Relevant bibliographies by topics / Graduate Consortium in Women's Studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Graduate Consortium in Women's Studies'

Author: Grafiati
Published: 28 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Graduate Consortium in Women's Studies"

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Perry, Ruth, Joyce Antler, Renee Fall, Laura Levine Frader, Carol Hurd Green, Barbara Haber, Alice Jardine, and Christiane Zehl Romero. "Inventing a Feminist Institution in Boston: An Informal History of the Graduate Consortium in Women's Studies at Radcliffe College." NWSA Journal 8, no. 2 (July 1996): 60–83. http://dx.doi.org/10.2979/nws.1996.8.2.60.

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Schroedel, Jean Reith, Karen Torjesen, Pamela Zeiser, Charles C. Turner, and Laura Ammon. "Graduate women's studies: An assessment after two decades1." Women's Studies 28, no. 2 (January 1999): 201–19. http://dx.doi.org/10.1080/00497878.1999.9979252.

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Padula, Marjorie A., and Dana L. Miller. "Understanding Graduate Women's Reentry Experiences." Psychology of Women Quarterly 23, no. 2 (June 1999): 327–43. http://dx.doi.org/10.1111/j.1471-6402.1999.tb00364.x.

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Priti Ramamurthy. "AlterNotes on the Politics of Women's Studies Graduate Certificates." Feminist Studies 44, no. 2 (2018): 298. http://dx.doi.org/10.15767/feministstudies.44.2.0298.

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Ramamurthy, Priti. "AlterNotes on the Politics of Women's Studies Graduate Certificates." Feminist Studies 44, no. 2 (2018): 298–302. http://dx.doi.org/10.1353/fem.2018.0040.

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Miller, Benjamin. "Mapping the Methods of Composition/Rhetoric Dissertations: A “Landscape Plotted and Pieced”." College Composition & Communication 66, no. 1 (September 1, 2014): 145–76. http://dx.doi.org/10.58680/ccc201426114.

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What methods do graduate students take up for their dissertation projects? This article shares findings from distant reading of 2,711 abstracts, suggesting that humanist approaches predominate within the Consortium of Doctoral Programs in Rhetoric and Composition, but not without some methodological pluralism. A large number of studies outside the consortium are also considered.
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Lott, Bernice. "Comments on “Understanding Graduate Women's Reentry Experiences”." Psychology of Women Quarterly 23, no. 2 (June 1999): 345–47. http://dx.doi.org/10.1111/j.1471-6402.1999.tb00365.x.

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Jennifer C. Nash. "Feminist Credentials: Notes on the Politics of Women's Studies Graduate Certificates." Feminist Studies 44, no. 2 (2018): 284. http://dx.doi.org/10.15767/feministstudies.44.2.0284.

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Guy-Sheftall, Beverly. "Engaging Difference: Racial and Global Perspectives in Graduate Women's Studies Education." Feminist Studies 24, no. 2 (1998): 327. http://dx.doi.org/10.2307/3178700.

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Nash, Jennifer C. "Feminist Credentials: Notes on the Politics of Women's Studies Graduate Certificates." Feminist Studies 44, no. 2 (2018): 284–97. http://dx.doi.org/10.1353/fem.2018.0044.

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Dissertations / Theses on the topic "Graduate Consortium in Women's Studies"

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Diaz, Eduardo R. "Relationship between gender and transformational leadership practices| A study of self reports of male and female graduate students." Thesis, City University of Seattle, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254832.

