Leadership in Education

A Measure of Equity: Women's Progress in Higher Education

The Association of American Colleges and Universities has released a report that compiles the latest data on women and gender equity in higher education. The report, "A Measure of Equity: Women's Progress in Higher Education," made its debut in Seattle during the association's annual meeting, which ended on January 24, 2009. The report updates a 1995 "data-driven" overview of women in higher education published by the American Council of Education, the association said in a written statement. It concludes that women have made strides in higher education, but the progress isn't across the board. Among the topics explored in "A Measure of Equity" are inequities for women in specific fields, how the careers of female faculty members are affected by families, and the growing pool of women in contingent faculty positions with no chance of being promoted.

URL: 
http://chronicle.com/news/article/5847/report-looks-at-how-far-women-have-come-in-higher-education

Report: “Women, Work and the Academy: Strategies for Responding to ‘Post-Civil Rights Era’ Discrimination.”

Report: "Women, Work and the Academy: Strategies for Responding to ‘Post-Civil Rights Era' Discrimination." This report is based on the Virginia C. Gildersleeve Conference, organized so as to take stock of the extant research and interventions and to chart a course forward. The report highlights the effects of a diffuse set of barriers to women's participation.

URL: 
http://www.barnard.edu/bcrw/newfeministsolutions/reports/NFS2-Women_Work_and_the_Academy.pdf
Member Organization: 

Expert Profile

Location: 
United States
33° 44' 56.382" N, 84° 23' 16.7352" W
Member Organizations: 

Beverly Guy Sheftall, Ph.D., is the founding director of the Women's Research and Resource Center and the Anna Julia Cooper Professor of Women's Studies at Spelman College.  She is also adjunct professor at Emory University's Institute for Women's Studies where she teaches graduate courses. At the age of sixteen, she entered Spelman College where she majored in English and minored in secondary education.  After graduation with honors, she attended Wellesley College for a fifth year of study in English.  In 1968, she entered Atlanta to pursue a master's degree in English; her thesis was entitled, "Faulkner's Treatment of Women in His Major Novels."  A year later she began her first teaching job in the Department of English at Alabama State University in Montgomery, Alabama.

Location

Atlanta, GA
United States
33° 44' 56.382" N, 84° 23' 16.7352" W

Higher Education Resource Services (HERS)

HERS (Higher Education Resource Services) is an educational non-profit providing leadership and management development for women in higher education administration. Since 1972 HERS has served the higher education community, preparing more than 4300 women faculty and administrators for leadership roles. Today HERS Alumnae are active on over 1200 campuses across the USA, South Africa, Botswana, India, Nigeria, Saudi Arabia, Micronesia, and Caribbean region. The campuses served include public and private institutions in all Carnegie categories. Currently, over 500 HERS alumnae now serve in senior level positions.

Contact

1901 East Asbury Avenue
Denver, CO 80208-1002
Ph. (303) 871-3975
Fx. (303) 871-6766
http://www.hersnet.org/
HERS@du.edu


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Principal Staff

Stacey Farnum, Research Associate
Ph. (303) 871-6866
Email: SFarnum@du.edu

Janell Gotier-Juanda, Executive and Financial Assistant
Ph. (303) 871-6472
Email: Janell.Gotier-Juanda@du.edu

Shannon Martin-Roebuck, Director of Operations
Ph. (303) 871-3975
E-mail: shannon.martin-roebuck@du.edu

Suzanne Sable, Program and Communications Coordinator
Ph. (303) 871-6866
E-mail: Suzanne.Sable@du.edu

Elizabeth Suarez, Director
E-mail: elizabeth.suarez@du.edu

Judith S. White, President and Executive Director
Ph. (303) 871-6524
E-mail: jwhite28@du.edu
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HERS Institutes

Each of the three Institutes—HERS Bryn Mawr, HERS Denver and HERS Wellesley—deliberately seeks a diverse group of approximately 70 women leaders to share and learn from their multiple perspectives under the guidance of women faculty from higher education, national organizations, government and foundations.  The participants are sponsored by a range of institutional types from different regions of the country.  HERS Institute participants generally hold mid- to senior-level positions and bring expertise from many academic disciplines and organizational specialties.  They also represent a range of ethnic and national groups, ages and years of experience in higher education and other related fields.

HERS in Africa

The HERS South Africa Program, funded by the Andrew W. Mellon Foundation, began in 2000. Over the course of the first four years, 73 women travelled from South Africa to Wellesley College to participate in carefully tailored training opportunities and to observe administrative practice at U.S. colleges and universities. Participants were paired with women leaders at host institutions including Bryn Mawr College, Mount Holyoke College, Smith College, Amherst College, Bridgewater State College, and the University of Massachusetts at Amherst.  Curriculum focused on strategic planning, change leadership, human resource development and institutional effectiveness.


