Thèses sur le sujet « For the Higher Education of Women »
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Beck, Amy C. G. « WHY WOMEN GIVE TO WOMEN : A PORTRAIT OF GENDER-BASED PHILANTHROPY ». VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.
Texte intégralSrivastava, Angela. « Widening access : women in construction higher education ». Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.
Texte intégralLi, Yaling. « Women instructors in higher education in China ». online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.
Texte intégralFowler, Christine Ann. « Nevertheless, She Persists : Women Leadership in Higher Education ». Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554119734528149.
Texte intégralCselenszky, Mila P. « Phenomenological Study of Empowering Women Senior Leaders in Higher Education ». ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/995.
Texte intégralHaley, Karen Jean. « Graduate Education Experience and Career Paths of Women Faculty in Higher Education Administration ». NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-09132006-212041/.
Texte intégralFreeman, Pamela Telia Barber. « Presidential profiles in higher education : perspectives from African American women / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1993.
Trouver le texte intégralPedone, Maggie Helene. « Persistence of Undergraduate Women in STEM Fields ». Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378899.
Texte intégralEd.D.
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women’s persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin’s Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women’s persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.
Temple University--Theses
Southwell, Deborah Margaret. « Leadership in Australian higher education : lessons from female educational leaders ». Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.
Texte intégralSack, Kathryn Wilkinson. « Primary Lifelines : Friendship Groups of Women in Higher Education ». Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26297.
Texte intégralPh. D.
Lahti, Tunnell Michele Lynn. « Women and Philanthropy in Higher Education : A Collective Case Study of Major Donors ». Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/40.
Texte intégralAdusah-Karikari, Augustina. « Experiences of Women in Higher Education : A Study of Women Faculty and Administrators in Selected Public Universities in Ghana ». Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210704502.
Texte intégralGibbs, Patricia J. « Self-Efficacy and the Leadership Development of Women in Academic Medicine| A Study of Women Alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine(RTM) (ELAM) Program ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687681.
Texte intégralDespite the fact that women have reached parity in entering and graduating from medical schools (AAMC, 2014), the percentage of women who advance to leadership positions is small. The purpose of this study was to explore the connection between self-efficacy and leadership development over a multi-year period among women in academic medicine following their participation in a specialized leadership development program. The purpose was addressed by analyzing secondary interview data from alumnae of the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) Program for Women, using a content analysis research design based on a constructivist paradigm of inquiry. The research problem addressed in this project was that the existing literature is deficient in studies that focus on the exploration of self-efficacy and how it influences the leadership development over time of women in academic medicine. Using Bandura's (1997) self-efficacy theory, this qualitative study was based on the thesis that Bandura's four sources of self-efficacy (performance accomplishments, vicarious experiences, verbal persuasions, and physiological states) are determinants of success over time for ELAM alumnae who achieve leadership positions in academic medicine.
This study had five major findings. First, this study supports each of Bandura's (1997) four sources of self-efficacy. Second, the most robust evidence of self-efficacy was found in the performance accomplishments self-efficacy source. Third, there was development of self-efficacy over time with the greatest growth within the self-efficacy source of performance accomplishments in the area of skill development relating to negotiation, delegation, budgeting and finance, communication, political savvy, and leadership enhancement, followed by vicarious experiences, and verbal persuasion. Physiological states had the least growth. Fourth, the research and subsequent analysis of findings extend Bandura's (1997) previous research domains to include the demographic of women in academic medicine which could have transferability to highly educated and successful women professionals working in leadership roles in male-dominated fields. Fifth, Bandura's (1997) self-efficacy sources may need to be expanded. This study fills a gap in the research and adds to the body of knowledge related to self-efficacy and leadership development.
Dehdarirad, Tahereh. « Women in science and higher education : A bibliometric approach ». Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/401503.
