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"Sexism in higher education"
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Yale needs women : how the first group of girls rewrote the rules of an Ivy League giant
\"Yale University, along with the rest of the Ivy League, kept its gates closed to women until the class of 1969. The reason for letting them in? As an incentive for men to attend. Yale Needs Women is the story of why the most elite schools in the nation refused women for so long, and what the first women to enter those halls faced when they stepped onto campus\"-- Provided by publisher.
Book
The Wiley handbook of gender equity in higher education
R esearch into gender equity in higher education, inspiring action
With this enlightening handbook, you can review the thinking of leading researchers on the current intersection of gender and higher education. The Wiley Handbook of Gender Equity in Higher Education provides an in-depth look at education's complicated relationships with, and in some cases inadequate fostering of, gender equity. The collection offers a bold picture of research into the subject. It also projects future paths of exploration, inquiry, and action for gender equity.
* Focusesspecifically on gender and higher education across the globe, setting the stage for new explorations
* Examines gender equity in relation to the STEM fields
* Considers current male participation in higher education
* Covers gender segregation by major and the issue of women remaining in lower-paying areas
The Wiley Handbook of Gender Equity in Higher Education spotlights the continuing and integral role of educational institutions in the struggle for gender equity. Policy makers, university administrators, and researchers can look to this handbook for perspective on recent research as they move forward in the pursuit of more equitable educational environments.
eBook
Smitten by giraffe : my life as a citizen scientist
\"Boldly documenting widespread sexism in Canadian universities while also discussing Dagg's involvement with important zoological topics such as homosexuality, infanticide, sociobiology, and taxonomy, Smitten by Giraffe offers an inside perspective on the workings of scientific research and debate, the history of Canadian academia, and the rise of second-wave feminism.\"-- Provided by publisher.
Book
Bright epoch
With the passage of the Morrill Act in 1862, many states in the Midwest and the West chartered land-grant colleges following the Civil War. Because of both progressive ideologies and economic necessity, these institutions admitted women from their inception and were among the first public institutions to practice coeducation. Although female students did not feel completely accepted by their male peers and professors in the land-grant environment, many of them nonetheless successfully negotiated greater gender inclusion for themselves and their peers.
InBright Epoch, Andrea G. Radke-Moss tells the story of female students' early mixed-gender encounters at four institutions: Iowa Agricultural College, the University of Nebraska, Oregon Agricultural College, and Utah State Agricultural College. Although land-grant institutions have been most commonly associated with domestic science courses for women,Bright Epochilluminates the diversity of other courses of study available to female students, including the sciences, literature, journalism, business commerce, and law. In a culture where the forces of gender separation constantly battled gender inclusion, women found new opportunities for success and achievement through activities such as literary societies, athletics, military regiments, and women's rights and suffrage activism. Through these venues, women students challenged nineteenth-century gender limitations and created broader definitions of female inclusion and participation in the land-grant environment and in the larger American society.
eBook
The exceptions : Nancy Hopkins, MIT, and the fight for women in science
\"In 1999, the Massachusetts Institute of Technology admitted to discriminating against its most senior female scientists. It was a seismic cultural event--one that forced institutions across the nation to reckon with the bias faced by girls and women in STEM. The Exceptions is the story of the women on MIT's faculty who started it all, centered on the life and career of their unlikely leader: Nancy Hopkins, a noted molecular geneticist and cancer researcher and protégée of James Watson, the codiscoverer of the structure of DNA.\" -- from dust jacket.
BOOK
The Wiley Handbook of Gender Equity in American Higher Education
Research into gender equity in higher education, inspiring action With this enlightening handbook, you can review the thinking of leading researchers on the current intersection of gender and higher education. The Wiley Handbook of Gender Equity in Higher Education provides an in-depth look at education's complicated relationships with, and in some cases inadequate fostering of, gender equity. The collection offers a bold picture of research into the subject. It also projects future paths of exploration, inquiry, and action for gender equity. Focuses specifically on gender and higher education across the globe, setting the stage for new explorations Examines gender equity in relation to the STEM fields Considers current male participation in higher education Covers gender segregation by major and the issue of women remaining in lower-paying areas The Wiley Handbook of Gender Equity in Higher Education spotlights the continuing and integral role of educational institutions in the struggle for gender equity. Policy makers, university administrators, and researchers can look to this handbook for perspective on recent research as they move forward in the pursuit of more equitable educational environments.
eBook
How to think like a woman : four women philosophers who taught me how to love the life of the mind
\"An exhilarating account of the lives and works of influential seventeenth- and eighteenth-century feminist philosophers Mary Astell, Damaris Masham, Catharine Cockburn, and Mary Wollstonecraft, and a searing look at the author's experience of patriarchy and sexism in academia. Growing up in small-town Iowa, Regan Penaluna daydreamed about the big questions. In college she fell in love with philosophy and chose to pursue it as an academician, the first step, she believed, to living a life of the mind. What Penaluna didn't realize was that the Western philosophical canon taught in American universities, as well as the culture surrounding it, would grind her down through its misogyny, its harassment, and its devaluation of women and their intellect. Where were the women philosophers? One day, in an obscure monograph, Penaluna came across Damaris Cudworth Masham's name. A contemporary of John Locke, Masham wrote about knowledge, God, and the condition of women. Masham's work led Penaluna to other remarkable women philosophers of the era: Mary Astell, who moved to London at twenty-one and made a living writing philosophy; Catharine Cockburn, a philosopher, novelist, and playwright; and the better-known Mary Wollstonecraft, who wrote extensively in defense of women's minds. Together, these women rekindled Penaluna's love of philosophy and awakened her feminist consciousness. In How to Think Like a Woman, Penaluna blends memoir, biography, and criticism to tell these women's stories, weaving throughout an alternative history of philosophy as well as her own search for love and truth. Funny, honest, and wickedly intelligent, this is a moving meditation on what philosophy could look like if women were treated equally\"-- Provided by publisher.
Book
Diversity and Triumphs of Navigating the Terrain of Academe
This volume is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time.
eBook
Attitudes Toward Sexual Violence: A Cross-sectional Survey Comparison of University Student Beliefs
Sexual violence on university campuses remains one of the major concerns for students’ safety today (Krebs, Lindquist, Warner, Fisher, & Martin, 2007). Despite the recent national attention and prevention efforts related to campus sexual assault, there has not been a decrease in rates of sexual assaults on university campuses in the past 50 years (Jozkowski & Peterson, 2013). Additionally, a lack of attention and research has been given to sexual violence on religious-based university campuses. The study sought to determine the potential differences in self-reported beliefs relating to sexual assault between male and female students at Christian and nonreligious-based universities. Students from both types of universities were surveyed on their acceptance of rape myths using the Illinois Rape Myth Acceptance Scale (Payne, Lonsway, & Fitzgerald, 1999), as well as their hostile and benevolent sexist beliefs, measured using the Ambivalent Sexism Inventory (Glick & Fiske, 2001). The results of the study suggested that there were not statistically significant differences on hostile sexism, benevolent sexism, or rape myth acceptance based on gender or type of institution. Further investigation is recommended into the impact of university culture on these beliefs, specifically religious-based university culture.
Dissertation