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HERS Archives

HERS is a national leadership development program for women in higher education administration. The office sponsors professional development activities designed to improve the professional capacities and status of women in higher education. The Summer Institute for Women in Higher Education Administration co-sponsored by HERS and Bryn Mawr College was first held in 1976. Since then over two-thousand women administrators from the United States Canada, South Africa, Saudi Arabia, Nigeria, the Virgin Islands, Guam, Bermuda, Sweden, Wales, Iran, Singapore, and the Netherlands have attended. The HERS Management Institute at Wellesley College was first held in 1978 and there are over one-thousand alumnae. The HERS office has been located at the University of Denver since 1982 and in 2004 moved into the Merle Catherine Chambers Center for the Advancement of Women.


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Center News

Institute for Women's Leadership

The Institute for Women's Leadership is a consortium of teaching, research, and public service units of Rutgers, The State University of New Jersey. The institute and its members are dedicated to examining leadership issues and advancing women's leadership in all arenas of public life – locally, nationally and globally. The interaction among the member units of the consortium encourages scholarly and practical explorations of how institutions are structured by gender, race and ethnicity, socio-economic status and promotes new understanding of women's leadership for social change. 

Contact

162 Ryders Lane
New Brunswick, NJ 08901-8555
Ph. 848-932-1463
Fx. 732-932-4739
http://www.rci.rutgers.edu/~iwl
iwl@rci.rutgers.edu


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Principal Staff

Alison R. Bernstein, Director
Ph. (848) 932-8444
E-mail: arb179@rci.rutgers.edu

Lisa Hetfield, Associate Director and Director of Development
Ph. (848) 932-8447
E-mail: lisahet@rci.rutgers.edu

Mary K. Trigg, Director of Leadership Programs and Research
Ph. (848) 932-8456
E-mail: trigg@rci.rutgers.edu

Connie A. Ellis, Corporate Programs Director
Ph. (848) 932-8457
E-mail: ellisc@rci.rutgers.edu

Sasha Wood Taner, Associate Director, Leadership Programs and Research
Ph. (848) 932-8458
E-mail: sdwood@rci.rutgers.edu

Gail Reilly, Department Administrator
Ph. (848) 932-8449
E-mail: gareilly@rci.rutgers.edu
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WINGS

Eight-month, memntoring program that  links Rutgers undergraduates with senior professional women.  

CLASP

Five-week, Rutgers undergraduate summer service-learning program which places students in social justice internships.

Visiting Scholars Program

Programs sponsored by the institute and consortium members for guest scholars, researchers, and others to visit Rutgers.

Executive Leadership Program

Intensive workshop series for women leaders holding senior-level positions in industry, the professions and nonprofit organizations.

Leadership Scholars Program

Two-year, 19 credit Rutgers undergraduate certificate program in women's leadership.


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Reports & Resources

Books and Monographs 

Mary S. Hartman, ed., Talking Leadership: Conversations with Powerful Women (New Brunswick, NJ: Rutgers University Press, 1999). 

Winnifred R. Brown-Glaude, ed., Doing Diversity in Higher Education: Faculty Leaders Share Challenges and Strategies (New Brunswick, NJ: Rutgers University Press, 2008). 

Mary K. Trigg, ed., Leading the Way: Young Women's Activism for Social Change (New Brunswick, NJ: Rutgers University Press, 2010). 

Reports

Women Leaders Count began as an Institute research project in 1993, was reborn in the fall of 2001 as a research partnership between Rutgers’ Institute for Women’s Leadership and the New Jersey Department of Community Affairs, the Division on Women, and is once again a stand-alone research project at the IWL. The reports in the series focus on the status of New Jersey women in key areas of demographics and activism, work, education, health, poverty, the law, and violence against women. Since 2007, the Institute has published Women’s Leadership Fact Sheets as part of the project, and will continue to publish occasional reports. By bringing together available data, analyzing demographic trends, and identifying research gaps, we hope that Women Leaders Count will serve as a valuable tool to inform equitable policies and effective programs and increase public awareness of women’s leadership progress and challenges. 

Published Issues of Women Leaders Count Reports

“Challenge and Change: Younger and Older Women in New Jersey”

Focuses on factors pertinent to the lives of both younger and older women in the state and discusses how families and living arrangements, economics and work, health, education, and political participation differently affect women at various stages of their lives.

“Substance Abuse and Its Effects on Women”

In New Jersey, women make up one-third of admissions to treatment facilities for substance abuse, and the percentage of women among those incarcerated for drug-related offenses has increased. “Substance Abuse and Its Effects on Women” considers the gender-specific issues of childcare, female-headed households, and the implications these have for women’s drug abuse and recovery.

