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In this cross-cultural exploration of the comparative experiences of Asian and Western women in higher education management, leading feminist theorist Carmen Luke constructs a provocative framework that situates her own standpoint and experiences alongside those of Asian women she studied over a ...

In this cross-cultural exploration of the comparative experiences of Asian and Western women in higher education management, leading feminist theorist Carmen Luke constructs a provocative framework that situates her own standpoint and experiences alongside those of Asian women she studied over a three-year period. She conveys some of the complexity of global sweeps and trends in education and feminist discourse as they intersect with local cultural variations but also dovetail into patterns of regional similarities. Western feminist research has established that relatively few women hold senior positions in universities and colleges. Using the now common metaphor of the "glass ceiling," this research has developed a range of social, cultural, and institutional explanations for women's underrepresentation in academic life. International studies show that women in non-Western countries are also underrepresented in higher education. Yet do Western explanations and strategies for change hold for academic women working in non-Western universities? The very diversity among women's experiences calls into question many of the analytic tools, terms, claims, and solutions formulated by Western feminism. This is the first study to show how cultural differences figure into the institutional dynamics of "glass ceilings." It raises important theoretical and practical, strategic, and tactical questions about issues of cultural difference and institutional power.

In this path-breaking book, Sandra Hanson asks what compels so many talented young women to leave the professions of science and mathematics. When do they leave and why? Why do equally qualified girls and boys have such different experiences with science education? What are the patterns for women ...

In this path-breaking book, Sandra Hanson asks what compels so many talented young women to leave the professions of science and mathematics. When do they leave and why? Why do equally qualified girls and boys have such different experiences with science education? What are the patterns for women who stay in school and pursue a scientific career? What difference does family background make? Exactly how significant are differences of race and class? In Lost Talent, Hanson examines several unusually large and subtle, nationally representative, longitudinal data sets. The data includes information on a multitude of distinctions by race, class background, school experiences, and school resources, to name a few. Hanson examines this information with a particular focus on the differences in achievement within and across the disciplines, varying access to physical resources and differential activities in both math and science for young women in the education process. The challenge faced by the U.S. in the next two,decades is developing a balanced, qualified, and well-trained workforce for jobs in science and other technical fields. For Hanson this includes equity for women, which begins with creating conditions so that young girls who start out doing well in science do not end up with little training and knowledge. The recovery of this "lost talent" is the central concern of this book.

This annotated bio-bibliographical guide provides long-overdue recognition for women writers of Spain, including special entries on those writing in Catalan and Galician. By familiarizing readers with the content and meaning of selected works by three hundred such writers, readers and students of ...

This annotated bio-bibliographical guide provides long-overdue recognition for women writers of Spain, including special entries on those writing in Catalan and Galician. By familiarizing readers with the content and meaning of selected works by three hundred such writers, readers and students of Spanish literature now have access to works which may be judged as excellent examples of the literature of their age, yet have previously received little or no attention. Through the efforts of seventy-nine specialists in Spanish literature, each of these writers is summarized in a brief biographical sketch and overview of her work, followed by an in-depth analysis, including complete biographical data and descriptive annotations for the major works. While some women writers from the fifteenth to the eighteenth centuries are included, this guide concentrates primarily on authors of the nineteenth and twentieth centuries, providing for the first time an extensive and comprehensive listing for the present century. The abundance of information in this guide is made accessible through four appendixes: a chronological list of authors; a list of Catalan authors; a list of Galician authors; and an index of translated titles in this bio-bibliography.