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.

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 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.

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.