Access & Disparities

Despite recent progress, women do not have equal access to educational opportunities. Socio-economic and racial disparities persist, particularly for immigrants and women of color. More effort needs to be focused on improving access to college preparatory and post-secondary education for low-income girls. Efforts need to include comprehensive sex education and teen pregnancy prevention as well as extended and flexible degree programs for single mothers. More focus is needed on making “hard sciences” (physics, chemistry, engineering) and technology more appealing to girls both in the classroom and as part of after-school activities.

Housing Resources and Programs for Single Student Parents at Community and Technical Colleges

Parents with dependent children now make up almost one in four students pursuing higher education in the United States (Miller, Gault and Thorman 2011). Single parents face particular challenges pursuing higher education, including securing safe and affordable housing. Single mothers often must spend over half of their income on housing expenses, leaving them with less money for educational expenses and vulnerable to housing crises that can easily derail their pursuit of a degree (Bush 2010). An analysis of effective strategies to support single student parents identifies affordable housing as one of the most important factors to ensuring student success (Women Employed 2011).

URL: 
http://www.iwpr.org/publications/pubs/housing-resources-and-programs-for-single-student-parents-at-community-and-technical-colleges

Close, but No Degree

 Even in New Jersey’s highly educated workforce, with 44 percent of adults possessing at least a two‐year degree, almost a fifth of adults age 25‐64 have started college but never finished.

Inexpensive policy changes can enable the state’s agencies and colleges to improve college completion rates in the state and simultaneously meet workforce goals, according to a new report,Close, but No Degree, by the Center for Women and Work (CWW) at the School of Management and Labor Relations at Rutgers University.

URL: 
http://smlr.rutgers.edu/cww-report-close-but-no-degree
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Tools for Student Parent Success: Varieties of Campus Child Care

 This toolkit is the first in a series by the Institute for Women’s Policy Research (IWPR). It introduces the wide variety of child care services that exist at institutions of higher learning. Rather than an exhaustive study of campus child care programs, it is an introduction to possible options. It is for those seeking to provide quality child care at colleges or universities and for those considering how to expand or rethink existing services.

URL: 
http://www.iwpr.org/publications/pubs/tools-for-student-parent-success-varieties-of-campus-child-care

Judith Robinson Rogers, President, Cottey College

Judy Robinson Rogers, Ph.D., became the eleventh president of Cottey College in 2004. Previously, she served as vice president for leadership and ethics at Georgetown College, Georgetown, Kentucky, and as associate vice president for academic affairs, undergraduate dean, and professor of English at Morehead State University, Morehead, Kentucky. In addition to general education English, Dr. Rogers taught undergraduate and graduate courses in modern and American literature. She received her undergraduate degree in English and speech/theatre from Centre College of Kentucky and M.A. and Ph.D. degrees in English from the University of North Carolina at Chapel Hill which she attended as a Woodrow Wilson Fellow.

Clyda Rent

Clyda S. Rent, Ph.D. is recognized as a successful leader, speaker, strategic planner, executive coach, and marketer. She played primary roles in the successful turnaround efforts of two significant higher education institutions. She served as a university president, vice-president, or dean for over two decades and on corporate boards. Rent was named by Working Woman magazine as One of the Nation’s Ten Most Admired Managers and in 2000 was honored as one of eleven for the International Women’s Forum award, Women Who Make a Difference. Rent is Co-founder and Principal of Rent Consulting Group, LLC in Charlotte, NC. The firm focuses on executive search, leadership, strategic planning, and executive coaching for leaders in higher education and health care sectors. Her coaching/mentoring clients include leaders and aspiring-to-next-level leaders from dean to president from major colleges and universities and health care organizations.

Lorna Edmundson, President Emerita, Wilson College

Lorna Duphiey Edmundson, Ed.D., President Emerita of Wilson College, is recognized as an effective leader, fundraiser, and facilitator of sustainable growth and change in higher education. Dr. Edmundson helps educational institutions build on their distinctions; strengthen finances and planning; create ethnic, racial and gender equity; encourage women and students of color to pursue the sciences; diversify and internationalize campuses; and forge international partnerships. She served as President of Wilson College from 2001-2011 and has held leadership roles at Columbia University, the American University of Paris, Marymount College, Trinity College, and Colby Sawyer College. Dr. Edmundson was honored with the Athena International Leadership Award, an Honorary Degree from Rhode Island College, and an Honorary, Lifetime Membership in Rotary International. She is featured among Asian and U.S. leaders in Women at the Top, by Cheung and Halpern.

Mildred Garcia, President, CSU Fullerton

Mildred García, Ed.D., is the incoming president of California State University, Fullerton, and currently serves in that capacity at CSU Dominguez Hills, where she has been since 2007. She is the first Latina president of the CSU system. During her tenure, García has cut costs, boosted enrollment, increased student graduation rates and expanded fundraising. She facilitated the first endowed professorship, the <i>Wallis Annenberg Endowed Professor for Innovation in STEM Education</i>.</p><p>García is a scholar in the field of higher education, and her research and publications have concentrated on equity in higher education and its impact on policy practice.

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