Suchergebnisse

This study examines how feminist academic administrators engender solidarity and practice feminist principles as leaders in United States higher education institutions. We draw from qualitative interview data with 27 self-identified feminist academic leaders about how they carry out this work, what obstacles they face, and the ways that their work disrupts—and is disrupted by—the intensifying neoliberal, managerial tendencies in higher education. Respondents shared experiences of promoting solidarity through their leadership and strove to create inclusive and equitable environments to benefit students, staff, and faculty, and especially minoritized individuals within these groups. Our analysis reveals how these feminist administrators applied a feminist ethic, engendered solidarity in their work, and were often keenly aware of—and willing to contest—the neoliberal context of their institutions and higher education more broadly. Our findings contribute to the sociological and cross-disciplinary literature on feminist leaders in academic institutions and the resistance against neoliberalism and managerialism practices from within academia.

Abstract: This study explores how family members experience their lives when family breadwinners must be absent from home because of their jobs. Informed by general systems theory and contextual perspectives, we described wives' family work that supports the breadwinner role and maintains the emotional connections among family members. From our findings about how families of commercial fishermen and long‐haul truckers manage their time and their paid and unpaid work, we applied their challenges and strategies to other families experiencing difficulties related to time and work involvement.

Abstract: A small body of mentoring literature exists, but how mentoring relates to feminist supervision of graduate students has not been explicitly addressed. Because mentoring typically socializes individuals into a preexisting structure that feminist scholars may be challenging, critiquing, and attempting to change, important considerations arise for feminist mentoring. Three established feminist educators' stories of mentoring are presented. Commonalities and concerns are identified, and implications for graduate pedagogy are presented.

This volume discusses why faculty and administrators of academe should care about implementing family-friendly policies and practices, as well as how faculty and administrators can advocate for policy changes. Faculty and administrators can benefit from these case studies' guidance on how to create family-friendly campuses at their institutions.