|Selección de artículos|
|Bessette, L. S. (2014). Creating Dialogue and Support for Undergraduate Women of Color. Women in Higher Education, 23(12), 1-2.
||Bullard challenges all of us to be better allies on our campuses and shows how much of a difference we can make with some change. Are primarily white institutions (or PWIs) equipped to support women-of-color students? A recent incident at Bryn Mawr College PA, where two students placed a Confederate flag in a prominent place in a residence hall and also taped a Mason-Dixon Line to show their Southern pride and heritage, shows that there is still much to be done to create spaces on campus where women of color are heard.
Charm Bullard, the associate dean for resident life at the University of Richmond-Westhampton College VA, sought to help student life professionals create those spaces at her NASPA 2014 (Baltimore MD) presentation. The University of Richmond is unique in that they still run on a coordinate college system, meaning that there is a separate college for women and men. Bullard explained that this was actually an advantage because it means more leadership positions and opportunities for women. Westhampton College, where Bullard works, is the women’s college at the University of Richmond.
|Santovec, M. L. (2014). Klawe Determined to Boost Women in Computer Science. Women in Higher Education, 23(12), 6-7.
||Much of the work on improving the number of women in computer science has focused on introducing young girls to science and technology in elementary and middle school.
Dr. Maria Klawe recently discussed the opportunities that exist for women outside of traditional science fields in a Bloomberg.com article titled “Harvey Mudd’s Klawe Maps Way to Woo Young Women Into Tech.” That reality is what drives the president of California’s Harvey Mudd College to encourage more women to enroll in the STEM fields, but particularly in computer science. Harvey Mudd is one of five Claremont CA Colleges. The liberal arts school is focused on engineering, science and mathematics. Under Klawe’s leadership, it has significantly increased the number of women who enroll and then major or minor in computer science. Klawe explained her strategy in Wisconsin in October when she delivered the 2014 Dr. Denice Denton Memorial Lecture at the University of Wisconsin-Madison. The annual lecture honors the work of the late Dr. Denice Denton, a former UW faculty member in the Department of Electrical and Computer Engineering, who, at the time of her death, was the ninth chancellor of the University of California-Santa Cruz. Denton was known for her work in encouraging women to major in the STEM fields. She understood the need for a community of support systems that were lasting, said Dr. Amy Wendt, professor in the Department of Electrical and Computer Engineering at UW-Madison and a former colleague of Denton’s, who introduced Klawe. Klawe was selected to deliver the 2014 lecture because, as Wendt pointed out, she is as much of a “trailblazer” as Denton was.
|Wood, C. (2014). The Leading Women Project Puts Opportunities for Change Center Stage. Women in Higher Education, 23(11), 1-2.||Many have said that if women ran the world, there would be no wars. During the presentation, Jacobs and Walkow went a step further, telling the crowd that if women ran Wall Street, there might not have been a recession.
Fifty-eight percent of all college graduates are women; they take home nearly half of graduate and professional degrees awarded in this country. Yet, as of 2012, only 10% of the governors’ mansions in the United States were occupied by women. Earlier this year, data revealed that less than 5% of Fortune 500 CEOs were women. And, while women lawyers fill 70% of staff positions, they hold only 15% of equity partnerships. As Christine Jacos and Janet Walkow, co-founders of the Leading Women Project, pointed out, it was supposed to be different by now. Women have been on a mission to achieve parity in the workplace from the earliest days of the modern women’s movement. Progress has been made, but the rate of change continues to be disappointingly slow for many, including Jacobs and Walkow.
|Baker, Kelly J. (2014). MOVEABLE TYPE: What Works for Women at Work: Not a Typical Advice Book. Women in Higher Education, 23(8), 14.
||Williams and Dempsey emphasize the necessity of flexible career paths that allow leave or part-time work, so that women and men aren’t penalized for care-giving, as well as methods to control implicit bias in hiring, evaluations, assignments, promotions and compensation. I did not have high expectations for What Works for Women at Work (New York University Press, 2014) for two reasons. First, I tend to be skeptical about advice manuals for working women generally. They tend to blame women for our career woes without any attention to structural sexism of institutions. Second, the advice offered tends to suggest that women need to mimic men to get ahead. This book is not a typical advice manual for women, as the authors refuse to claim a particular vision of womanhood as appropriate for the workplace. Instead, they reassure readers that there’s no right way to be a woman and they provide tips on how to overcome common stereotypes that working women face. Rather than provide just their opinions, Joan C. Williams and Rachel Dempsey rely on 127 interviews with women at the tops of their fields, including business, government, medicine, law and academia, to construct their advice. The interviewees represented a range of ages, backgrounds and ethnicities.|
|Kyei, Sarah. (2014). In her own words: Women’s Underrepresentation in Higher Education in Ghana. Women in Higher Education, 23(7), 18-19.
||Higher education can improve the overall quality of life of women, including providing better access to health care, food security, good pension plans, improved job opportunities. Growing up as a young girl, my greatest desire was to enroll in one of Ghana’s universities. This was because many young women who have had the privilege of attending universities in Ghana felt very proud of their achievements; there were very few of them at universities. It was the norm for people to be intimidated by women pursuing higher education. I remember our male classmates in high school used to tell us that they would never marry any of us because we would be enrolling in the university and would not submit to their authority as men. Despite these subtle threats from some of our classmates, I was determined to pursue higher education because I thought it was the only way one could succeed in life. But do negative cultural norms, traditions and religious beliefs contribute to the underrepresentation of women in higher education in Ghana? I explain below some of the factors that account for that problem and make some recommendations for change.|
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