Texte intégralEl principal objetivo de esta tesis consiste en evaluar y mapear la investigación internacional sobre género en ciencia y educación superior. Para ello, se han diseñado dos estudios: por un lado, el análisis del desarrollo y crecimiento de la literatura científica sobre la participación de las mujeres en la ciencia y la educación superior, y, por otro lado, el análisis de la estructura y evolución de la literatura científica sobre diferencias de género en educación superior y ciencia, haciendo especial hincapié en los factores que se hallan detrás de estas diferencias. Para el primer estudio, centrado en el desarrollo y crecimiento de la literatura científica sobre la participación de las mujeres en la ciencia y la educación superior, se extrajeron un total de 1.415 artículos y revisiones publicadas entre los años 1991 y 2012 en la base de datos Web of Science de Thomson Reuters. Para el segundo estudio, enfocado en la evolución de la literatura científica sobre diferencias de género, el conjunto de datos comprende un corpus de 651 artículos y revisiones publicadas entre los años 1991 y 2012 en la base de datos Web of Science de Thomson Reuters. La metodología y procedimientos empleados incluyen indicadores y leyes bibliométricas estándar (por ej. Price, Lotka y Bradford), el Índice Relativo de Intensidad (RII) y el Índice de Desigualdad de Género (GII). El conjunto de datos del segundo estudio se evalúa en diferentes períodos de tiempo, a partir de un análisis de co-ocurrencia de palabras y de agrupamiento jerárquico. Los resultados de estos análisis muestran una tendencia al alza tanto en el número de artículos como en el número de autores por artículo. Sin embargo, este aumento en el número de autores no se ve acompañado de un aumento en la colaboración internacional. Los resultados ponen también de relieve cómo el interés en el estudio de las diferencias de género en la ciencia y en la educación superior se extiende a muchos autores (n = 3.064), países (n = 67) y áreas de investigación (n = 86). Los datos muestran también una gran dispersión de la literatura con un pequeño conjunto de revistas especializadas en el tema, siendo el área de “Educación e Investigación para la Educación” el área con más trabajos. Los resultados también indican un aumento significativo del número de temas analizados a lo largo de los años. Asimismo, el hecho que las diferencias de género en ciencia y educación superior hayan sido objeto de estudio de diferentes disciplinas sugiere importantes variaciones en campos de estudio específicos.
Thomas, Gayle R. « Non-traditional women in higher education : two case studies ». Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917016.
Texte intégralDepartment of English
Benna, Indo Isa. « Motivation for higher education of women from northern Nigeria ». Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1164/.
Texte intégralAhmad, Fauzia. « Modern traditions ? : British Muslim women, higher education and identities ». Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/81219129-6528-41a0-b0e8-c4e32a9dadbd.
Texte intégralHale, Michelle Antoinette. « Minority women in administrative professional positions in higher education ». [Ames, Iowa : Iowa State University], 2009.
Trouver le texte intégralSteward, Jessi Mica 1977. « Common Characteristics of Women Leaders in Higher Education Administration ». Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10027.
Texte intégralAlthough women continue to make significant advancements in the workforce, there is still progress to be made to overcome biases and systems of exclusion. Since women play an increasing and influential role in the administration and leadership of higher education institutions, understanding their unique contributions is critical. In this study, qualitative methods were used to gather data on common characteristics of women leaders in higher education administration. Data were gathered from interviews with twenty women working in a cross section of professional positions at four comprehensive public universities in the Pacific Northwest. Results showed that the participants used collaboration, communication, and information sharing and addressed conflict to build relationships, establish trust, and inspire a shared vision. Most of the participants in this study indicated that they were rewarded, recognized, and supported in their positions; however, some indicated that discrimination still occurs based upon gender.
Committee in Charge: Jean Stockard, Chair; Jessica Greene; Surendra Subramani
Williams, Nashira. « Why Black Collegiate Women Volunteer : A Perspective on Meaning Making through Service with the Community ». FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3964.
Texte intégralCostello, Carla A. « Women in the Trenches : Barriers to Female Staff's Advancement in Higher Education ». W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618900.
Texte intégralTaylor, Franci Lynne'. « American Indian women in higher education is Tinto's model applicable ? / ». Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/taylor/TaylorF0505.pdf.
Texte intégralCulpepper, Alice S. « Women graduates' academic resilience and their personal strategies for doctoral success ». FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2688.
Texte intégralBanda, Roselyn Chigonda. « EVERY WOMAN HAS A STORY : NARRATIVES OF SOUTHERN AFRICAN WOMEN IN U.S. HIGHER EDUCATION ». Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429373672.
Texte intégralKouzoukas, Georgia. « First-Generation Women and Identity Intersectionality ». Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600980.
Texte intégralWith a considerable focus to increase America’s degree completion rates amongst our diverse population, higher education policymakers and researchers have examined the college access, persistence, and completion rates of first-generation students. However, minimal research has addressed the heterogeneous student population through a gendered or intersectional lens. To provide nuance to first-generation scholarship and identity development, the dissertation employed a narrative inquiry approach to examine the meanings five first-generation women made as they understood their intersecting identities within unique institutional contexts. Findings from the study are the following: the women defined themselves as individuals with multiple identities and not solely on their first-generation status; the saliency with which individuals associated with a first-generation identity varied; an initial identity conflict regarding first-generation status catapulted the women’s understanding of other social dimensions and allowed them to transition from processing each identity in isolation to an intersectional conception of self; identity development was an evolving process with the saliency of social dimensions fluctuating based on temporal and situational contexts; and some women were not adequately challenged to reflect on their gender identity. The conclusions from the study will add to the knowledge base not only on first-generation students, but undergraduate women’s advantaged experiences, and identity intersectionality within higher education.