“New Jersey Women: Who Are We? How Are We Faring?”

“New Jersey Women”: Who Are We? How Are We Faring?” presents “vital statistics” on women’s status in New Jersey in the areas of population, age, immigration, marriage and marital status, families and households, education, work, and political representation, and considers future trends for women in the state.

“Boxed In and Breaking Out: New Jersey Women and Work in the 1990s”—Caroline Jacobus (November 1993)

“More and More on Their Own: Demographic Trends of New Jersey Women”—Caroline Jacobus (March 1993) 


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Opportunities, Grants & Fellowships

Visiting Scholars Program

Programs sponsored by the Institute and Consortium Members for guest scholars, researchers, and others to visit Rutgers.

Mary S. Hartman Women's Leadership Opportunity Fund at the Institute for Women's Leadership

The purpose of this Fund is to provide Rutgers undergraduate students with opportunities to expand their education beyond the classroom through academic conferences, internships, research experiences, national summit meetings, leadership training, and skills workshops.


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Pembroke Center for Teaching and Research on Women

Founded in 1981, the Pembroke Center supports interdisciplinary research and teaching across the humanities, social sciences, and creative arts at Brown University. With a focus on the human cost and potential of social change, the center’s research agenda has a transnational perspective that includes the global south. We examine the circulation of bodies and markets, technologies, and transnational labor. In a related vein, the Center investigates questions of representation, values, and the production of knowledge as issues in their own right and as methodological tools. The scope of the Center's research activities will continue to expand to deal with fields such as international public health, legal studies, the history of science and medicine, and new media studies. All of these research initiatives are firmly linked to our commitment to the training of undergraduate and graduate students.

Contact

Brown University
Providence, RI 02912
Ph. 401-863-2643
Fx. 401-863-1298
http://www.pembrokecenter.org
Pembroke_Center@brown.edu


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Principal Staff

Kay Warren, Director
Ph. (401) 863-3466
Kay_Warren@Brown.edu

Christy Law Blanchard, Director of Program Outreach and Development
Ph. 401-863-3650
E-mail: Christy_Law_Blanchard@Brown.edu

Denise Davis, Managing Editor, differences
Ph. 401-863-1211
E-mail: differences@Brown.edu

Donna Goodnow, Center Manager
Ph. 401-863-2643
E-mail: Donna_Goodnow@Brown.edu

Wendy Korwin, Archivist
Ph. 401-863-6268
E-mail: Wendy_Korwin@brown.edu

Martha Hamblett, Programs and Stewardship Coordinator
Ph. 401-863-3433
E-mail: Martha_Hamblett@Brown.edu

Deborah Weinstein, Assistant Director
Ph. 401-863-3585
E-mail: Debbie_Weinstein@Brown.edu
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Opportunities, Grants & Fellowships

Seed Grants for Collaborative Interdisciplinary Research

The Pembroke Center seed grant program supports transnational research initiatives that involve faculty from the humanities, social sciences, creative arts, health sciences, and science and technology studies. In keeping with the Pembroke Center’s intellectual mission, these new research initiatives will examine intersecting dimensions of difference such as gender, sexuality, generation, work, class, race, ethnicity, language, citizenship, and religion.
 
 
Candidates are selected on the basis of their scholarly potential and the relevance of their work to the research theme. Recipients must have a PhD and may not hold a tenured position. Fellowships are awarded to postdoctoral scholars who received their PhD degrees from institutions other than Brown University. Brown University is an EEO/AA employer. The Center strongly encourages underrepresented minority and international scholars to apply.
 
 
Graduate Fellowships provide an enhanced context for advanced doctoral students, including the opportunity for presentation of work and benefits or critique from an exciting group of Pembroke Center Faculty Fellows, Postdoctoral Fellows and distinguished Visiting Fellows. The Pembroke Research Seminar meets on Wednesdays from 10:00 am - 12:20 pm.
 
Graduate students who have research interests related to the upcoming Pembroke Seminar topic may submit a proposal. Up to three students will be selected. Each Graduate Student Fellow will receive a research stipend of $1,000 for two semesters of participation. Graduate Student Fellows may also receive course credit by registering for GNSS2010G (Fall), and GNSS2020G (Spring). 

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Center for Women and Gender

Utah State University's Center for Women and Gender provides a professional and social climate to enhance opportunities through learning, discovery, and engagement. The Center's philosophy is that gender refers broadly to gender relations, social arrangements, organizations and institutions, masculinities and femininities, as well as gender discourses. The Center supports human empowerment in professional, social, and educational arenas by bringing together diverse expertise and resources.

