Women’s Career Trajectories in Higher Education: A Comparative Analysis of the United States, Italy and Portugal

Cheri Hatcher; Joana Costa; Concetta Tino; Joellen Coryell

doi:10.4312/as/20030

Avtorji

Cheri Hatcher Texas State University
Joana Costa University of Minho
Concetta Tino Department of Philosophy, Sociology, Pedagogy, and Applied Psychology,University of Padova
Joellen Coryell Texas State University

DOI:

https://doi.org/10.4312/as/20030

Ključne besede:

ženske v visokem šolstvu, karierna pot v visokem šolstvu, primerjalno visokošolsko izobraževanje, kritična feministična teorija, intersekcionalnost

Povzetek

Članek predstavlja primerjalno raziskavo kariernih poti žensk v visokem šolstvu v treh državah. Raziskava temelji na kritični feministični teoriji in za preučevanje makro, mezo in mikro ravni uporablja kvalitativno primerjalno analizo dokumentov, politik in praks v družbeno-kulturnem in političnem kontekstu Združenih držav Amerike, Italije in Portugalske. Kritična feministična teorija je ključnega pomena pri preučevanju spola kot družbenega konstrukta, v ospredje postavlja glasove marginaliziranih žensk in si prizadeva odpraviti patriarhalni sistem. Raziskava razkriva podobnosti in razlike med državami ter podaja priporočila za prakso in nadaljnje raziskovalno delo na tem področju. Za boljši vpogled in celostno razumevanje vse kompleksnosti, ki jo zajema vprašanje intersekcionalnosti žensk in njihovih kariernih izkušenj v visokem šolstvu, so potrebne dodatne kvalitativne raziskave. Potrebno je raziskati tudi to, kako nasprotovanje raznolikosti, pravičnosti in vključevanju ter politični preobrati v ZDA in drugih državah vplivajo na enakost spolov z vidika zaposlenih v visokem šolstvu.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Biografije avtorja

Cheri Hatcher, Texas State University

Cheri is a doctoral student in the Adult, Professional, and Community Education program at Texas State University. She holds a bachelor’s degree in political science and a Master of Arts in education, with a graduate certificate in adult education. As a qualitative researcher, Cheri is interested in gender equity issues and, more broadly, promoting equity across marginalized populations. She is most interested in exploring topics of gendered knowledge production, social justice, and the vulnerabilities among marginalized populations centered around adult learning frameworks. She is committed to collaborative research, writing, capacity building, and exploring the material and cultural infrastructures shaping our collective experiences and perceptions.
Concetta Tino, Department of Philosophy, Sociology, Pedagogy, and Applied Psychology,University of Padova

Concetta Tino is an assistant professor in teaching and learning methods and organizational development. (RTT). She gained her PhD in Pedagogical, Educational, and Instructional Sciences at the University of Padua. Her main research interests are Work-Related Learning, soft skills development and assessment, boundary spanners' professional profile, and women’s leadership. She is part of the training staff of the Teaching4Learning@Unipd faculty professional development program at the University of Padua. She has taken part in some research groups at national and European level. Every year since 2016, she has been teaching at Julius-Maximilian-University of Würzburg- Germany, during the Adult Education program. She is a member of the scientific committee of the Adult Learning series and a member of the editorial board of the Journal Excellence and Innovation in Learning and Teaching. Research and Practices. She has published books, several articles, and chapters on her research topics.
Joellen Coryell, Texas State University

Joellen E. Coryell, PhD, is Professor of Adult, Professional, and Community Education and Associate Dean for Academic Affairs and Educational Partnerships in the College of Education at Texas State University. She has served as program director for master’s programs in adult learning and teaching at two universities and the doctoral program in adult, professional, and community at Texas State University. Her research focuses on (1) international cross-cultural adult and higher education and (2) the investment in the professional development of adult educators and leaders. Using sociocultural theory and theoretical lenses, including situated learning and communities of practice, her research is primarily conducted through case studies, participant interviews, focus groups, and closed and open-ended surveys. Her methods include narrative, thematic, within case and across case, symbolic convergence, and constant-comparison analyses. Joellen is co-editor-in-chief for New Directions for Adult and Continuing Education and serves as a Fulbright Scholar Alumni Ambassador. Finally, she was invited as a visiting professor in adult and professional education at the Università degli Studi di Padova and University di Roma – LUMSA (Italy) and a visiting scholar to the University of Canterbury (New Zealand) and Penn State University.

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