Seeking Equity for Women in Journalism and Mass Communication Education: A 30-Year Update

By Ramona R. Rush; Carol E. Oukrop et al. | Go to book overview
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17
Communications
Research Studentsast

Tomorrow's Academics in Obsolete
Worlds? An International Perspective
Katharine Sarikakis

Today is the time for shaping tomorrows. This chapter is about time, knowledge, and education, and, of course, people. The majority of people hardly ever see the gates of higher education, the place of intellectual inquiry. Despite social reforms, higher education is still struggling to achieve equity for historically excluded groups, such as women and minorities. The environment within which doctoral students make the first steps to their academic careers is the focus of this chapter, as graduate programs can be regarded as the places and stages of socialization to the academy (Austin, 2002). This space (communications graduate1 programs) is examined as a location where attitudes and experiences common to the global students are constructed as gender specific. PhD students are one breed of academics that will fill universities, colleges, and research institutions in the future. Not all of them will follow an academic career, nor does the academy consist only of intellectual workers who have earned PhDs. However, a signifi

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In this text, (mass) communication is used interchangeably to broadly define a discipline that includes journalism, mass communication, media, and cultural studies. Graduate programs differ from country to country but their common references outnumber any differences as far as the definition of the discipline is concerned.
ast
An earlier version of this chapter was first published in Art, Design & Communication in Higher Education, 2, 1 (2003) Bristol: Intellect Books.

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