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Women continue to be underrepresented in top level management roles in spite of their progress in the labor market and educational attainment (Eagly & Carli, 2007). The gender gap in leadership is true in most of the developed and developing world. When assessed under early leadership models, leadership self-efficacy is usually lower among women than men (Schein, 1973; Schein, 1975). This has been used to support the notion that leadership is predominantly a practice for men (Chemers, 2000). However, recently developed leadership models under transformational leadership theory represent opportunities to study leadership and gender without much of the cultural bias that has been part of the earlier models (Eagly & Carli, 2007). To solidify the study of the relationship between gender and transformational leadership self-efficacy, this study was developed using data gathered through the Leadership Practices Inventory (LPI) from a purposive sample of 153 MBA students (73 male and 80 female). Independent-samples t-tests were used to determine whether there were statistically significant differences in mean scores between male and female participants on leadership behaviors measured by the LPI. The results indicated that there are no statistically significant differences between the two groups in the sample, which further suggest that the reasons behind the underrepresentation of female leaders cannot be attributed to leadership self-efficacy. The study took place in Mexico, where female underrepresentation in top management roles is a well-documented problem, and where research on transformational leadership is scarce. The study may be used to support initiatives on the part of aspiring female leaders, educational leaders, and organizational decision-makers to help close the gender gap in leadership roles in the country. They may do this by reviewing the findings of this study and others conducted under transformational leadership theory that suggest that the practice of leadership is not inherently male, so there is ample opportunity for women to succeed in top management roles without conforming to traditional male patterns of behavior. Future researchers may build on this study by evaluating transformational leadership behaviors in different segments of the population of males and females and by using observer data rather than self-reports.

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Ritch-Brant, Barbara Ann. "Baccalaureate-prepared women in nursing: Return to graduate education in nursing in midlife." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618480.

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Stone, Linda Shapiro. "Women who have a graduate school education who have chosen to make mothering the major focus of their time : a descriptive study." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618902.

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This is a descriptive study of 33 graduate school educated women who have chosen to stay home with their children. The study includes a discussion of five major areas: personality characteristics, decision-making process, level of job satisfaction, peer and family relationships, and self-image.;The Methodology for this study involved four data gathering procedures: the demographic data form, the structural interview, the California Psychological Inventory (CPI), and the Bems Sex-Role Inventory (BSRI). Participants were obtained by sending fliers home with children at five preschools in the Richmond, Virginia Metropolitan area.;Demographic Data. The mean age for the group was 34. All were part of an intact two parent family. Fourteen graduate majors were represented. Ninety percent had held jobs which were directly related to their advanced degree. Seventy-six percent are actively involved in a career-related activity.;Personality Characteristics. This high functioning group has a composite profile that shows the ability to achieve independently and they prefer their own judgement. They have strength intellectually. The composite personality is someone who has successfully combined some of the best parts of traditional masculine and feminine qualities.;Decision-making Process. The reasons for choosing to stay home related to feeling that their family was their main priority and they didn't want someone else raising their children.;Job Satisfaction. Neither level of status nor dissatisfaction with their last job was the primary reason for choosing to stay home at the time.;Peer and Family Relationships. Support systems were extremely important to this group. Husbands were also very involved in decision-making, child care, and emotional support.;Self-image. These women generally feel good about their choices and believe this is the right role for them at this time. They are aware of what they have given up, but believe they and their children have gained much more than they could ever give up.
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Sepulveda, Celia Anna. "Consuming merit: Social mobility and class contradictions of working class and lower class women in graduate school." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280742.

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This study utilizes a multi-method approach to analyzing the experience of working class and lower class women's experience in graduate school. A quantitative analysis is used to determine the number of working class and lower class females in graduate school using parents' education as a proxy. Most first-generation females in graduate school were found in Research I universities in the field of Education. A qualitative analysis includes semi-structured interviews of 34 women from two Research I institutions in the Southwest in the fields of Education, Psychology, Health Sciences and Biology. Data consists of the women's definitions of social class, values and experiences as well as their perceptions of graduate school culture and their mobility process during their graduate school experience. The women in this study revealed a contemporary definition of social class unlike academic Marxist and other sociological definitions. Their experiences of graduate student culture reveal a direct conflict with their social class values. Finally, their mobility experience in graduate school reveals contradictory feelings of pride and hiding their accomplishments from family.
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Forrest-Lytle, Juliana. "Relational-Cultural Experiences of Burnout by Mothers of Color in Online Counseling Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7868.

