Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream: from Margins to Mainstream

Description

This edited book provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality. Within each of the four sections – Student recruitment and retention, Student experience, Faculty and staff experiences and culture, and Higher education cultures of teaching and research – topics unpack and speak to gender and diversity, equity, inclusion and access, social justice, and leadership and sustainability in higher education institutions (HEIs). Incorporating innovative processes and methods, the researchers address how the experiences of groups who have been subordinated and marginalized can be heard, proposing a re-imagination of empowerment and leadership within higher education and best practices for the benefit of ongoing higher education development. This book is ideal reading for higher education leaders, students on higher education courses, leadership courses, gender in education, as well as researchers, practitioners, for topics of gender and diversity, equity, inclusion and access, social justice, leadership and sustainability in HEIs. Cover Endorsement Half Title Title Page Copyright Page Dedication Table of Contents Figures Contributors Introduction: Reimagining Higher Education Leadership Through Envisioning Spaces for Agency References Part 1 Student Recruitment and Retention 1 De/Centring Gender in Higher Education Access Policy: Lived Experiences of Admission Practices in Nigeria Introduction Context Understanding Gender in Education Research Design University Access Experiences as Gendered – Unpacking the Evidence From Nigeria “They Want to Sleep With Me” – Sex as Capital? “I Will Go and Marry” – Women’s Responses to Pressure and Experience Performing Gender – Agency in Context Implications and Conclusion References 2 Marginalized Masculinities in Australian Higher Education: Gendered Subjectivities, Discursive Spaces and First-In-Family … Introduction Theorizing Contemporary Working-Class Masculinities and Social Change Masculinities in Higher Education The First-In-Family Males Project Findings Becoming Themselves: Acclimatizing to University Life Being Themselves: Connecting at University Experiences With Class Prejudice Discussion and Recommendations Conclusion Funding References 3 Gendered Precarity, Intersectionality and Barriers to Higher Education for Women Seeking Asylum in Australia Introduction Gendered Precarity and Intersectionality Precarity Intersectionality Gender Background of the Study Methodology Co-Researchers – Women Seeking Asylum Guided Conversations and Collaborative Analysis Gendered Precarity Among Women Seeking Asylum Existence Status Gender Roles: “[There Is] Still a Man Behind” Time Family Responsibilities: Extra Burden On Women Mental Load: “My Husband Has The Same Problems, But He Sleeps!” Summary Recommendations for Higher Education Institutions Conclusion Note References In-Dialogue Editorial for Chapters 1–3: Student Recruitment and Retention – Problematising Student Access and Participation … Part 2 Student Experience 4 Responding to the Needs of Women Students With Caring Responsibilities in Nigeria Introduction Literature Review Methodology Findings: Student Perspectives Findings: Staff Perspectives Conclusions References 5 Resources and Support Services for Students With Albinism in Tanzanian Higher Education Introduction Methodology Theoretical Framework Analysing Albinism in Tanzanian Higher Education Conclusions and Recommendations References 6 Gender and Higher Education in Nursing: Experiences of Male Nursing Trainees in Ghana Introduction Gender and Nursing An Overview of Gender and Nursing in Ghana Theoretical Perspective Data and Methodology Findings Perceptions On Nursing Being a Female Profession Changing Gender Norms, Unchanging Structures and Conventions Issues With Uniforms Interactional Challenges Performance Expectations Conclusion and Recommendations References In-Dialogue Editorial for Chapters 4–6: Student Experience in Higher Education References Part 3 Faculty/Staff Experience 7 Outsiders Reflecting On Invisible Institutional Gender Norms Introduction Literature Review Coloniality Normative Practices of Coloniality Microaggressive Communication Stress Process Nordic Gendered Practices Mobility and Social Equity—Gender Not Included Positionality Research Design Survey Data Processing Data Analysis Findings Reflection On Gender Inequality in HE Composite Narrative: Research Experience Composite Narrative: Teacher/Administration Experience Composite Narrative: Work-Life Balance Experience Composite Narrative: (Im)mobility Experience Related to Microaggressive Communication Related to Stress Processes Related to Gender Stereotypes Conclusions Recommendations Addressing Gender Inequality First Recommendation: Raise Awareness in the Academic Community Second Recommendation: Raise Societal Awareness Third Recommendation: Decommodification of HE Practices References 8 Gender, Precarity and Marginality in Higher Education Spaces in India Introduction Conceptual Framework