Female Graduate Students Research Articles

Perceived Advantages and Disadvantages of Being a Female Graduate Student in the US and the UK

We build on Diana Leonard's work on gender and graduate education by qualitatively investigating the perceived advantages and disadvantages of being a female graduate student in the USA and the UK. We interviewed six female students (ages 22–30) pursuing master's degrees in psychology or social sciences in the USA and the UK. Students from both countries reported the advantages and disadvantages of being a woman in their graduate programmes. Advantages included being the majority in their fields and receiving more lenient treatment from faculty. Disadvantages included being viewed in terms of stereotypical gender roles and receiving unwanted sexual attention. Participants also discussed strategies for managing their gender as they pursued their graduate education. We consider these findings in light of Leonard's work on gender and graduate education and from an ambivalent sexism framework.

BOOK/MEDIA REVIEWS

Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates edited by Crystal Renee Chambers. United Kingdom: Emerald Group Publishing Limited, 2011, 213 pp., $114.95, hardcover.Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates is a part of the Diversity in Higher Education series. The goal of this particular book, according to Chambers, an assistant professor in the department of educational leadership at East Carolina University, is to explore how the characteristics of gender and race intersect and inform the experiences of Black women in higher education. In the preface, Chambers points out that while colleges and universities provide services that cater to African-American, multicultural students, or to women, there are few support services that specifically address the unique needs of Black women. This volume seeks to better identify the needs of Black female undergraduate and graduate students through the findings of eleven different quantitative and qualitative research studies.The overall strength of Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates is that it casts a light on a subgroup of people that are largely ignored and feel invisible in the field of higher education. A theme that develops throughout the book is the notion that research studies have finally given Black women a voice. The discussion sections in many of the studies share that Black women subjects expressed how they longed to have someone listen to their story, pass on their story, and acknowledge the purposeful work that they have to undertake to be successful (p. 31). Another highlight of this volume is that it presents an honest snapshot of current campus services and programs that serve the Black female undergraduate and graduate population-the book shows what is working in higher education institutions and what areas need to improve to better serve Black women.Several of the studies in this book adopt conceptual frameworks that provide a well-defined lens through which the experiences of Black women are viewed. Three of the eleven studies employ Collins' (2000) Black feminist theory in order to consider the intersecting aspects of race, gender, and class . . . Black feminism attempts to uncover the layers of social oppression that African American women encounter on a daily basis (p. 27). In the chapter 'Bein' Alive & Bein' a Woman & Bein' Colored is a Metaphysical Dilemma': Black Female Social Integration at a Predominantly White Institution, Miles, Jones, Clemons, and Golay find that although campus organizations serve as a gateway to campus involvement and campus life for Black women, far too many campuses still functionwithin a traditional frame of separate but equal services based on the predominant culture groups, African American/Black, Asian, Latino, Women, and GLBTQ. The separation of services along these lines does not reflect the changing needs of students, nor the world we live in (p. 125).The use of the Black feminist framework in the different research studies works to reinforce the overall charge of the book that higher education institutions need to be more cognizant of the fact that the experiences of Black women on campus are significantly different from those of other subgroups. …

<em>Employing a Black Feminist Approach to Doctoral Advising: Preparing Black Women for the Professoriate</em>