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Burnout permeates helping professions and is a concern in counselor education and training. The defining characteristics of burnout are depersonalization, emotional exhaustion, and reduced personal accomplishment. Data on burnout in diverse populations are notably limited. The primary goal of this qualitative grounded theory study was to understand the experiences of burnout in mothers of color (MoCs) who were enrolled in or recently (within the last 5 years) graduated from an online Council for the Accreditation of Counseling and Related Education Programs accredited clinical mental health counseling (CMHC) program. Another goal of this study was to investigate how MoCs managed burnout. Participants were recruited via the use of social media, a listserv, and a university research participant pool. Purposeful criterion sampling aided in finding participants who self-identified as MoCs and self-reported having experienced burnout within their academic programs. Participants completed demographic surveys to identify diversity within the sample. Interview data were collected via phone. A constant comparative analysis was conducted using a relational cultural theoretical lens. This investigation illuminated (a) self-reported experiences of burnout by MoCs completing master's degrees online in CMHC, (b) how these MoCs reported managing experiences of burnout, (c) the development of a theory using the data obtained from MoCs descriptions of burnout, and (d) information that contributed to the literature exploring burnout in diverse populations. The implications this study may have for social change include the potential to identify areas where multicultural sensitivity is needed in program development and interventions to proactively help combat burnout in student MoCs.
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Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.

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This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.
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Birch, Lesley Jane. "Telling stories: a thematic narrative analysis of eight women's PhD experiences." Thesis, 2011. https://vuir.vu.edu.au/19398/.

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This research examined eight women’s stories about their PhD experiences to explore their lived experience of this journey and if gender was a consideration in their PhD journey. The aims of this thesis were firstly, to provide a more in-depth understanding of women’s decisions to participate in doctoral education; and secondly, to provide a more in-depth understanding of women’s experiences in undertaking doctoral degrees and the factors that increase their chances of successful completion. Using thematic narrative analysis, the study found that motivation to do a PhD is multi-faceted. In some instances the motivations were complementary, such as a personal interest in the topic and/or the discipline and wanting to begin or build an academic career. In some cases they were incongruent – being awarded a prestigious scholarship was motivation for one woman to start her degree, but the departmental pressure and expectations that went along with it were de-motivating.
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Brito, Aurora M. "Phenomenal Woman: Women's Workplace Identity Development and Meaning Making Through Storytelling." Thesis, 2020. https://doi.org/10.7916/d8-q0qe-vm50.

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This case study examined women’s identity development in the workplace through the application of storytelling as a learning technique. Study participants included twenty-two women graduates and 2nd year students of diverse backgrounds ranging in ages 25 to 71 from a master’s degree applied theatre program in a Northeastern university. This study describes identity development through ways in which women make meaning of their lived experience and perceived interactions in the workplace. Data collection derived from 22 semi-structured interviews. Deeper data analysis surfaced through dramaturgical coding. Three analytical categories emerged: 1) Generations, 2) Race and 3) Sexual Orientation. The findings exposed power and positionality barriers as obstacles and challenges that undermine women’s careers. Three conclusions emerged: 1) Women continue to struggle with barriers that pose as obstacles and challenges to their learning and identity development in the workplace, 2) Women of color experience the double bind barriers of racism and sexism and 3) Women learn through storytelling and sharing workplace stories. This study privileges storytelling, a form of presentational knowing, as a legitimate way of knowing and has been shown to be conducive to learning and identity development. Women’s perspectives changed through theatre techniques using critical reflection and action; they engaged in communities of practice that offered supportive structures. Also, there continues to be resistance to hard conversations around race and inequality. Diversity programs that build upon Paulo Freire’s praxis of reflection and action hold leaders who espouse diversity initiatives to account. To avoid the paradox of diversity, human resources diversity training, organizational learning, professional development and community based social programs can leverage the power of storytelling. Affective empathy as an embodied component of storytelling establishes empathic connections between dominant culture and the marginalized. Critical and constructive development theories need to be embedded into curriculum to address systemic racism. Presentational knowing is an effective tool for social action and social justice by broadening learning beyond adult education to encourage empathy between people whose views are different. This qualitative study is grounded in critical theory, John Heron’s (1992) Presentational knowing, theories of identity and constructive development.
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Books on the topic "Graduate Consortium in Women's Studies"

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Joyce, Antler, Fall Renee, Frader Laura Levine 1945-, Green Carol Hurd, Haber Barbara, Jardine Alice, and Romero Christiane Zehl, eds. Report: Inventing a feminist institution in Boston : an informal history of the Graduate Consortium in Women's Studies at Radcliffe College. Norwood, N.J: Ablex Pub. Corp., 1996.

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Hargreaves, Andy. Consortium activities. [Toronto: Ontario Institute for Studies in Education, 1992.

