AWC Research

Please investigate one of the following sources to enrich your understanding of the work of the Academic Women’s Caucus. Each source has been carefully selected and reviewed by the AWC. For more information on the bibliography, or for suggestions as to further research, please contact us.


–     Women in Higher Education
–     Women Faculty in Administration
–     Women Faculty in Leadership
–     Women Faculty and Tenure
–     Women Faculty of Marginalized Identities
6 –     Women Faculty in Political Science
7 –     Corporatization of the University
8 –     SOTL (Scholarship of Teaching and Learning) and Team Teaching
9 –      Innovative Teaching and Technology

1.  Women in Higher Education

– A historical look at the numbers of women in higher education:
Gerdes, E. (2006). Women in Higher Education Since 1970: The More Things Change, the More They Stay the Same. Advancing Women in Leadership , 21, N_A.

– The barriers that women face in the pursuit of higher education:
Philipsen, M., & Bostic, T. (2008). Challenges of the faculty career for women: success and sacrifice. San Francisco, CA: Jossey-Bass.

– Young women in higher education:
Sherman, W. (2010). Unwritten: young women faculty in educational leadership. Journal of Educational Administration, 48(6), 141.


– Harvard’s attitudes towards women in higher education:
Strober, M. (2005). Can Harvard Ever Play a Positive Role for Women in Higher Education?. The Chronicle of Higher Education, 51(22), B.14.

2.  Women Faculty in Administration

– Barriers faced in admin due to race and gender:
Lloyd-Jones, B. (2009). Implications of Race and Gender in Higher Education Administration: An African American Woman’s Perspective. Advances in Developing Human Resources, 11(5), 606-18.

– The imbalanced perceptions regarding female and male faculty’s leaves of administration:
Luna, G. (2006). Coming Full Circle: Mid-Career Women Leaving Administration and Returning to Faculty. Advancing Women in Leadership , 21, N_A.

– Determining whether an internship program can encourage women faculty into admin:
O’Brien. (2005). Internships for women in higher education administration: Springboards for success?. Work (Reading, Mass.), 24(4), 353.

– Comparing family responsibilities of female administrators:
Seay, S. (2010). A Comparison of Family Care Responsibilities of First-generation and Non-first-generation Female Administrators in the Academy. Educational Management Administration & Leadership, 38(5), 563-77.

3.  Women Faculty in Leadership

– Models of female leadership in STEM:
Lowrie, Patricia. “Women’s inclusive leadership in the STEM disciplines.(Campus Women Lead).” On Campus with Women 37.2 (2008): 1. Print.

– Narratives of women who become deans:
Isaac, Carol, Behar- Horenstein, Linda S, Koro-Ljundberg, and Mirka. “Women Deans: Leadership Becoming.” International Journal of Leadership in Education 12.2 (2009): 135-53. Print.

– Faculty perceptions of women chairs:
Isaac., Griffin., & Carnes. (2010). A Qualitative Study of Faculty Members’ Views of Women Chairs. Journal Of Women’s Health, 19(3), 533-46.

4.  Women Faculty and Tenure

– Narratives of the challenges and possibilities on the road to tenure:
Hellsten, L. A., Martin, S., & McIntyre, L. (2010). Navigating the Potholes and Speed Bumps: Three Female Perspectives on Tenure and Promotion. The Journal of Educational Thought, 44(1), 99.

– Faculty in Engineering and Technology who are mothers:
Minerick, A., Wasburn, M., & Young, V. (2009). Mothers on the tenure track: what engineering and technology faculty still confront. Engineering Studies, 1(3), 217 – 235.

– Tenure inequalities in Art History:
Rudd, E., Morrison, E., Sadrozinski, R., Nerad, M., & Cerny, J. (2008). Equality and Illusion: Gender and Tenure in Art History . Journal of Marriage and Family, 70(1), 228-38.

