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Author: Leah Ewing Ross
Publisher:
ISBN:
Category :
Languages : en
Pages : 340
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Book Description
In order to combat the dearth of women at the helm of American colleges and universities, the experiences of the women who serve as college presidents need to be explored to inform the literature about women leaders. Despite the fact that there are numerous well-known women college presidents who serve as role models for aspiring leaders and from whose stories we can learn, the number of women college presidents in the United States is still very low. Furthermore, the women whose stories are known lead or have led well-known institutions that are frequently in the spotlight. The purpose of this dissertation was to explore the experiences of Theodora J. Kalikow, president of the University of Maine at Farmington (UMF). This study of a female president of a small, less well-known public college sheds light on an experience less told and highlights the work of a woman whose leadership has had a tremendous impact on the health and vitality of her campus. Under Theo's leadership, UMF has found its niche and has garnered the attention of higher education researchers interested in learning what makes campuses and students successful. The significance of this autoethnographic study lies in the simple act of sharing a story. This is a story of leadership, challenges, and successes. The knowledge gained from this study and the meaning made of the knowledge-will help higher education scholars, administrators, and stakeholders extend their understanding of what it takes to be a successful woman college president and what one woman has faced in that role.
Author: Leah Ewing Ross
Publisher:
ISBN:
Category :
Languages : en
Pages : 340
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Book Description
In order to combat the dearth of women at the helm of American colleges and universities, the experiences of the women who serve as college presidents need to be explored to inform the literature about women leaders. Despite the fact that there are numerous well-known women college presidents who serve as role models for aspiring leaders and from whose stories we can learn, the number of women college presidents in the United States is still very low. Furthermore, the women whose stories are known lead or have led well-known institutions that are frequently in the spotlight. The purpose of this dissertation was to explore the experiences of Theodora J. Kalikow, president of the University of Maine at Farmington (UMF). This study of a female president of a small, less well-known public college sheds light on an experience less told and highlights the work of a woman whose leadership has had a tremendous impact on the health and vitality of her campus. Under Theo's leadership, UMF has found its niche and has garnered the attention of higher education researchers interested in learning what makes campuses and students successful. The significance of this autoethnographic study lies in the simple act of sharing a story. This is a story of leadership, challenges, and successes. The knowledge gained from this study and the meaning made of the knowledge-will help higher education scholars, administrators, and stakeholders extend their understanding of what it takes to be a successful woman college president and what one woman has faced in that role.
Author: Yolanda L. Watson
Publisher: Taylor & Francis
ISBN: 1000977226
Category : Education
Languages : en
Pages : 189
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Book Description
While President Emerita Johnnetta B. Cole is credited with propelling Spelman College (the oldest historically Black womens’ college) to national prominence, little is generally known about the strong academic foundation and legacy she inherited. Contrary to popular belief, the first four presidents of Spelman (including its two co-founders) were White women who led the early development of the College, armed with the belief that former slaves and free Black women should and could receive a college-level education. This book presents the history of Spelman’s foundation through the tenure of its fourth president, Florence M. Read, which ended in 1953. This compelling story is brought up to date by the contributions of Spelman’s current president, Beverly Daniel Tatum, and by Johnnetta B. Cole.The book chronicles how the vision each of these women presidents, and their response to changing social forces, both profoundly shaped Spelman’s curriculum and influenced the lives and minds of thousands of young Black women. The authors trace the evolution of Spelman from its beginning–when the founders, aware of the limited occupations open to its graduates, strove to uplift the Black race by providing an academic education to disenfranchised Black women while also providing training for available careers--to the fifties when the college became an exemplar of liberal arts education in the South.This book fills a void in the history of Black women in higher education. It will appeal to a wide readership interested in women’s studies, Black history and the history of higher education in general.
Author: Michelle Oksana Rosynsky
Publisher:
ISBN:
Category : Women college presidents
Languages : en
Pages : 360
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Book Description
Author: Barbara Miller Solomon
Publisher: Yale University Press
ISBN: 9780300036398
Category : Education
Languages : en
Pages : 340
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Book Description
Traces the history of the struggle of women to achieve equality in American colleges from Colonial times to the present
Author: Kathryn Copeland
Publisher: History Press Library Editions
ISBN: 9781540229939
Category : Biography & Autobiography
Languages : en
Pages : 146
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Book Description
Author: Ruth Birgitta Anderson Bordin
Publisher: University of Michigan Press
ISBN: 9780472103928
Category : Education
Languages : en
Pages : 338
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Book Description
First biography of a prominent figure in women's higher education
Author: Nancy Weiss Malkiel
Publisher: Princeton University Press
ISBN: 069118111X
Category : Education
Languages : en
Pages : 672
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Book Description
A groundbreaking history of how elite colleges and universities in America and Britain finally went coed As the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma mater, "Keep the damned women out." Focusing on the complexities of institutional decision making, this book tells the story of this momentous era in higher education—revealing how coeducation was achieved not by organized efforts of women activists, but through strategic decisions made by powerful men. In America, Ivy League schools like Harvard, Yale, Princeton, and Dartmouth began to admit women; in Britain, several of the men's colleges at Cambridge and Oxford did the same. What prompted such fundamental change? How was coeducation accomplished in the face of such strong opposition? How well was it implemented? Nancy Weiss Malkiel explains that elite institutions embarked on coeducation not as a moral imperative but as a self-interested means of maintaining a first-rate applicant pool. She explores the challenges of planning for the academic and non-academic lives of newly admitted women, and shows how, with the exception of Mary Ingraham Bunting at Radcliffe, every decision maker leading the charge for coeducation was male. Drawing on unprecedented archival research, “Keep the Damned Women Out” is a breathtaking work of scholarship that is certain to be the definitive book on the subject.
Author: A. Ginsberg
Publisher: Springer
ISBN: 0230616674
Category : Education
Languages : en
Pages : 243
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Book Description
This book is comprised of reflections by diverse women's studies scholars, focusing on the many ways in which the field has evolved from its first introduction in the University setting to the present day.
Author: David Gold
Publisher: SIU Press
ISBN: 0809332868
Category : Language Arts & Disciplines
Languages : en
Pages : 201
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Book Description
From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college. With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing. The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.
Author: Mimi Wolverton
Publisher:
ISBN: 9781003448778
Category : Educational leadership
Languages : en
Pages : 0
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Book Description
Although much has been written about leaders and leadership, we unfortunately know little about the women who fill this particular role. This book--the first in a series that explores women leaders in different contexts--remedies this gap by presenting the reflections of nine women community college, college, and university presidents on what they see as key tenets of leadership, illuminated by pivotal events in their careers. These presidents know the power of words, and in telling their stories through these interviews with the authors, they let us know who they are, what their visions are, and what they value. While they express some differences in their emphases on particular leadership characteristics, they show remarkable unanimity in their beliefs as to which are the most important--competence, credibility, and communication. The participants discuss the growing opportunities for women in higher education administration, without minimizing the barriers that still exist, nor the potential for backlash against powerful and assertive women. They stress the need for women to be very careful about making the correct choices for themselves; to balance personal life and work; and to appropriately prepare for leadership.
