Higher Education

Pembroke Center Awards Seed Grants to Four Research Groups

Submitted by Christy_Law_Bla... on Fri, 01/04/2013 - 5:53pm

Member Organization:

Pembroke Center for Teaching and Research on Women

Funding for collaborative faculty research on feminism and technology, consanguineous marriage in Egypt, indigenous public culture, and international health NGOs.

Projects receiving funding from the Pembroke Center this academic year include:

Dialogues in Feminism and Technology: A Distributed Online Collaborative Course 2013

Does it Help or Hurt Women to Marry withinthe Family? Consanguineous (Cousin) Marriage and Genetic Risk in Egypt

**Performing Native América: Indigenous Public Culture in Transnational Perspective**

Perspectives on International Health Non-governmental Organizations (NGOs)

For more information about these research projects, please visit our website at: http://pembrokecenter.org/Seed_Grants.html

The Pregnancy Assistance Fund as a Support for Student Parents in Postsecondary Education

Submitted by asklar on Wed, 07/25/2012 - 10:41am

The Pregnancy Assistance Fund (PAF) is a competitive grant program created by the Affordable Care Act (ACA) that provides funding to states and tribes to support programs that provide pregnant and parenting women and girls with supportive services to help them complete high school or postsecondary degrees (U.S. Department of Health and Human Services 2010a). Only two states, Minnesota and Virginia, have used their PAF grants to provide services related to postsecondary institutions. This fact sheet describes several of the programs and initiatives created by these PAF grantees. Unless otherwise noted, all program information comes from interviews with program officials and staff.

by Rhiana Gunn-Wright (July 2012)

URL:

http://www.iwpr.org/publications/pubs/the-pregnancy-assistance-fund-as-a-support-for-student-parents-in-postsecondary-education

Member Organization:

Institute for Women’s Policy Research

Pembroke Center 2011-12 Academic Year Annual Report

Submitted by Christy_Law_Bla... on Wed, 06/27/2012 - 2:05pm

The Pembroke Center's annual report highlights its research, archival, teaching, publication, and alumnae/i programs for the 2011-12 academic year.

Member Organization:

Pembroke Center for Teaching and Research on Women

Community College Partnerships for Student and Career Success: Program Profile of Carreras en Salud

Submitted by asklar on Wed, 06/20/2012 - 11:16am

Postsecondary students with children often need an array of supports to succeed in their studies, which can require significant coordination among new and existing services (Conway, Blair, and Helmer 2012; Henrici n.d.; Miller, Gault, and Thorman 2011). Such supports might include financial aid, academic and career counseling, job placement assistance, transportation, housing, child care, and classes in English-as-a-Second Language. To more effectively provide an expanded range of student resources, community colleges often partner with local nonprofits, private businesses and foundations, and government institutions (Altstadt 2011; Bragg et al. 2007; Bray, Painter, and Rosen 2011; Conway, Blair, and Helmer 2012; Leutz 2007; Singh 2007; Wilson 2010).

URL:

http://www.iwpr.org/publications/pubs/community-college-partnerships-for-student-and-career-success-program-profile-of-carreras-en-salud

Member Organization:

Institute for Women’s Policy Research

40 Years of Title IX: Leadership Matters for Women in Academe

Teaser:

Yvette M. Alex-Assensoh discusses the post-Title IX advances made by and challenges still faced by women in academia.

Editorial:

From The Chronicle of Higher Education:

Forty years ago this month, Title IX of the Education Amendments of 1972 became law, requiring an end to gender discrimination in admissions at educational institutions that receive federal money. Since then, progress in attaining gender equity for women has been heartening, but there is still considerable work to be done, particularly in the areas of faculty and leadership.

In the 1980s—in little more than the blink of an eye—women surpassed men in admissions on most college campuses. And now, unlike their parents and grandparents, these women are increasingly likely to be taught by women. This is good news, and we have Title IX to thank.

Women—and their dollars—are the lifeblood of today's colleges. But who decides how those dollars are spent? Men, largely—and that's not all they determine. As far as students are concerned, men are the dominant minority, but male administrators hold a lopsided percentage of university power and the most senior leadership positions. What's more, men make most of the decisions that control women's educational lives and futures, without much input or oversight from women themselves. This includes decisions about curriculum, co-curricular programs, the nature and scope of health and benefit programs, and faculty hiring. Women have unprecedented access, yes, but they have little influence.

[...]

Source:

The Chronicle of Higher Education

URL:

http://chronicle.com/article/40-Years-of-Title-IX-/132311/

Date:

June 18, 2012

Affiliate:

Associated Issues & Expertise:

Has Title IX, now 40 years old, harmed male athletics?

Teaser:

Valerie Strauss addresses the myths around Title IX and men's athletics.

Editorial:

From The Washington Post:

Critics of Title IX often say that it has harmed male athletics in its insistence on increasing opportunities for females in school sports. Here, from the report (with footnotes removed), are some myths about how the law has affected school athletics:

What the Law Says

Title IX requires that schools treat both sexes equally with regard to three distinct aspects of athletics: participation opportunities, athleticscholarships, and treatment of male and female teams.