5.  Women Faculty of Marginalized Identities

Classroom oppression for women faculty of Color:
Pittman, C. (2010). Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students. Teaching Sociology, 38(3), 183-96.

– Narrative of a successful Lesbian couple within the university:
Rupp, L. (2005). Becoming the “Professors of Lesbian Love” . Journal of lesbian studies, 9, 25.

– Obstacles that LGBT faculty face in Science and Engineering:
Stewart, A. (2009). Don’t Ask, Don’t Tell”: The Academic Climate for Lesbian, Gay, Bisexual, and Transgender Faculty in Science and Engineering. NWSA Journal, 21, 85.

6.  Women in Political Science

– The story of Dr. Prestage, a “trailblazer” of Political Science
Martin, S. (2005). Jewel Limar Prestage: Political Science Trailblazer and the Mother of Black Political Science . PS, Political Science & Politics, 38(1), 95.

– Biases at Rutgers
Moser, K. (2008). Women Accuse Rutgers Political-Science Department of Bias and Hostility. The Chronicle of Higher Education, 55(8), 11.

– Understanding the intersectional oppressions faced by women of Color:
Sampaio, A. (2006). Women of Color Teaching Political Science: Examining the Intersections of Race, Gender, and Course Material in the Classroom. PS, Political Science & Politics, 39(4), 917.

7.  Corporatization of the University

– Strategies to slow corporatization:
Andrews, J. (2006). How We Can Resist Corporatization. Academe, 92(3), 16.

– Connecting contingent teaching positions to corporatization:
Entin, J. (2005). Contingent Teaching, Corporate Universities, and the Academic Labor Movement. Radical Teacher, 72, 26.

– Understanding corporatization of the university:
Polster, C. (2008). Waste Not, Want Not: Corporatization and “Efficiency” in Canada’s Universities. Our Schools, Our Selves, 17(2), 133.

8.  Scholarship of Teaching and Learning (SOTL) and Team Teaching

– Examining SoTL’s open dialogue between students and teachers:
Game., & Metcalfe. (2009). Dialogue and team teaching . Higher Education Research and Development, 28(1), 45-7.

– Obstacles in the pursuit of SOTL:
Walker. (2008). The Scholarship of Teaching and learning Paradox: Results Without Rewards. College Teaching, 56(3), 183-190.

– Practical elements of SOTL:
Zipp., & Grauerholz. (2008). How to do the scholarship of teaching and learning. Teaching Sociology, 36(1), 87-94.

9.  Innovative Teaching and Technology

– The power of intimate technologies (like youtube) in easing difficult conversations:
Deepak, A., Biggs., & Garcia. (2011). Intimate Technology: A Tool For Teaching Anti-Racism in Social Work Education. Journal of Ethnic and Cultural Diversity in Social Work, 20(1), 39-56.

– Using websites to teach human sexuality:
Hughes, J. (2008). Going Beyond Lecturing by Using Student Web Site Presentations in a Human Sexuality Course. an Journal of Sexuality Education, 3(4), 387-398.

– The power and flexibility of photos in teaching:
Johnson, M. (2010). Teaching Macro Practice Through Service Learning Using Participatory Photography. Journal of Community Practice, 18(2-3), 297-314.

– Matching a variety of technologies with different disciplines:
Johnson., & Cowie. (2011). Adoption of Innovative E-Learning Support for Teaching: A Multiple Case Study at the University of Waikato. Australasian Journal of Educational Technology, 27(3), 499-513.

– Assessing the popularity and practicality of the iPortfolio:
Konsky., & Oliver. (2012). The iPortfolio: Measuring Uptake and Effective Use of an Institutional Electronic Portfolio in Higher Education. Australasian Journal of Educational Technology, 28(1), 67-90.

– How a ‘video classroom’ can facilitate international connections:
Lawrence, O. (2010). Global Internet Video Classroom: A Technology Supported Learner-Centered Classroom. TechTrends: Linking Research and Practice to Improve Learning, 54(3), 50-53.


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