most prestigious universities. She was the first woman to serve as provost of Yale. In 1978, she became the first woman president of a major research university when she was appointed to lead the University of Chicago, a position she held for fifteen years. In 1991, Gray was awarded the Presidential Medal of Freedom, the nation's highest civilian honor, in recognition of her extraordinary contributions to education. An Academic Life is a candid self-portrait by one of academia's most respected trailblazers. Gray describes what it was like to grow up as a child of refugee parents, and reflects on the changing status of women in the academic world. She discusses the migration of intellectuals from Nazi-held Europe and the transformative role these exiles played in American higher education--and how the âemigrâe experience in America transformed their own lives and work. She sheds light on the character of university communities, how they are structured and administered, and the balance they seek between tradition and innovation, teaching and research, and undergraduate and professional learning. An Academic Life speaks to the fundamental issues of purpose, academic freedom, and governance that arise time and again in higher education and that pose sharp challenges to the independence and scholarly integrity of each new generation. \"-- Provided by publisher.

The theoretical postulates of gender studies demonstrate that inequality, when it comes to women, is more of a sociocultural construct than the result of nature. Gender inequality is typical of higher education, where inclusion of women was a milestone and where the “female advantage” phenomenon refers to the rise of women at this level. Thus, this study aims to investigate the patterns of action that women take in academia when exercising leadership positions. It aims to understand the social behavior related to this phenomenon based on scientific research. The study followed a quantitative method, systematizing the process based on the PRISMA. 2020 guidelines to work with the bibliographic material identified in the Scopus database, and another qualitative method was used in conjunction for a resulting descriptive documentary analysis of the results obtained. This study concludes that women exercise leadership in higher education in teaching, research, and management roles with unequal participation in each of them.

\"Born out of the optimism of the Paris Peace Conference, the League of Nations, and women's suffrage in Britain and the United States, the International Federation of University Women (IFUW) was founded in 1920 and consciously set out to break the mold of prewar society. To achieve sweeping professional and social change, the IFUW brought together women passionately committed to promoting higher education as a means to achieve international understanding, and launched an international academic women's network to achieve these objectives, weaving together personal friendships and professional contacts across divisions hardened by the unprecedented ordeal of global conflict. At its peak, the IFUW had 24,000 members and had expanded to thirty nations. In this fascinating transnational study, Christine von Oertzen traces the IFUW's rise in the international arena and its eventual decline in the Cold War era, making a valuable contribution to the cultural histories of diplomacy and intellectual exchange\"-- Provided by publisher.

Artificial Intelligence (AI) is transforming higher education rapidly by enabling personalized learning, enhancing administrative processes, and improving access to educational resources. However, disparities in AI adoption, particularly among women in the Asian context, raise concerns about equity, inclusivity, and access. This disparity could lead to a deficit in AI skills among women, affecting their ability to contribute as effectively as men in the future. Therefore, it is necessary to understand the current state of women's adoption of AI and the barriers they face in Asian higher education. The systematic review has been conducted using PRISMA guidelines. This review paper synthesizes the findings from the studies conducted in various contexts of Asia to present an overall picture of the state of AI adoption among women in Asia. A total of 17 studies were selected for this review, highlighting socio-cultural barriers, lack of trust, technological unawareness, biases in AI algorithms, and inadequate representation of women in AI policy formulation. Besides highlighting these barriers, the results also shed light on recommendations given by earlier studies that facilitate and encourage women to adopt AI in higher education. Based on the Asian perspective, the conclusion proposes specific recommendations for policymakers and practitioners to promote inclusive AI that empowers women in Asia to contribute more effectively to higher education.

\"Our Dissertations, Ourselves: Shared Stories of Women's Dissertation Journeys engages readers in intimate stories from twenty women who wrote doctoral dissertations across nine disciplines--biology, English literature, modern languages, history, mathematics, music, nursing, philosophy, and social work. Their stories bring to light the common experiences, emotions, and challenges in the sometimes overwhelming process of writing of a dissertation amidst a full and complex life. Through dialogue with these women, the authors found that much of the dissertation journey is shaped by the challenges and transformations in the writer's own identity and relationships. The book is not designed to be a prescriptive \"how to\" book, but rather to help women writing dissertations, as well as their advisors, gain new understandings of the often isolating world of the dissertation writer and celebrate the courage and creativity that these twenty women demonstrate\"-- Provided by publisher.

In addition to the transformative impact of learning and instruction on individuals and society, there is also the possibility that cultural, social, and political structures may reshape the educational system. Religious education, as a component of this system, is one of the area’s most susceptible to such influence. Transformations in the field of religious instruction are clearly observable in the lands we inhabit. In the period following the establishment of the Republic of Turkey, religious instruction and women’s learning experiences were addressed as two separate topics. Given the fact that the history of women’s educational participation has followed a distinct developmental trajectory from that of men, this topic could benefit from further discussion and clarification, and its boundaries should be more clearly defined. Individuals who successfully complete higher religious studies are qualified to work as formal and informal religious educators. The fact that graduates of these institutions are employed in formal religious teaching contexts, together with the recent growth in the number of women opting for advanced religious studies, highlights the importance of this topic. Although various studies have addressed religious education and women’s education separately, the sources accessed for this study do not examine women’s learning experiences in the context of higher religious education as a distinct and chronological analytical framework; this constitutes the originality of the present research. In line with this gap, the aim of the study is to describe the learning processes of women in the context of higher religious studies. Accordingly, the fundamental problem of this research is to demonstrate how women’s learning experiences in higher religious education have developed within the historical context and how this change can be interpreted in terms of the relationship between religious education and modernisation. The description has been carried out in chronological order. Here, religious instruction refers to the Islamic faith. The research method employed was qualitative document analysis. This study examines the historical process and reveals how women’s learning experiences have transformed since the emergence of Islam. It is understood that women with similar religious beliefs experienced these educational processes in different ways in different regions. In this context, it is seen that the institutional changes that emerged in the Ottoman Empire during the Tanzimat period had a structure that transformed and differentiated educational institutions. Women’s adaptation to the education system and the qualitative developments in women’s education also took place during this period. With the establishment of the Republic of Turkey, the modernisation efforts that began during the Tanzimat period showed rapid development. The increased visibility of women in higher religious studies led to social and institutional shifts. The study addresses this transformation within the broader framework of religious instruction and modernisation.

In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.