Hargett, Temetria D. « Career vs. marriage : perceptions of professional Black women employed in higher education / ». View online, 2008. http://repository.eiu.edu/theses/docs/32211131458569.pdf.
Texte intégralQuinlan, Colleen. « Women's Career Development : The Lived Experience of Canadian University Women Presidents ». University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353006797.
Texte intégralMuskopf, Sandra Jane. « Women in Higher Education Administration : An Analysis for 1983-1998 ». Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278718/.
Texte intégralMallia, Carole. « Mature women students and higher education : do their skills count ? » Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11821/.
Texte intégralBeckett-McInroy, Clare Elizabeth. « Bahraini Muslim women and higher education achievement : reproduction or opportunity ? » Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500698.
Texte intégralAdams, S. « Mature students in higher education with special reference to women ». Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635847.
Texte intégralQuinn, Jocey. « Powerful subjects : women students, subjectivity and the higher education curriculum ». Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288939.
Texte intégralWebber, Louise Anne. « Mature women and higher education : reconstructing identity and family relationships ». Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3365.
Texte intégralHernandez, Ebelia. « The journey towards developing political consciousness through activism for Mexican American women ». [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344575.
Texte intégralTitle from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0494. Adviser: Vasti Torres.
Mott, Maxine Carol. « Women community college presidents' leadership agendas ». Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289100.
Texte intégralTaylor, Chelsey K. « A Qualitative Study of Workplace Perceptions by Postpartum Women ». Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172527.
Texte intégralWorking mothers face the challenge of balancing multiple roles while adhering to or rejecting the societal norms associated with those roles. The unique perceptions of the effects motherhood places on the working mother can shed light on the current and best practices in providing support for working women transitioning into working mothers. The purpose of this study was to identify and evaluate workplace and relationship perceptions of postpartum women employed in higher education. A qualitative, case study approach was developed and framed with three theoretical perspectives: the theory of work adjustment, role theory, and Maslow’s hierarchy of needs. To complete this study, 10 subjects were chosen from a Midwestern college based on the age of their children and higher education employment at the time of maternity leave. Results of this study included the emergence of six relevant themes: (a) mothers acting as superwoman, (b) fulfillment as mothers and employees, (c) inconsistency and decentralization, (d), decisions to place jobs on hold versus assigning task completion, (e) level of satisfaction based on job type, (f) strive for self-actualization, and (g) prioritization. The findings of this study were supported by previous research on the topics of work-life balance and need for social and organizational support for new mothers. Perspectives of supervisors, human resource professionals, and working fathers should be further explored in future research.
Farley, Penelope Gillian. « Factors that affect the success of women administrators in higher education ». Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17609.
Texte intégralGreybar, Milliken Shannon J. « The dangerous reality| Sexual risk taking among college women ». Thesis, DePaul University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3586284.
Texte intégralResearch has shown a link between sexual risk taking among college women and a decrease in self-esteem. The primary purpose of this study is to explore the sexual risktaking practices occurring within the academic achieving, more affluent, Caucasian and female college student population. The secondary purpose of this study is to explore what sexual risk-taking patterns exist within behavioral and sociocultural constructed variables and demographic information among college women. The variables examined are religion, self-esteem and reported depressive symptoms. Additional variables used during analysis are body weight and race and/or ethnicity of college women. There are three primary research questions being examined in this study: (a) Do college women with higher academic achievement report more sexual risk-taking practices than those with lower academic achievement? (b) Do women of a higher socioeconomic status choose birth control over disease prevention in their sexual encounters? (c) Do behavioral and sociocultural variables make a difference in risky sexual behavior of college women? The American College Health Association (ACHA) National College Health Assessment II (NCHA-II) has been used to measure the college student health habits and practices at over 540 college and universities in the United States and Canada. The instrument was administered online in spring 2010 and received 872 responses, of which 542 were from female students. The data is analyzed through multiple logistic regressions. Findings of statistical significance were found between academic achievement and sexual risk taking, the number of partners a college woman has and sexual risk taking, and increase in human papillomavirus (HPV). This study also affirmed prior research that there was a significant difference in the sexual risk taking between college women who had been diagnosed with depression in the last year. The study demonstrates the connection between depressive symptoms and sexual risk taking. The research does not present a judgment about sex—but rather, evidence regarding the lack of disease prevention, the long-term implications, and possible causes of increases in casual sex on college campuses.