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Oregon State System of Higher Education. Office of Academic Affairs., ed. Graduate certificate in women's studies, University of Oregon. Eugene, Or: Office of Academic Affairs, Oregon State System of Higher Education, 1991.

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Debra, Humphreys, and National Women's Studies Association, eds. Guide to graduate work in women's studies, 1991. College Park, MD: National Women's Studies Association, University of Maryland, 1991.

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E, Butler Johnnela, and Walter John C. 1933-, eds. Transforming the curriculum: Ethnic studies and women's studies. Albany: State University of New York Press, 1991.

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Centre for Women's Development Studies (New Delhi, India), ed. Women in Indian engineering: A preliminary analysis of data from the graduate level engineering education field in Kerala and Rajasthan. New Delhi: Centre for Women's Development Studies, 2012.

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Clune, Michael. Competing choices: Men's and women's paths after earning a bachelor's degree. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Anne-Marie, Nuñez, Choy Susan P, Carroll C. Dennis, and National Center for Education Statistics, eds. Competing choices: Men's and women's paths after earning a bachelor's degree. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Anne-Marie, Nuñez, Choy Susan P, Carroll C. Dennis, and National Center for Education Statistics., eds. Competing choices: Men's and women's paths after earning a bachelor's degree. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Anne-Marie, Nuñez, Choy Susan P, Carroll C. Dennis, and National Center for Education Statistics., eds. Competing choices: Men's and women's paths after earning a bachelor's degree. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Book chapters on the topic "Graduate Consortium in Women's Studies"

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Donaldson, Laura E., Anne Donadey, and Jael Silliman. "Subversive Couplings: On Antiracism and Postcolonialism in Graduate Women’s Studies." In Women's Studies on Its Own, 438–56. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822384311-024.

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Etter-Lewis, Gwendolyn, Roselyn K. Banda, and Sarah A. Kinley. "Teaching to Digress." In Supporting Multiculturalism and Gender Diversity in University Settings, 120–45. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8321-1.ch007.

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This chapter explores the challenge of creating a “liberated” classroom, one that digresses from the norm in both content and structure according to feminist principles. This teaching project was designed to create a unique learning environment through the use of black feminist pedagogy. Charged with teaching a cross-listed course (Women's Studies, Black Studies) entitled “Black Feminist Theory,” the teaching team consisted of a professor, a graduate student, and an undergraduate student. The team came together from a diversity of educational experiences in the U.S. and Africa. This chapter is a reflection of the team's experiences co-teaching a “non-traditional” course as well as a collective inquiry about the strategic importance of incorporating oppositional discourse into the college curriculum.
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Jenkins, Nicole Dezrea. "Shame to Pride." In Advances in Human Resources Management and Organizational Development, 50–71. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8790-7.ch004.

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In this chapter, the author discusses a journey of natural hair acceptance. As a child, she struggled with not understanding how to care for her hair and the desire to have straight hair. She shares the challenges of conforming to Eurocentric beauty standards in institutions that require uniformity, such as cheerleading and military service in the United States Air Force. These experiences led her to focus on natural hair in her graduate studies. She discusses the challenges of wearing natural hair in graduate school and how discussions of professionalism and hair left her feeling isolated yet energized. Ultimately, she shares her recent experience with embracing her natural hair as a researcher and professional. As an assistant professor at a prestigious HBCU, she has increasingly fallen in love with her and other women's natural hair. She teaches students about the CROWN Act and has continued her research on natural hair experiences. Today, she credits her newfound confidence to spaces and people that accept and celebrate Black beauty and natural hair.
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Muncy, Robyn. "Aspiring Feminist and Social Science Progressive, 1908–1912." In Relentless Reformer. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691122731.003.0003.

