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"Sexism in higher education Canada."
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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
Ideological Orientation of Professors and Equity Policies for Racialized Minorities
This paper examines the extent to which university professors in Canada are supportive of policies that set targets for admission to colleges and universities and that help increase employment opportunities for racial and ethnic minorities in the wider market. Specifically, we tested the hypothesis that support for equity legislation is primarily accounted for by professors' ideological orientation and less so by their collective or self-interest. Using a large study conducted in 2001, we showed that the most important explanation for support for race-directed equity legislation is rooted in the perception of discrimination and a left-oriented ideology which includes egalitarianism, union support, and strike militancy. As well, the analysis revealed that racialized minorities are more, and higher income individuals are less, supportive of race-targeted equity policies. The policy implication of results is discussed. Dans cet article, nous recherchons à quel point les professeurs d'université au Canada soutiennent des politiques d'objectifs à atteindre concernant l'admission de minorités raciales et ethniques dans les institutions post-secondaires afin de les aider à obtenir plus de possibilités d'emploi dans le marché en général. Plus précisément, nous avons testé l'hypothèse selon laquelle c'est surtout l'orientation idéologique des professeurs qui les mène à tenir compte d'un soutien à une législation sur l'équité, plutôt que leur intérêt collectif ou personnel. À partir d'une grande étude conduite en 2001, nous montrons que l'explication la plus fréquente pour soutenir une telle législation qui vise la question raciale, est ancrée dans la perception d'une discrimination et d'une idéologie de gauche qui inclut l'égalitarisme, le soutien aux syndicats et un militantisme pro-grèves. De même, notre analyse révèle que les minorités racialisées sont plus en faveur de politiques d'équité envers les races, alors que les personnes à revenus plus élevés le sont moins. Les implications de ces politiques font l'objet d'un débat.
Journal Article
Signed versus Unsigned Student Evaluations of Teaching: A Comparison
Argues research lacks consideration of the value and impact involving signed and unsigned instructor evaluation responses from students. Describes a midwestern Canadian study of the subject. Finds signing protocol leads to higher instructor scores and that female instructors scored higher than male counterparts. (KDR)
Journal Article
Rescuing Theory: Anti-Racism and Inclusive Education
In this paper I present anti-racist thought and practice as resistant responses to dominant structures and knowledges. The discussion is contextualized in some personal reflections on contemporary racist practices and the relevance of anti-racism for educational and social transformation. I utilize the response of student-teachers to classroom readings on anti-racism, with a particular gaze on education and its role in the learner's pursuit of a politics of resistance, subversion and transformation. The paper argues that material, symbolic and ideological representation and practice help define our myriad of identities as students, learners, educators and political activists. A key question is: how can education help to address the problem of racializing subjects? The comments of student teachers to anti-racist discursive thought and practice point to the desires and perils of antiracism and suggest ways for educators to take up the challenge of transformative politics. I argue that all learners can begin where they are at by striving for knowledge of their own intersecting and interlocking racial, gender, class and sexual identities.
Journal Article
Responding to Sexual Discrimination: The Effects of Societal versus Self-Blame
Although self-blame has been considered to be a useful coping tool for victims, its benefits within the context of group discrimination are equivocal. The present research hypothesized that women encouraged to engage in self-blame for sex discrimination would be more likely to endorse accepting the situation or to endorse the use of individual, normative actions. In contrast, women encouraged to engage in societal blame for sex discrimination would be more likely to participate in nonnormative actions aimed at enhancing the status of women as a group. Female students in Canada were subjected to a situation of discrimination and were encouraged to blame either themselves or society. They were then given the opportunity to respond to the discrimination by endorsing various actions. A profile analysis of the endorsed actions indicated that the women encouraged to blame themselves were most likely to endorse accepting the situation, whereas the women encouraged to blame society endorsed nonnormative individual confrontation.
Journal Article
THE WEEK IN HIGHER EDUCATION
...\"The likelihood of becoming a student at Oxford or Cambridge universities can be strongly influenced by date of birth,\" the BBC website reported on 27 February. The BBC used the Freedom of Information Act to gather data on birth dates for entrants to the universities, saying the findings raise the issue \"of whether universities should start to consider applicants' dates of birth when deciding who to give places to\".
Journal Article
Breaking through the glass ceiling. The pursuit of university training among African-Caribbean migrants and their children in Toronto
Alan Simmons is Associate Professor of Sociology and Fellow of the Centre for Research on Latin America and the Caribbean at York University in Toronto. His current research focuses on international migration in the Americas in the context of economic integration and globalization. His most recent book is an edited volume, International Migration, Refugee Flows and Human Rights in North America (New York: Center for Migration Studies, 1996).
Journal Article