In this article, Stephanie Jones and Hilary E. Hughes suggest that particular discursive lessons are readily available in justice-oriented teacher education which might influence a pedagogy that crowds out responsiveness, the experience of the student, and the role of gender and feminism in teacher education. They contend that changing the place…

Black women still experience racial oppression in the academy. In this study, I draw on Black feminist theory and oral narrative research to examine the narratives of Black women graduate students discussing their educational experiences. Black female graduate students deal with acts of everyday racism and instances of structural and internalized…

The purpose of this study was to examine gender dynamics in educational leadership doctoral cohorts and explore the propensity for educational leadership programs to unintentionally perpetuate inequity through continued silence and unawareness of issues related to gender. The study includes narratives from two women cohort members and two…

A lack of diversity has long troubled institutions within the Council for Christian Colleges and Universities (CCCU). While the focus on this issue has often been on race and ethnicity, less work has been conducted on gender diversity and equity. Using a 2007 survey of over 1,900 professors who teach at institutions belonging to the CCCU, this…

"Education and Gendered Citizenship in Pakistan" challenges the uncritical use of the long held dictum of the development discourse that education empowers women. Situated in the post-structuralist feminist position, it argues that in its current state the educational discourse in Pakistan actually disempowers women. Through a systematic…

The author expresses surprise and concern about what she perceives as an absence of feminist analysis in current discussions of adult education issues and discusses why talking about social class or women's oppression is no longer popular. Looking at examples of current gender inequalities in the workforce, the writer contends that women's…

Feminist analyses of the "chilly climate" have documented the ways in which women have been and continue to be marginalized within institutions of higher education. Yet there has been little attention to the relationship between the "chilly climate" and the lived experiences of particular populations in specific educational…

Jane Roland Martin's later work, especially as represented in "The Schoolhome: Rethinking Schools for Changing Families," has been attacked as vague, essentialistic, and a formula for the (re)feminization of education. This paper does not attempt to defend Martin against these criticisms because such a defense seems impossible for…

Using the theoretical concept of equity as a measure of outcomes, this paper discusses mathematics classroom conditions and teacher behaviour that negatively affect the experiences of girl students in secondary schools. The paper draws both on the author's experiences and observations as a former high school mathematics teacher for seven years and…

Donor agencies and policy makers tend to agree that increased access of women to education, health, credit, formal legal rights and employment opportunities, in conjunction with economic growth, will substantially improve the socio-economic role of women in developing countries. This paper challenges that view. It argues that these measures might…

This chapter continues and expands the dialogue regarding the oppressions experienced by African American women in higher education. Stakeholders of postsecondary education are invited to use this dialogue to become more aware of the needs of African American women on college campuses, as well as African American people in general.