Advising has been identified as a strategy that influences the retention and graduation of many underrepresented populations in higher education including, students of color and women. For Black women, multiple identities, including race and gender, intersect in ways that need acknowledgement during the socialization process. Given the growing numbers of Black women earning doctoral degrees, the authors propose a renewed focus on advising using a Black Feminist approach for advising process Black women. This conceptual essay will outline the differences between mentoring and advising, identifying the tasks and features of the advising relationship potentially needed to ensure the success of Black women graduate students who aspire to enter the professoriate.Keywords: advising, doctoral students, Black womenSince the turn of the 21st century, the number of Black females entering doctoral programs-and ultimately, the professoriate-has been steadily on the rise. Black women are attaining doctoral degrees at the highest levels in history and currently have the largest faculty presence of all women of color (Ryu, 2010). In 1989, Black women represented only 2.1% of fiill-time faculty nationwide (Benjamin, 1997. According to The Chronicle of Higher Education (2010), this number had doubled to 4% by 2009. In the fall of 2009, African American women accounted for the largest proportion of female faculty of color at 8.6%. Between 1997 and 2007, the number of Black female doctorate recipients increased from 60% to 66% (Survey of Earned Doctorates Fact Sheet, 2008). Currently, Black women are outpacing their Black male counterparts as new members of the professoriate. In the fall of 2009, Black women made up the majority (57%) of Black assistant professors across the country (Chronicle of Higher Education, 2010). These trends show that the status of Black women faculty is becoming increasingly significant in the new millennium.In this conceptual article, the authors will identify the responsibilities, functions, and characteristics for faculty in the doctoral advising relationship that are needed to ensure the success of Black female doctoral students who aspire to enter the professoriate. Black female doctoral students separate from Black males are highlighted due to the continued need to better understand these women's experiences in higher education (Williams, 2001). For Black women, multiple identities, including race and gender, intersect (Crenshaw, 1989; Hill Collins, 2000) in ways that need acknowledgement during the doctoral student socialization process (Bertrand Jones & Osborne-Lampkin, in press). Black women faculty are forced to invalidate stereotypes and legitimize their competence, intelligence, and overall worth (Benjamin, 1997; Hill Collins, 1986; hooks, 1989), especially at predominantly White institutions (PWIs). Black female doctoral students with faculty career aspirations should be advised of both the benefits and challenges of a future faculty career. The authors assert that advising can be used to help mitigate the challenges that Black female doctoral students experience and potentially face as new faculty in academe.Black feminist thought is used as a framework for doctoral student advising occurring at PWIs, where the potential pool of available Black, female doctoral advisors are dismally low. Despite the encouraging statistics presented previously, Black females still do not represent a critical mass of college and university faculty, especially at PWIs. Currently, Black women faculty represent only 1% of the professoriate at PWIs (U.S. Department of Education, National Center for Education Statistics, 2010). For Black female doctoral students at these institutions it remains imperative to have an effective advising model, one that can enhance program satisfaction and success-as defined as degree completion-of Black female doctoral students.Review of Related LiteratureChallenges for Black Female Doctoral StudentsBlack female faculty and graduate students face a unique set of barriers directly related to their race and gender that can be detrimental to their success and vitality in academe (Benjamin, 1997; Evans, 2007; hooks, 1989; Mabokela, 2001). …

ANALYZING SELF-REPORTED CHALLENGES AND PREFERENCES FOR ENHANCING RECRUITMENT AND RETENTION OF INTERNATIONAL FEMALE GRADUATE ENGINEERING STUDENTS

-pared to their male colleagues. Statistical analyses showed female students having concerns with lan-guage and culture change more than males. Furthermore, female students also reported location of uni-versity and funding opportunities as more important in choosing a school. Female graduate students reported in-school issues, such as courses, funding, and adjusting to culture, as the most challenging

Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

ABSTRACTThere is a persisting gap in the participation of women in atmospheric science (ATS), particularly at the higher levels of ATS education and occupations. This gap raises questions about ATS women's career motives, plans, and challenges relative to men's. To explore these questions, in-depth interviews were conducted with 10 female and male ATS graduate students. Both women and men described their ATS choice as the result of random events—though both also mentioned memories of childhood severe weather experiences, as well as interest and confidence in math and science, as critical milestones in their path to ATS. Both women and men also commented on the impact of hands-on, ATS-related research, including field experiences as well as the positive influence of models and mentors on their ATS educational choice and persistence. However, for women, experiences with mentors included instances of neglectful and undermining behavior. Women and men also differed with regard to career goals, with women emphasizing service and social impact, and men emphasizing employability. Finally, women and men anticipated different career obstacles, with women focusing on family, and men focusing on financial responsibilities. The findings of this study suggest that ATS women and men may have similar early motives for ATS career choice but different experiences once they enter ATS. ATS women and men may also differ in terms of career goals and perceived obstacles. Many themes surrounding ATS women's experiences in this study are similar to themes that have emerged in studies of women in other science, technology, engineering, and mathematics (STEM) disciplines. At the same time, this study also generated information and questions specific to the ATS experience, affirming the importance of examining STEM women's issues by discipline.