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This chapter details events in Josephine Roche's life from 1908 to 1912. Shortly after graduating from Vassar, Roche pursued graduate study at Columbia University in New York City. Her courses and life experiences in New York built directly on the foundation laid by her undergraduate education. Her studies deepened her understanding of the social sciences and gave her feminism more specific shape as she sought explanations for prostitution and what scholars would later call the “gender wage gap.” The longing to be part of the rough and tumble of electoral politics perhaps also gave greater urgency to Roche's work for women's suffrage in New York. On behalf of the cause, she made speeches on street corners, marched in parades, and organized debates at Greenwich House.
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Reis, Hugo Diniz, Thallita Rodrigues Bezerra, Rosana Fabrício Gonçalves, Cecília Conopca Lievore, Bruna Teixeira Vidal, Manuela Bandeira da Silva Filha, Fabiana Cândida de Queiroz Santos Anjos, Pedro Faria de Bessa, and Nelita Gonçalves Faria de Bessa. "Clinical utility of essential oils in women's health for phytotherapeutic treatment of candidiasis: a systematic review with emphasis on the potential of copaiba oil (Copaifera sp) from Brazilian biodiversity and technological perspectives applied to biom." In COLLECTION OF INTERNATIONAL TOPICS IN HEALTH SCIENCE- V1. Seven Editora, 2023. http://dx.doi.org/10.56238/colleinternhealthscienv1-054.

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The clinical application of essential oils has been prospected in recent years from the results of experimental laboratory tests, including the verification of antimicrobial and anti-inflammatory action. Brazil is one of the largest producers of essential oils and has in its megabiodiversity an alternative of institutional, social, environmental and economic development, considering the necessary and current perspective of strengthening the sustainability agenda. In Brazil, vulvovaginal candidiasis is the second most frequent type of vulvovaginitis that affects women's health, and is caused by the fungus Candida albicans. This is an organism from the resident microbiota of some organs and that, in excess, causes an uncomfortable clinical picture, capable of drastically affecting the patient's daily life, which makes its effective treatment of utmost importance. As essential oils (EOs) from medicinal plants have shown potential efficacy and reduced side effects, their use as a possible herbal medicine for clinical purposes against candidiasis should be explored. The aim of this study was to elucidate scientific evidence on the use of EOs from plant species, with emphasis on Copaiba oil from Brazilian biodiversity, and its antimicrobial activity against Candida. It is expected to have subsidies regarding safety and efficacy for clinical trials in patients with vaginosis, since there are currently gaps in knowledge about these indicators. In this systematic review study, electronic searches of articles in the CAPES, Pubmed, SciELO and LILACS databases were carried out, using as inclusion criteria in vitro (anti-culture) and in vivo studies (clinical and/or pre-clinical trials) that addressed the use of EOs, their phytochemical constituents and comparative Azo Groups as fungistatic drugs, Minimum Inhibitory Concentration (MIC) and Minimum Fungicidal Concentration (MFC) of the EO, Cytotoxicity tests and effects of the EO against fungal infections in animals. EOs were found to be effective as a treatment, especially in strains resistant to the usual drugs, and no adverse reactions, toxicity or changes in formation were identified in in vitro tests performed on pregnant and non-pregnant mice. The copaiba oil (Copaifera sp), present in the rich biodiversity of the Brazilian flora, presents satisfactory antimicrobial action against C. albicans and with absence and/or low toxicity in certain conditions, being a relevant indicator for clinical tests. Other essential oils native to Brazil and/or originating from exotic useful plants present phytotherapeutic potentials. It is necessary and urgent the advance in learning and adopting digital technologies, especially in research involving epidemiological and/or clinical data, in order to substantiate the decision making in terms of public health policies. As perspectives of microbiological assays and clinical tests with essential oils, as in the case of this study, there are still gaps in the development of studies carried out, where the use of digital technology is certainly an increasingly urgent need due to the relevance of agility in research protocols, methodological procedures and analysis of their results. Universities, either through undergraduate or graduate courses, as in areas of knowledge such as biological and health sciences, either medicine, pharmacy or even information technology and engineering, such as biomedical engineering, among others, urgently need to strengthen the area of digital technology and innovation in the teaching-learning process and knowledge practices. The research funding agencies, whether public or private, need to give special attention to the technological era for research, laying a more dynamic foundation for decision making and the implementation of sectoral public policies.
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Conference papers on the topic "Graduate Consortium in Women's Studies"

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Muttaqin, Mohammad, Sabilil Muttaqin, Ahmad Dardiri, Ulfah Fajarini, and Ayna Salsabila. "Shajar Al-Durr and Women's Leadership in the Abbasid Caliphate: Not Easily Accepted!" In Proceedings of the 5th International Graduate Conference in Islam and Interdisciplinary Studies, IGCIIS 2022, 19-20 October 2022, Mataram, Lombok, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-10-2022.2329044.

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