Setting the Stage University as a Contested Space Situating Contingent Faculty in Context Gender and Intersectionality Methodology Findings Identity and Voice Pay Disparity and Unsteady Finances Gendered/Differential Treatment Patriarchal Societal System Safe Space and Dissent Time Graph Discussion, Recommendations and Conclusion Reimagining Institutional Space Notes References 9 Centering Voices of Motherscholars During the COVID-19 Pandemic Shows Overwhelming Responsibilities, Ingrained Gender … Introduction Academic Institutions and Mothers Who We Are: Positionality Methodology Study 1—Photovoice: Motherscholar During Quarantine (Anna’s Study) Study 2—Institutional Policy Structure (Jessica’s Study) Samples Impact of COVID-19 On the Careers of Motherscholars COVID-19 Impact On Research Productivity Time Boundaries (Work/Life Fit) Space What Mothers Need: Institutional Wishlist Seeing the Commonalities: Discussion Conclusion and Recommendations Limitations and Future Directions Note References 10 Decolonising “Those Who Are Not” in Polish Higher Education Institutions Introduction Those Who Are Not at Polish HEIs Invisible and Mute Gender and Intersectionality Methodology Ethical Issues Sample Characteristics Encoding Findings Academics Non-Academics What Academics Think of Non-Academics What Non-Academics Think of Academics Language and Emotions The Necessary Changes Discussion Conclusions, Recommendations and Implications for Higher Education and Other Contexts Recommendations Notes References In-Dialogue Editorial for Chapters 7–10: Responding to Invisibility in Higher Education Institutions With Purposeful … References Part 4 Higher Education Cultures of Teaching and Research 11 Making Higher Education Institutions Gender-Sensitive: Visions and Voices From the Indian Education System Setting the Context: Higher Education and the Gender Question The Global Context The Regional Context: India The Vision Policies and Reports National Education Policy (NEP), 2020 UGC Regulations, 2015 Gender Concerns in Education, National Council for Educational Research and Training (NCERT) Report of Expert Committee On Gender and Education, 2012 Empirical Studies: Responses From Stakeholders Summary of Thematic Responses Perception of Gender Sensitivity in Higher Education and If Higher Enrolment of Women in Higher Education Translates Into … Awareness of India’s Current Education Policy, UGC SAKSHAM Report and UGC Regulations 2015 and Whether Redressal Mechanisms … Perception of Gender-Sensitive Curriculum, Ways of Gender-Sensitizing Existing Curriculum in the Context of Respondent’s … Role of Teachers in Addressing Gender Questions in the Classroom, Need for Gender Sensitization/Orientation for Teachers… Impact of Students’ Socio-Economic Background in Their Gender Socialization in HEIs and Need to Incorporate Students’ … If Low Presence of Women in Senior/Administrative/Managerial Positions in the Education Sector Is Indicative of the … If the Impact of Digital/Virtual Education During the Pandemic in the Last Two Years Has a Gendered Impact On Students Way Forward Notes References 12 Co-Creating Cross-Cultural Approaches to Gender Mainstreaming in Higher Education: Experiences and Challenges in … Introduction Existing Insight Into International Collaborative Feminist Research Collaborative International Feminist Research in Theoretical Context Designing International Feminist Collaborative Research for Equity and Inclusion Insights From Reflection: Communication, Humanisation, Embodiment, Ethics Complex Communication Connectedness and Humanisation Embodied Experience and Affect Ethical Concerns and Considerations Conclusions: What Have We Learned as International Feminist Researchers? References 13 Improving Gender Diversity in STEM Through an Inclusive Professional Framework Introduction Gender Disparities in Higher Education Positionality Statement The Inclusive Professional Framework (IPF) Leadership With an Equity Focus Classroom as Sphere of Influence Introductory Undergraduate STEM Course Classroom as Sphere of Influence Equity in STEM for All Genders Course (Graduate and Post-Doc) Organizational Structures and Policies in STEM Higher Education Reward Structure Disciplinary Norms Regarding Research Structure of Career Progression Applying the IPF to Organizational Structures and Policies Conclusion and Recommendations Acknowledgments Notes References 14 Feminist Perspectives for the Co-Decolonization of Gender Equality in Cambodian Higher Education Introduction Background Literature Review Researcher Positionality Methodology Feminist Participatory Action Research Method Co-decolonization for Gender in Higher Education Workshop Data Analysis Findings Identities: Reclaimed, Lost, and Marginalized Co-Decolonizing Leadership in Patriarchal Spaces in Cambodian Higher Education បុគ្គលគួរឱ្យកោតសរសើរ (Bokul Kour Oy Koat Sor Seu – The Admirable Person Model) Co-decolonization Framework Discussion Recommendations for Practice References In-Dialogue Editorial for Chapters 11–14 Higher Education Cultures of Teaching and Research References Index