Exploring the Use of an iPhone App: A Novel Approach to Dietary Assessment

Recent advancements in smartphone technology have provided new methods of dietary assessment. An iTunes application (app) called Meal Snap lets users take pictures of the meal they eat, and then estimates the calories of the food items eaten. We conducted a pilot study to explore the user-friendliness and calorie estimation functions of the Meal Snap app. Two female nutrition graduate students pilot-tested the Meal Snap app. Using the app, each student took pictures of foods and drinks consumed daily for two weeks. The data were analyzed using the Nutritionist Pro software, version 4.4.0. The mean daily caloric intake obtained from the Meal Snap was then compared with that of Nutritionist Pro. Paired samples t-tests and correlations were carried out using SPSS, version 19. Results indicated there was no significant difference in mean daily caloric consumption between Meal Snap and Nutritionist Pro (p= 0.706). Additionally, there was a significant correlation between Meal Snap and Nutritionist Pro calorie counts (Spearman r= 0.625, p< 0.001). It took about 35 minutes per week (or 5 minutes/day) to snap pictures and edit descriptions, whereas entering data for calorie analysis with Nutritionist Pro took about 85-90 minutes per week (about 13 minutes/day). Findings suggest that Meal Snap may be a user-friendly tool to estimate dietary intake. Future research should include a larger sample and people of diverse ethnic backgrounds, dietary habits and age groups. DOI : 10.14302/issn.2379-7835.ijn-14-566 Corresponding Author: Ming-Chin, Yeh, PhD. Associate Professor. CUNY School of Public Health at Hunter College. 2180 Third Ave, New York, NY 10035. Phone: 212-396-7776 [1], Fax: 212-396-7644 [2]. myeh@hunter.cuny.edu

African American Women’s Sexual Objectification Experiences

The purpose of our study was to investigate African American women’s experiences with sexual objectification. Utilizing grounded theory methodology as well as Black feminist thought and objectification theory as the research lenses, the results of this study uncovered how racist, sexist, and classist ideologies contributed to sexual objectification experiences (SOEs) among African American women. Twenty African American female graduate students and others recruited from a campus community participated in semistructured interviews. Data revealed a number of different sociocultural factors that contributed to the sexual objectification of African American women (i.e., historical influence of slavery, sexualized views and images of African American women, and patriarchal social structure). These factors were observed to contribute to different forms of sexual objectification, ranging from comments and objectifying gazes to more extreme forms, such as sexual abuse. Participants described a number of effects of sexual objectification, including self-objectification, physical safety anxiety, eating concerns, psychological/emotional, and interpersonal. Participants also described how they coped with and grew from these experiences. Psychologists and mental health professionals are encouraged to consider how African American women’s SOEs are rooted in racism, sexism, and classism. Furthermore, these practitioners are urged to develop an awareness of how these oppressions intersect and contribute to the sexual objectification of African American women.

Consumer Evaluations of Competing Brands: Perceptual versus Predictive Validity

ABSTRACTThis study applies the concepts of consumer predictive and confidence values of information to consumer evaluations of food quality. Examining hypothetical findings from a thought experiment, the study offers advances in cue utilization, predictive validity, and achievement of consumer's perceived quality and actual quality. Separately, metrics for these concepts were applied in a consumer product‐quality evaluation study of three brands of peanut butter. Actual quality was operationally defined in terms of Consumers Union ratings of the peanut butter. Using a between‐groups, posttest only experimental design, female graduate students (n = 98) tasted and rated one of three peanut butters on the basis of quality and nine product attributes. These informants received no knowledge of brand names or comparative qualities prior to the test. The analysis indicates a nonsignificant correlation between actual quality of the brands and quality as perceived by the informants. The major cues used by informants in making their qualitative judgments (cue utilization) differed from the significant dimensions associated with actual quality (predictive validity). The findings inform the suggestion for consumer training in the process of making accurate quality evaluations.

