Band 2, Heft 1

This article shares the findings from an 18-month qualitative study of a vibrant, feminist student group at one midsized university in the West. Over the course of the study, the attitudes and behaviors of these women changed significantly as they experienced a chilly campus climate and encountered institutional sexism for the first time in their lives. Their third wave feminist identities transformed from a feminism of the future to the present, from a self-centered perspective to a focus on others, and from campus activism to community action.

Images of "Third World" women fill the media: battered victims of starvation, with too many children, hidden behind burqas. Images of "Third World" businesswomen, female politicians, or academics are rare, as is the use of the "other" woman as a model. This attitude has a long history in Western thought, ranging from classical and medieval travel accounts about strange monsters and "bad" women, to the diaries and travel accounts of Western women engaged in colonizing the non- European world, and to contemporary media blips from Afghanistan and Iraq. The imagination of "other" women as powerless, dependent, or unfeminine may also be taught through academic textbooks in cultural anthropology, the only science dedicated to expand the knowledge of human diversity. This article explores how undergraduate students conceptualize the meaning of "Third World" woman and how three widely used textbooks used in undergraduate education could affect students' attitude through the ways in which they represent non-Western women.

This article draws from a 7-year autoethnographic study of a Mestiza (female Spanish/Native American) leader negotiating ethnic patriarchies while serving as dean of students at a large Midwestern university and then as senior executive officer for a small southwestern campus. Professional teaching stories derived from study findings illuminate leadership dilemmas in navigating situations across gender and culture in higher education. Values, norms, beliefs, priorities, and behaviors of various ethnic patriarchal leadership environs are explored using anthropological techniques to understand how one female leader of color moves effectively, though not without challenge, to negotiate for the benefit of students. Recommendations are provided for leaders, allies, and those working to develop beyond gender-cultured boundaries in higher education.

This study explores factors in graduate students' decisions to turn away from their academic career aspirations to determine the role of work-family concerns. An original survey instrument was designed to collect information about individual characteristics, experiences in graduate school, career aspiration, and perceptions of the familyfriendliness of academic careers. This paper focuses on 238 PhD students in the science, technology, engineering, and mathematics (STEM) fields and the arts, humanities, and social science (AHSS) fields. Analysis includes bivariate correlations and multiple logistic regression. Findings are mixed regarding the influence of work-family concerns on the decision to turn away from academic career aspirations. Additionally, net of other variables, gender has no impact on the decision to turn away from academic career aspirations.

This paper explores how Black female faculty (BFF), the largest community of women of color faculty, simultaneously define their professional role and contribute to predominately White research institutions (PWRIs) through a series of critical enactments. The sparse research on BFF at PWIs focuses on barriers to social integration yet places less emphasis on factors that promote negotiation of barriers and organizational change. Analysis of qualitative data shows that the participants actively challenged structural constraints through service and research. In doing so, they used their positions as vehicles for institutional transformation. Thus, their role extended beyond the mundane expectations of faculty to one that emphasized commitment to social equity. Their work facilitated the incorporation of diverse communities into PWIs and broadened disciplinary knowledge.

This study investigates the perceptions of 203 female college/university faculty members about childcare policies in South Korea. All of the respondents had experience with childcare; most were aware of the option of maternity leave (89.7%), and many had taken such leave (43.3%). Regarding postchildbirth leave for childcare purposes (parental leave), 39.4% were aware of the option and only 6.9% had used such leave. The childcare needs of most respondents were met by relatives and private-hire services (e.g., nannies), whereas daycare facilities were considered unreliable. Most of the women reported that their spouses considered childcare the woman’s responsibility; this low paternal childcare involvement was attributed to husbands having high workloads, low degrees of childcare knowledge, unsupportive workplace cultures, and increased financial pressures. Societal and workplace cultures had great impact on the use of childcare policies. These findings provide insight into the current childcare status in South Korea and could support development of new family-friendly workplace initiatives.

This article describes findings from a qualitative study designed to understand how women in clerical roles cross the real and perceived boundaries of their rank and advance into professional positions. Informed by phenomenology, this inquiry employed interviews with 22 women from one public research university in New England. Findings illuminate the significance of (1) instrumental individuals in women’s advancement, (2) organizational processes that served as barriers, (3) "advanced knowledge," and (4) how being a woman shapes the career journey. Following discussion of the ways that existing practices may unwittingly limit women’s advancement, the author articulates implications for practice.

The salary equity gap continues to exist, with men earning more on average for every dollar a woman makes. Research suggests that women’s underdeveloped negotiation skills play a role, yet limited research on this issue exists for women in higher education. To this end, the negotiation strategies and gendered communication traits of 22 female administrators across four higher education institutions were studied. Findings indicated that these women tended not to consciously negotiate, given socialization and other issues. Many place a lower priority on salary and often perceive negotiating in a negative manner. When they did negotiate, participants used both masculine and feminine communication traits. Based on data from this study, ideas on how women in higher education can more fully use negotiation to address the gender equity salary gap were offered.

The purpose of this exploratory study was to understand how female higher education administrators with children made sense of and negotiated their multiple roles and commitments as professionals and parents. Women at the professional level of dean or higher, at a college or university, and who had school-aged children or younger were interviewed to determine how they negotiated their personal and professional lives. Findings detailed motivations to pursue advanced careers as well as advantages and disadvantages of managing career and family.

This field experiment study evaluated a commercially produced online sexual harassment training program used in educational settings. Manipulation of instructional strategies (online, instructor, reading) examined effects on knowledge and behavioral identifications in sexual harassment training for college students. Training did not produce an immediate gain in knowledge scores regardless of training condition. However, reading and face-to-face training conditions predicted the correct answer of case-related questions on the posttest; reading and online training conditions predicted knowledge retention 3 weeks after the training. On video scenarios, participants correctly identified 54% of verbal and 30% of nonverbal sexual harassment cues. Participants overidentified 19% of verbal cues and 16% of nonverbal cues as sexual harassment.