Myth 1: Title IX requires quotas.

Title IX does not require quotas; it simply requires that schools allocate participation opportunities in a nondiscriminatory way. The three-part test is lenient and flexible, allowing schools to comply even if they do not satisfy the first part. The federal courts have consistently rejected arguments that Title IX imposes quotas.

[...]

Source:

The Washington Post

URL:

http://www.washingtonpost.com/blogs/answer-sheet/post/has-title-ix-now-40-years-old-harmed-male-athletics/2012/06/14/gJQArSCqdV_blog.html

Date:

June 15, 2012

Affiliate:

Associated Issues & Expertise:

Title IX at 40: Working to Ensure Gender Equity in Education

Submitted by asklar on Fri, 06/15/2012 - 9:26pm

You've heard about Title IX and athletics, but Title IX is about much more! In honor of the 40th anniversary of the law’s passage, NCWGE published a comprehensive report to help give educators, parents, students, and lawmakers a better understanding of Title IX’s impact and challenges that remain in many areas of education, including:

Science, Technology, Engineering, and Mathematics
Career and Technical Education
Bullying and Sexual Harassment
Single-Sex Education
Pregnant and Parenting Students
Athletics

From the National Coalition of Women and Girls in Education

URL:

http://www.ncwge.org/PDF/TitleIXat40.pdf

Promising Practices for Personal and Social Responsibility: Findings from a National Research Collaborative

Submitted by asklar on Thu, 05/31/2012 - 10:17am

Drawing on meetings of a distinguished group of educational researchers, this report highlights select national/multi-institutional data and major themes along five dimensions of personal and social responsibility.

By Nancy O'Neill

URL:

http://www.aacu.org/core_commitments/documents/promising_practices_rc2012.pdf

The Future of the Ph.D.

Teaser:

"Why do we produce so many Ph.D.'s when fewer than half of them will ever hold tenure-track jobs? Is this 19th-century German model of apprenticeship suited to the 21st century?" asks Mary Ann Mason.

Editorial:

From The Chronicle of Higher Education:

"I will be nearly middle-aged by the time I get my Ph.D., I won't have a family, and probably won't have a job." That comment, from a female Ph.D. candidate in history at a University of California campus, is a familiar refrain.

The pursuit of a doctorate—a sometimes decade-long, low-wage quest that may or may not end with a faculty job—has been under more critical scrutiny than ever this year. Whydoes it take so long to earn a Ph.D.? (Recipients are age 34, on average.) Why do we produce so many Ph.D.'s when fewer than half of them will ever hold tenure-track jobs? Is this 19th-century German model of apprenticeship suited to the 21st century?

And finally, does this venerable male model of graduate training match the needs of its new disciples, half of whom are women?

Not long ago I spoke at a conference at the Johns Hopkins University discussing some of those questions. American universities award more than 60,000 doctoral degrees annually to U.S. citizens and noncitizens. Roughly half of those degrees are from the 63 research institutions in the elite Association of American Universities, and half from other doctoral-granting programs. That total has grown from fewer than 25,000 Ph.D.'s awarded annually in the 1960s when universities were expanding and most Ph.D.'s could find an academic job.

Today the faculty employment trend is sharply in the opposite direction. Over the past 30 years, universities have relentlessly reduced the centrality of tenure in higher education. Full-timers who were either tenured or on the tenure track made up 55 percent of the teaching faculty in 1970, 1975, and 1980. Since then, various federal data sets document the steady growth of adjunct positions and the decline of tenure-track jobs in the academic work force. By 2007, according to the National Center for Education Statistics, tenured and tenure-track academics constituted only 31 percent of the teaching faculty while 49 percent worked part time and 12 percent were non-tenure-track full-timers.

[...]

Source:

The Chronicle of Higher Education

URL:

http://chronicle.com/article/The-Future-of-the-PhD/131749/

Date:

May 8, 2012

Affiliate:

Associated Issues & Expertise:

Gender Segregation in Fields of Study at Community Colleges and Implications for Future Earnings

Submitted by asklar on Fri, 05/04/2012 - 10:30am

Postsecondary education yields myriad benefits, including increased earnings potential, higher lifetime wages, and access to quality jobs. But postsecondary degrees are not all equalin the benefits they bring to students and women tend to obtain degrees in fields with lower earnings. Women with associate degrees earn approximately 75 percent of what men with associate degrees earn (U.S. Department of Commerce and the Executive Office of the President, 2011). This wage gap occurs in part because women with AA degrees—like women at all degree levels—often work in lower-paid, female-dominated occupations (Hegewisch, et al. 2010).

by Layla Moughari, Rhiana Gunn-Wright, Barbara Gault, Ph.D. (May 2012)

URL:

http://www.iwpr.org/publications/pubs/gender-segregation-in-fields-of-study-at-community-colleges-and-implications-for-future-earnings

Member Organization:

Institute for Women’s Policy Research

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Performing Native América: Indigenous Public Culture in Transnational Perspective

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**Performing Native América: Indigenous Public Culture in Transnational Perspective**