Using Fligstein and McAdam’s theory of fields to posit that changing conditions reflect activities in overlapping and proximate fields, this study examines strategic actions that humanists undertake in response to shifting conditions. Strategies result in improved status of some individual faculty but do not arrest the diminishing status of the humanities as a field.
Utilizing a critical discourse analysis framework, this study assesses the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.
Non-tenure track faculty now make up two-thirds of the faculty, but we have very little research on this growing population. What little we know is that they often have poor working conditions. Some leaders are beginning to alter policies and practices on campus to better support these faculty. The question addressed in this particular article is: How do non-tenure-track faculty construct an understanding of support within their department? The results showcase individual and institutional conditions that uniquely shape their views, dispelling the notion that they are a mostly homogenous group. Practical implications for improving departmental and institutional life are also offered.
This article examines the efforts to unionize college faculty in the years immediately after World War I. It demonstrates that despite some educators’ beliefs that professorial unionization offered the possibility of real change for faculty members and larger society, external opposition, internal divisions, and faculty apathy ultimately doomed these early efforts to organize American Federation of Teachers locals on college campuses.
As a result of personal experience and professional observations, our initial interest was to ascertain to what extent expertise is associated with rank. We assumed that assistant professors are by no means novices, rather, that they are less expert than professors. We wondered if explicit and differentiated expertise behaviors associated with the three primary ranks could be identified. In other words, to what extent is the acquisition of expert skill related to the progression through academic rank?
An increasingly broad array of cultural and institutional forces are at work creating a new “common sense” of education that maligns or manipulates the corpus of educational research and attacks promising practices and reforms. In addition, a new type of education scholarship has emerged that is delivered in alternative ways, funded through unorthodox sources, motivated by nonacademic purposes, and supported through direct access to media and political organizations, including the federal government. This article examines the details of the new commonsense policy and rhetoric and considers what is being lost and what educators need to do to restore to public education its position of civic and moral leadership in our society.
In this article, we use narrative inquiry to engage in a collaborative project between two White faculty members and three African American graduate students.
An examination of the ways that professors of education have become second-class citizens in higher education and a reaffirmation of their import.
This grounded theory of feminist transformation was derived from an institutional and life history approach. A feminist post-structuralist and cultural theoretical perspective were used to investigate the meaning of transformation for nine feminst scholars. Dialogism, as a distinctive feminist meaning-making system and as an emergent discourse for a new generation of academic feminists were salient aspects of this contextual account of institutional transformation.
This paper draws on data from a group case study of women in higher education management in Hong Kong, Singapore, Malaysia, and Thailand. It investigates culture-specific dimensions of what the Western literature has conceptualized as "glass ceiling" impediments to women's career advancement in higher education.
This study explores the ways that race- and gender-matched role models can provide young people with a greater sense of the opportunities available to them in the world.
This paper looks at the Charter School of Education at California State University Los Angeles and discusses the processes of chartering, the dynamics of such an organizational and cultural change, and the theoretical and practical implications for the reform effort.
This paper examines the contradictory relationship between higher education's ideal of community and multiculturalism.
The authors consider some issues confronting higher education as a result of the increasing use of new information and communication technologies for online teaching and the increasing globalization of higher education institutions and constituencies.
A commentary on the experiences of an African American woman professor in the context of her own mis-education and personal transformation
A memoir describing the life, work, and accomplishments of Lawrence A. Cremin.
Restructuring faculty rewards to encourage involvement in urban service
A consideration of the relationship between research and teaching
Examines the relationship between faculty and development officers as a result of decentralization
An examination of the progress of female faculty and the disparities that remain
Strategies for enhancing the quality of instruction at the university level
This article examines the social organization of the university, faculty organization, class and education, and race and ethnicity in the context of an expanded canon.
Describes teacher certification in private schools, noting tension between private schools and state regulations. This article examines experiences with and reactions to state standards by Vermont and Michigan private schools. It discusses alternative teacher certification, alternative student assessment, and teacher professionalism as means of coping with the public-private split.
Searching for a language of concern and compassion.
Universities can contribute significantly to the improvement of human welfare by directing academic resources toward solving problems. They need a radical mission-oriented focus devoted to using reason to improve the human condition and local public schools and school districts. This article describes programs that have succeeded to this end.
Using faculty recollections of Burton Blatt's tenure as Dean of the School of Education at Syracuse University, this article considers how Blatt was able to have such a powerful impact on his faculty, and what can be learned about the concept of leadership of academic organizations from his legacy.
This paper compares the quality of faculty at traditionally black institutions (TBIs) and traditionally white institutions (TWIs) in Louisiana and Mississippi since the Brown v. Board of Education decision. While TBIs have improved greatly, the gap between TBIs and TWIs is still large. Selected issues are discussed.
Higher education is an area ripe for and in need of the reflections of depth psychology. This article discusses psychological reflections on higher education.