Thesis (Ph. D.)--Michigan State University. Dept of Higher, Adult, Lifelong Education, 2008. / Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 182-194). Also issued in print.

Thesis (M.A.)--Briercrest Biblical Seminary, 1998. / Abstract. Includes bibliographical references (leaves 109-116).

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-196). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.

The purpose of this research is to investigate constraints that women academics experience in their research careers and how enablements, particularly in the form of mentoring relationships and support structures, can impact on their research career development in the context of the new knowledge economy of Higher Education. The research was a case study of one South African Institution and used a mixed method approach. Social realism underpinned the research. Data was collected and analysed within the spheres of structure, culture and agency, using critical discourse analysis, interpretation and abstraction strategies. I investigated how women researchers understand and experience career success and what they perceive and experience as enablements and constraints to their research careers. Institutional support structures and cultures were examined with a focus on the role of the Head of Department. I explored mentoring and questioned whether the agency of women academics is empowered by mentoring and supportive structures to overcome constraints to their research productivity and the development of their careers. Gender-based issues of inequity, low self-esteem and accrual of social capital appear to be the underlying factors affecting how women perform in the research arena and advance within the institution. It was found that mentoring is a generative mechanism that has a favourable impact on women academics as it enables them to overcome obstacles to research productivity and career advancement.

No description available.

Pre-tenured faculty in higher education and as well as mothers have reportedly struggled with low wellness levels, high demands, little social support, and an imbalance of work and home life. Mothers in higher education and in counselor education have reported struggling with work-life balance, high scholarly productivity, and long hours as well as the emotional and physical energy demands of working with counselors-in-training. A search of the professional literature revealed a paucity of quantitative research regarding demographic characteristics, wellness levels, and social support levels of mothers among counselor education faculty (MCEs). Participants for this study were faculties of counselor education programs recruited from the Holland List of Counseling Programs and from the Council for Accreditation of Counseling and Related Educational Programs online directory. A total of 180 MCEs participated (aged 29-63, with mean age 40.6 years; 83% Caucasian, 8% other, 5% African American, 3% Hispanic, <1% Asian). Results showed that faculty rank did not account for a significant difference among wellness scores of MCEs and that reported social support, tenure or non-tenure track, number of children in the care of MCEs, number of children under age 8, number of publications, and teaching workload accounted for 14% of the variance in wellness levels of MCEs. Specifically, reported higher teaching workload (β = -.194, rs2 = .35, p = .012) and higher social support (β = -.258, rs2 = .36, p = <.001) were found to be significant predictors of lower wellness levels among MCEs, both with small effects. Based on these results, MCEs may benefit from advocating that their departments and universities adapt to their unique needs to improve their levels of wellness and social support through mentoring, which, in turn, may result in not only their own increased productivity but also their students' increased wellness levels.

Thesis (Ph.D.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

published_or_final_version / abstract / toc / Education / Doctoral / Doctor of Philosophy

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

This critical hermeneutic phenomenological study investigates the lived experiences of Asian American women leaders in higher music education, in order to address their historic and ongoing underrepresentation in leadership roles. Asian Americans comprise a large percentage of students in schools of music and are represented at higher numbers among music faculty than their other minority counterparts, although they are still not at parity with the number of Asian American students. Despite their success as performers and teachers, Asian American faculty and students are subject to typecasting, racialized experiences, and xenophobic attitudes that are often ignored or unchallenged in higher music education institutions. These experiences, along with prevalent gender biases surrounding women leaders, have contributed to the "shockingly small" representation of Asian American women in leadership and administrative positions in music. The purpose of this research is to discover essential factors that impact Asian American women's leadership opportunities by learning about their racialized and gendered experiences in higher music education. A hermeneutic phenomenological study is especially suited for incorporating the researcher’s reflexivity while exploring nuances of the phenomenon and discovering commonalities between lived experiences. The study utilized Asian Critical Theory as the main conceptual framework. Lifeworld existentials, such as the lived space, lived body, lived time, and lived human relations of Asian American women, served as additional frameworks for data analysis and hermeneutic reflection. Data was collected from six Asian American women leaders in higher music education in the form of conversational hermeneutic interviews and focus groups, then analyzed to detect larger phenomenological themes. Findings indicate that Asian American women leaders experience dual conflicts in the workplace due to internal cultural influences and external influences of dominant male White ideals of leadership. They experience discrimination as members of the privileged oppressed, and their rich lived experiences are central to their development of community-based leadership values—among them, empathy, resilience, representing marginalized voices, and pragmatism. Asian American women leaders are driven by their missions to create space for belonging and inclusion in schools of music, and are committed to social justice around all forms of oppression.