Contact

0816 Old Main Hill
Logan, UT 84322-3000
Ph. (435) 797-9222

http://wgri.usu.edu/
cwg@usu.edu


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Principal Staff

Ann M. Berghout Austin, Director and Professor of Family, Consumer, and Human Development

Jamie Huber, Program Coordinator

Melissa Keller, Senior Staff Assistant

Konie Humphreys, AggieCare Coordinator
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Strangely Dark, Painfully Bright: The Unbearable Lightness Of Seeing In Inferno XXI And Paradiso XXXIII
Alexa Sand, Associate Professor Of Art History Department Of Art And Design, Caine College Of The Arts

Renee Bryce, Computer Science

Katherine M. Chudoba— Utah State University
Mary Beth Watson—ManheimUniversity of Illinois-Chicago
Kevin Crowston—Syracuse University

Claudia Radel— Utah State University
Birgit Schmook—Ecosur-Chetumal
Nora Haenn—North Carolina State University
Crisol Méndez—Ecosur-Chetumal 

Sarah R. Supp & S. Morgan Ernest, Department of Biology and the Ecology Center, Utah State University 

Silvana Marlini, PhD, Department of Nutrition, Dietetics, and Food Sciences , Utah State University

Meredith S. Berry, Justice Morath, Amy L. Odum, Kerry E. Jordan

David M. Stein, PhD., Allison E. White, Department of Psychology, Utah State University

 


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Opportunities, Grants & Fellowships

Click here for information about grants.


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Wellesley Centers for Women

At the Wellesley Centers for Women (WCW), Wellesley College, we believe that disciplined, relevant research and theory paired with innovative training and action programs are key building blocks for social progress.
 
Since 1974, WCW has conducted interdisciplinary studies on issues such as: gender equity in education, sexual harassment in schools, child care, adolescent development, gender violence, and women’s leadership—studies that have influenced private practices and public policy.
 
WCW staff members provide professional development for educators, child caregivers, and youth workers that encourage children’s social-emotional development and enhance learning environments and safety.
 
Other WCW scholars have dedicated themselves to the prevention of psychological problems, the enhancement of psychological well-being, and the search for a more comprehensive understanding of human deve

Contact

106 Central Street
Wellesley, MA 02481-8203
Ph. 781-283-2500
Fx. 781-283-2504
http://www.wcwonline.org
newswcw@wellesley.edu


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Child and Adolescent Development

Scholars at the Wellesley Centers for Women have conducted research studies and evaluations on issues related to child and adolescent development, including issues around race, ethnicity, immigrant status, and identity; the effects of early child care; the value of physical activity; preventing depression; examining unique family dynamics; and exploring sexuality and evaluating sex-education programming.

Childcare

Scholars at the Wellesley Centers for Women have studied the ability of public schools to prepare young children for lifelong learning and have shaped local, state, and federal policies. Our groundbreaking research, policy development, and training programs set the standards for out-of-school time, and continue to inform the field in new areas, including physical activity programming.

 
Scholars at the Wellesley Centers for Women (WCW) have conducted research on a range of educational issues, including quality early education; equitable opportunities in STEM fields and literacy; and bullying prevention and sex-education programming. Scholars and trainers from WCW have also developed curricula and facilitated programs that promote equity and diversity and social-emotional learning in educational settings. Our research has raised public consciousness about serious education issues and has informed public policy.
 
 
Scholars at the Wellesley Centers for Women have conducted numerous research studies on issues related to gender violence, including bullying- and sexual harassment-prevention programs in schools, and patterns of and interventions for intimate partner violence, including family violence and teen dating violence.
 
 
Work by scholars at the Wellesley Centers for Women led to Relational-Cultural Theory, an understanding that has dramatically changed counseling and psychotherapy practices. Through training institutes, this work continues to be developed and implemented. Researchers committed to the prevention of depression in at-risk youth have undertaken studies to identify effective intervention programming for adolescents and families. Trainers and educators at the Centers develop curricula and facilitate training to promote social-emotional learning in elementary schools.
 
 
Scholars are the Wellesley Centers for Women have conducted research on economic implications of public policy; undertaken studies and audits; facilitated network building; and produced valuable resources for advocates, policy makers, and legal professionals in the U.S. and abroad. This work covers a broad range of issues related to the social and economic development of women, children, and persons with disabilities.
 
 
Scholars at the Wellesley Centers undertake research initiatives that explore issues affecting work/life balance, including child care, work-leave policies, and gender roles. Research and action programs that address women’s leadership inform business practice and policy in the U.S. and within our global-network-partner communities. The Women’s Review of Books, a special publication of the Centers, puts women’s perspectives and voices at the center of literary contributions.

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For all publications, click here.


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