Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream: from Margins to Mainstream

Cover
Endorsement
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Figures
Contributors
Introduction: Reimagining Higher Education Leadership Through Envisioning Spaces for Agency
	References
Part 1 Student Recruitment and Retention
	1 De/Centring Gender in Higher Education Access Policy: Lived Experiences of Admission Practices in Nigeria
		Introduction
		Context
		Understanding Gender in Education
		Research Design
		University Access Experiences as Gendered – Unpacking the Evidence From Nigeria
			“They Want to Sleep With Me” – Sex as Capital?
			“I Will Go and Marry” – Women’s Responses to Pressure and Experience
			Performing Gender – Agency in Context
		Implications and Conclusion
		References
	2 Marginalized Masculinities in Australian Higher Education: Gendered Subjectivities, Discursive Spaces and First-In-Family …
		Introduction
		Theorizing Contemporary Working-Class Masculinities and Social Change
		Masculinities in Higher Education
		The First-In-Family Males Project
		Findings
			Becoming Themselves: Acclimatizing to University Life
		Being Themselves: Connecting at University
		Experiences With Class Prejudice
		Discussion and Recommendations
		Conclusion
		Funding
		References
	3 Gendered Precarity, Intersectionality and Barriers to Higher Education for Women Seeking Asylum in Australia
		Introduction
		Gendered Precarity and Intersectionality
			Precarity
		Intersectionality
			Gender
		Background of the Study
		Methodology
			Co-Researchers – Women Seeking Asylum
			Guided Conversations and Collaborative Analysis
			Gendered Precarity Among Women Seeking Asylum
			Existence
			Status
			Gender Roles: “[There Is] Still a Man Behind”
			Time
			Family Responsibilities: Extra Burden On Women
			Mental Load: “My Husband Has The Same Problems, But He Sleeps!”
		Summary
		Recommendations for Higher Education Institutions
		Conclusion
		Note
		References
	In-Dialogue Editorial for Chapters 1–3: Student Recruitment and Retention – Problematising Student Access and Participation …
Part 2 Student Experience
	4 Responding to the Needs of Women Students With Caring Responsibilities in Nigeria
		Introduction
		Literature Review
		Methodology
			Findings: Student Perspectives
			Findings: Staff Perspectives
		Conclusions
		References
	5 Resources and Support Services for Students With Albinism in Tanzanian Higher Education
		Introduction
		Methodology
		Theoretical Framework
		Analysing Albinism in Tanzanian Higher Education
		Conclusions and Recommendations
		References
	6 Gender and Higher Education in Nursing: Experiences of Male Nursing Trainees in Ghana
		Introduction
		Gender and Nursing
		An Overview of Gender and Nursing in Ghana
		Theoretical Perspective
		Data and Methodology
		Findings
			Perceptions On Nursing Being a Female Profession
			Changing Gender Norms, Unchanging Structures and Conventions
				Issues With Uniforms
			Interactional Challenges
			Performance Expectations
		Conclusion and Recommendations
		References
	In-Dialogue Editorial for Chapters 4–6: Student Experience in Higher Education
		References
Part 3 Faculty/Staff Experience
	7 Outsiders Reflecting On Invisible Institutional Gender Norms
		Introduction
		Literature Review
			Coloniality
			Normative Practices of Coloniality
			Microaggressive Communication
			Stress Process
			Nordic Gendered Practices
			Mobility and Social Equity—Gender Not Included
			Positionality
		Research Design
			Survey Data Processing
			Data Analysis
		Findings
			Reflection On Gender Inequality in HE
			Composite Narrative: Research Experience
			Composite Narrative: Teacher/Administration Experience
			Composite Narrative: Work-Life Balance Experience
			Composite Narrative: (Im)mobility Experience
			Related to Microaggressive Communication
			Related to Stress Processes
			Related to Gender Stereotypes
		Conclusions
		Recommendations Addressing Gender Inequality
			First Recommendation: Raise Awareness in the Academic Community
			Second Recommendation: Raise Societal Awareness
			Third Recommendation: Decommodification of HE Practices
		References
	8 Gender, Precarity and Marginality in Higher Education Spaces in India
		Introduction
		Conceptual Framework
		Setting the Stage
			University as a Contested Space
			Situating Contingent Faculty in Context
			Gender and Intersectionality
		Methodology
		Findings
			Identity and Voice
			Pay Disparity and Unsteady Finances
			Gendered/Differential Treatment
			Patriarchal Societal System
			Safe Space and Dissent
			Time Graph
		Discussion, Recommendations and Conclusion
			Reimagining Institutional Space
		Notes
		References
	9 Centering Voices of Motherscholars During the COVID-19 Pandemic Shows Overwhelming Responsibilities, Ingrained Gender …
		Introduction
