Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream
This edited book provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality.
Within each of the four sections – Student recruitment and retention, Student experience, Faculty and staff experiences and culture, and Higher education cultures of teaching and research – topics unpack and speak to gender and diversity, equity, inclusion and access, social justice, and leadership and sustainability in higher education institutions (HEIs). Incorporating innovative processes and methods, the researchers address how the experiences of groups who have been subordinated and marginalized can be heard, proposing a re-imagination of empowerment and leadership within higher education and best practices for the benefit of ongoing higher education development.
This book is ideal reading for higher education leaders, students on higher education courses, leadership courses, gender in education, as well as researchers, practitioners, for topics of gender and diversity, equity, inclusion and access, social justice, leadership and sustainability in HEIs.
Section 1: Student Recruitment and Retention
1 De/centring Gender in Higher Education Access Policy – Lived Experiences of Admission Practices in Nigeria
Jennifer Jomafuvwe Agbaire
2 Marginalized masculinities in higher education: discursive spaces, gendered subjectivities, and young first-in-family men being and becoming in Australian universities
Garth Stahl & Sarah McDonald
3 Gendered precarity, intersectionality and barriers to higher education for women seeking asylum in Australia
Lisa Hartley, Rebecca Field, Mrs Babar*, Fatema*, Atefeh*, Rachel Burke, & Sally Baker
In-Dialogue Editorial: Problematising student access and participation in international contexts: intersectional identities, capitals, prejudice and risks
Section 2: Student Experience
4 Responding to the needs of women students with caring responsibilities in Nigeria
Charlotte Morris, Rachel Masika, Zibah Nwako, Chinwe Ogunji, & Chinyere Nwajiuba
5 Resources and support services for students with albinism in Tanzanian higher education
Rose Rutagemwa Kiishweko
6 Gender and higher education in nursing: Experiences of male nursing trainees in Ghana
Isaac Mensah Boafo & Sylvia Esther Gyan
In-Dialogue Editorial: Student experience in higher education
Section 3: Faculty/Staff Experience
7 Outsiders reflecting on invisible institutional gender norms
Nettie Boivin, Judit Háhn, & Shomaila Sadaf
8 Gender, precarity and marginality in higher education spaces in India
Nupur Samuel & Umasankar Patra
9 Centering voices of motherscholars during the COVID-19 pandemic shows overwhelming responsibilities, ingrained gender roles, and blurred boundaries
Anna S. CohenMiller & Jessica Leveto
10 Decolonising "those who are not" in Polish higher education institutions (HEIs)
Maria Cywińska, Katarzyna Górak-Sosnowska, & Urszula Markowska-Manista
In-Dialogue Editorial: Responding to invisibility in higher education institutions with purposeful collaboration, cooperation, and collegiality to improve equity, inclusion, and access
Anna S. CohenMiller
Section 4: Higher Education Cultures of Teaching and Research
11 Making higher education institutions gender-sensitive: Visions and voices from the Indian education system
12 Co-creating cross-cultural approaches to gender mainstreaming in higher education: Experiences and challenges in developing an interdisciplinary, international feminist knowledge-exchange research approach
Tamsin Hinton Smith, Fawzia Mazanderani, Nupur Samuel, & Anna CohenMiller
13 Improving gender diversity in STEM through an inclusive professional framework
Stephanie Knezz, Donald L. Gillian-Daniel, Claudia Irene Calderón, April Dukes, Robin Greenler, & Louis Macias
14 Feminist perspectives for the co-decolonization of gender equality in cambodian higher education
Rothsophal Nguon, Samphors Mech, Kimkanika Ung, Kelly Grace & Whitney Szmodis
In-Dialogue Editorial: Higher education cultures of teaching and research
"This volume is an important read for all who care about improving gender equality and social justice in higher education. It sheds useful light on the gendered experiences of students, staff, and faculty with various intersecting aspects of identity in particular cultural contexts. Individually and collectively, the chapters amplify the voices of individuals who are too often marginalized or overlooked in higher education and offer useful insights for higher education leaders, policymakers, researchers, and students who seek to better appreciate diverse perspectives and create inclusive environments where all people can thrive."
Laura Perna, Vice Provost for Faculty, GSE Centennial Presidential Professor of Education, Executive Director, Penn AHEAD, University of Pennsylvania
"A necessary, timely, and indispensable book! The collection fills a crucial gap in research on gender and leadership in higher education by first imparting perceptive and original research across a diverse range of perspectives and disciplines, and then by applying this knowledge to lived contexts to show how gender equity may be achieved in academe. The book is essential reading for university educators and administrators committed to reimagining and leading change to achieve diversity, equity, inclusion and access, social justice, and sustainability in higher education institutions."
Andrea O’Reilly, Professor, School of Gender, Sexuality, and Women’s Studies, York University, Canada. Author of Matricentric Feminism: Theory, Activism, Practice (2021)
"This is a gem of a book – a huge diversity of scholars tackling the complex issues of inequity of higher education from a range of perspectives and approaches, with intersectionality and post/decolonisation of higher education cultures and practices at the forefront."
Barbara Read, Reader, Gender and Social Inequalities School of Education,University of Glasgow
"Leading Change in Gender and Diversity in Higher Education From Margins to Mainstream offers a much-needed contribution to the scholarship on gender equity in higher education. Its main strength is the diversity of perspectives and countries represented; from Australia to Cambodia and from Nigeria to India, the chapter authors each consider how gender is reproduced and sometimes resisted in different contexts. In doing so, the authors contribute to the book’s overarching goal: to consider how social justice and gender equity might be furthered in creating space for marginalized groups’ empowerment."
Margaret Sallee, Associate Professor, Educational Leadership and Policy, Graduate School of Education, University of Buffalo