Brush, Kimberly M. « Women in Engineering : The Impact of the College Internship on Persistence into an Engineering Field ». W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154030.
Texte intégralSnyder, Kacee Ferrell. « A Study of Motherhood and Perceived Career Satisfaction of Women in Student Affairs ». Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1319997539.
Texte intégralGray, Brittany C. D. « Navigating colorism on campus| The experiences of Black, Black biracial, and Black multiracial women in college ». Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254708.
Texte intégralThe purpose of this qualitative study was to explore the ways in which Black, Black biracial, and Black multiracial women experienced and navigated colorism in college. This is an important topic to explore given that colorism, or skin tone bias, has been found to impact the emotional, psychological, and social well-being of people of color. One-on-one interviews were used to gather data from 10 participants. Four themes emerged from the data analysis: (a) White colorism; (b) Colorism is ingrained in Black culture; (c) Emotional and psychological responses to colorism; and (d) Education is key. These four themes represent the participants’ experiences with colorism and provide insight into the ways they navigated encounters with colorism. This study adds to the research on colorism in higher education and offers implications for practice and directions for research.
Simmons, Sharon. « Study of Women Faculty Members' Pursuit of Non-traditional Leadership Commitments Within Academic Medicine, Highlighting The Experiences of Women Faculty Members Enrolled In The Hedwig van Ameringen Executive Leadership Program for Women in Academic Medicine(RTM) ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681005.
Texte intégralFor the last twenty years, literature has demonstrated that women have attained jobs as faculty members within academic medicine at a steady rate. Yet, women faculty members have been consistently underrepresented in traditional senior-level positions in academic administration. Their underrepresentation is attributed to career decisions. The main purpose of this study was to examine the experiences of ELAM participants who pursued non-traditional career commitments. The problem of practice addressed the impact of career choices of women faculty in academic medicine, an understudied topic. Toward filling this void in the literature, this study utilized a constructivist methodological framework that is shaped, in part, by the Feminist Standpoint Theory, thereby, allowing the researcher to draw on pre-transcribed interview data that provide insight into ELAM participants' decisions to pursue non-traditional leadership commitments. For the purposes of this study, Traditional Leadership Commitments are defined as positions on the traditional career ladder, including faculty member positions, president, vice president, and provost. Non-traditional Commitments are defined as Director of Residency, Deputy Dean of Education, and Associate Director Echocardiography Lab.
The main question generated four operational research questions that, in turn, yield four findings that facilitate an understanding of the experiences and decisions that influenced women faculty choices to pursue non-traditional leadership positions. Finding One indicated that there are no 'dedicated leadership pipelines' for women seeking to advance to senior-level positions, and the 'leadership pipeline model' has failed to provide women with viable professional strategies for advancement. Finding Two demonstrated that the misalignment between institutional policies and work-life integration impedes women's advancement to senior-leadership positions. Finding Three showed that Non-traditional careers are viable and sustainable interventions for women seeking advancement to senior level positions in academic medicine.
Finding Four revealed that ELAM is a valuable intervention that enables its participants to become self-determined and self-directed agents in the creation of their non-traditional commitments as alternative 'career choices' to traditional senior-level leadership positions. By examining the experiences of ELAM participants who pursued non-traditional leadership commitments within academic medicine, this study made a scholarly contribution to the larger body of literature regarding women faculty career choices.
Felix-Corral, Maria Concepcion. « Women in scientific exile : an ethnography ». Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268277.
Texte intégralLillis, Theresa. « Making meaning in academic writing : mature women students in higher education ». Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/3113/.
Texte intégralScandone, Berenice. « British-born Bangladeshi women in higher education : intersectional experiences and identities ». Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761040.
Texte intégralMoss, Dorothy. « Creating space and time to study : women students in higher education ». Thesis, Leeds Beckett University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399194.
Texte intégralAlabede, Yetunde S. « Higher Education and Identity Development of Nigerian Women - A Qualitative Study ». Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621887436247166.
Texte intégralPotokri, Onoriode Collins. « The academic performance of married women students in Nigerian higher education ». Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24364.
Texte intégralThesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
Lachman, Macey W. « A Problematic Yet Necessary Effort| White Women in Student Affairs and Anti-Racist Allyship ». Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749935.
Texte intégralAs overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.
Hertneky, Robbie Palmer. « The Leadership Self-Identity of Women College Presidents ». Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1229633499.
Texte intégral