		Academic Institutions and Mothers
		Who We Are: Positionality
		Methodology
			Study 1—Photovoice: Motherscholar During Quarantine (Anna’s Study)
			Study 2—Institutional Policy Structure (Jessica’s Study)
			Samples
		Impact of COVID-19 On the Careers of Motherscholars
		COVID-19 Impact On Research Productivity
			Time
			Boundaries (Work/Life Fit)
			Space
			What Mothers Need: Institutional Wishlist
		Seeing the Commonalities: Discussion
		Conclusion and Recommendations
		Limitations and Future Directions
		Note
		References
	10 Decolonising “Those Who Are Not” in Polish Higher Education Institutions
		Introduction
		Those Who Are Not at Polish HEIs
			Invisible and Mute
			Gender and Intersectionality
		Methodology
			Ethical Issues
			Sample Characteristics
			Encoding
		Findings
			Academics
			Non-Academics
			What Academics Think of Non-Academics
			What Non-Academics Think of Academics
			Language and Emotions
			The Necessary Changes
		Discussion
		Conclusions, Recommendations and Implications for Higher Education and Other Contexts
			Recommendations
		Notes
		References
	In-Dialogue Editorial for Chapters 7–10: Responding to Invisibility in Higher Education Institutions With Purposeful …
		References
Part 4 Higher Education Cultures of Teaching and Research
	11 Making Higher Education Institutions Gender-Sensitive: Visions and Voices From the Indian Education System
		Setting the Context: Higher Education and the Gender Question
			The Global Context
			The Regional Context: India
		The Vision
		Policies and Reports
			National Education Policy (NEP), 2020
			UGC Regulations, 2015
			Gender Concerns in Education, National Council for Educational Research and Training (NCERT)
			Report of Expert Committee On Gender and Education, 2012
		Empirical Studies: Responses From Stakeholders
			Summary of Thematic Responses
				Perception of Gender Sensitivity in Higher Education and If Higher Enrolment of Women in Higher Education Translates Into …
				Awareness of India’s Current Education Policy, UGC SAKSHAM Report and UGC Regulations 2015 and Whether Redressal Mechanisms …
				Perception of Gender-Sensitive Curriculum, Ways of Gender-Sensitizing Existing Curriculum in the Context of Respondent’s …
				Role of Teachers in Addressing Gender Questions in the Classroom, Need for Gender Sensitization/Orientation for Teachers…
				Impact of Students’ Socio-Economic Background in Their Gender Socialization in HEIs and Need to Incorporate Students’ …
				If Low Presence of Women in Senior/Administrative/Managerial Positions in the Education Sector Is Indicative of the …
				If the Impact of Digital/Virtual Education During the Pandemic in the Last Two Years Has a Gendered Impact On Students
		Way Forward
		Notes
		References
	12 Co-Creating Cross-Cultural Approaches to Gender Mainstreaming in Higher Education: Experiences and Challenges in …
		Introduction
		Existing Insight Into International Collaborative Feminist Research
		Collaborative International Feminist Research in Theoretical Context
		Designing International Feminist Collaborative Research for Equity and Inclusion
		Insights From Reflection: Communication, Humanisation, Embodiment, Ethics
			Complex Communication
			Connectedness and Humanisation
			Embodied Experience and Affect
			Ethical Concerns and Considerations
		Conclusions: What Have We Learned as International Feminist Researchers?
		References
	13 Improving Gender Diversity in STEM Through an Inclusive Professional Framework
		Introduction
		Gender Disparities in Higher Education
		Positionality Statement
		The Inclusive Professional Framework (IPF)
		Leadership With an Equity Focus
		Classroom as Sphere of Influence
			Introductory Undergraduate STEM Course
		Classroom as Sphere of Influence
			Equity in STEM for All Genders Course (Graduate and Post-Doc)
		Organizational Structures and Policies in STEM Higher Education
			Reward Structure
			Disciplinary Norms Regarding Research
			Structure of Career Progression
			Applying the IPF to Organizational Structures and Policies
		Conclusion and Recommendations
		Acknowledgments
		Notes
		References
	14 Feminist Perspectives for the Co-Decolonization of Gender Equality in Cambodian Higher Education
		Introduction
		Background
		Literature Review
			Researcher Positionality
		Methodology
			Feminist Participatory Action Research Method
			Co-decolonization for Gender in Higher Education Workshop
		Data Analysis
		Findings
			Identities: Reclaimed, Lost, and Marginalized
			Co-Decolonizing Leadership in Patriarchal Spaces in Cambodian Higher Education
			បុគ្គលគួរឱ្យកោតសរសើរ (Bokul Kour Oy Koat Sor Seu – The Admirable Person Model)
		Co-decolonization Framework
		Discussion
		Recommendations for Practice
		References
	In-Dialogue Editorial for Chapters 11–14
Higher Education Cultures of Teaching and Research
		References
Index