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

Authors

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

DOI:

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

Keywords:

women’s higher education careers, higher education career pipeline, comparative higher education, critical feminist theory, intersectionality

Abstract

This article outlines comparative research on women’s career trajectories in higher education across three nations. Framed by critical feminist theory (CFT) and utilising a qualitative comparative analysis research design, the authors examine macro, meso, and micro levels through document, policy, and practice analysis within the socio-cultural and political contexts in the United States, Italy, and Portugal. CFT is constructive in examining how gender is socially constructed, prioritises the voices of marginalised women through empowerment and agency, and works to dismantle patriarchal power systems. Additional qualitative research is required to gain perspective and a holistic understanding of the complexities of women’s intersectionalities and career experiences in higher education. The study offers similarities and differences in the national cases and recommendations for practice and future research. The researchers suggest investigating how anti-diversity, equity, and inclusion (DEI) sentiment and policy reversals in the United States and other nations affect gender equity in higher education faculty and leadership careers.

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Author Biographies

Cheri L. 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 E. 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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