Tales from the Trenches: On Women Philosophers, Feminist Philosophy, and the Society for Phenomenology and Existential Philosophy

journal of speculative philosophy, vol. 26, no. 2, 2012 Copyright © 2012 The Pennsylvania State University, University Park, PA The fiftieth anniversary of the Society for Phenomenology and Existential Philosophy (SPEP) provides a good occasion for reflecting on the history of women and feminist philosophy in the society. I’m not in a position to provide anything like a real history. But I can offer some memories and impressions of my own experiences. These will of necessity be personal and idiosyncratic. But they might nevertheless shed some light on certain historical events while also revealing something about how the women and feminist philosophers of my generation encountered the society’s practices and how some of us sought to change them. I belong to the generation of women and feminist philosophers who did their graduate work in the 1970s, the generation who sought to enter the profession in the late 1970s and early 1980s. We had a tough row to hoe. In graduate school, many of us labored alone as the sole woman in the cohort or class. And many of us pursued our work in departments that had not a single woman professor, let alone one interested in feminist Tales from the Trenches: On Women Philosophers, Feminist Philosophy, and the Society for Phenomenology and Existential Philosophy

Inventing ourselves: an informed essay for Black female scholars in educational leadership

Black women and men often work in academic spaces that were not made for them, where they are often viewed as outsiders and in many cases where they find little support for their efforts. But being a Black female professor in a predominantly white institution can sometimes be especially challenging. The purpose of this essay is to provide a brief recounting of some of the author’s experiences as a Black female graduate student and professor, and discuss the imperative for: (a) developing a strategic plan that will lead to a successful career in the academy; and (b) building and sustaining mentoring relationships. The article concludes with some thoughts about getting over and keeping our eyes on the prize.

Prediction of the Correlation Between the Strategies of the Teaching Methods and the Multiple Intelligence of Some Graduate Female Students at Imam Mohammad Ibn Saud Islamic University

In this paper Gardner's theory of Multiple Intelligence is used conducting an experimental study on some of female graduate students in the department of teaching and curriculum at Imam Mohammad Ibn Saud Islamic University. We notice that MA female students exercise all types of MI. This may allow flexibility to their instructors in selecting diverse teaching strategies. However, the teaching strategies should be rearranged according to the student's order of these types of MI. The teaching strategies are consistent with the types of MI course “Curriculum Planning (TE731)” assigned for MA female student, In the Naturalist Intelligence, the teaching strategies are perfectly consistent with the different types of MI and in the Spatial and Bodily- Bodily-Kinaesthetic Intelligences they are relatively similar. However, the teaching strategies used in Intrapersonal and Logical-mathematical intelligences are inconsistent.

Differences in Suicidal Experiences of Male and Female Undergraduate and Graduate Students

Differences in the suicidal experiences of males and females and of undergraduate and graduate students have not been thoroughly explored. Furthermore, given the changing dynamics of college student suicidality and the challenges of suicide prevention, it is important to continue updating the research in this area. This article presents findings from a 2006 national survey with responses from over 26,000 undergraduate and graduate students at 70 colleges and universities. Gender and undergraduate versus graduate student differences were found in suicidal thoughts and behaviors, related experiences such as professional and informal help-seeking during a suicidal crisis, events that precipitated and contributed to the suicidal crisis, and factors that protected against attempting suicide. Among the many findings, some are consistent with previous research, some are unexpected, and some have not previously been studied. The results of this survey have implications for targeting specific interventions to better meet the needs of undergraduate and graduate student males and females.

The Relationship between the Arrangement of Constituents and Reading Speed

The purpose of this study was to investigate the relationship between the arrangement of constituents and reading speed. This study answered this question: “does the arrangement of constituent affect reading speed?” The subjects of the study were 30 female EFL graduate students at Isfahan University. Two forms of a passage were used. One form (form A) with breaks between constituents and one intact form (form “I”). These forms were given to two homogenous groups. To achieve two homogenous groups, Oxford Placement Test 1B1 (Allan, 1985) was administered. Finally, the data of Placement test scores was analyzed through Mann-Whitney test. An Independent sample t-test was used to analyze the data of time of reading comprehension of the two groups. The results of t-test proved that there was significant difference (0.03) between the times of reading comprehension of the two groups. The subjects in the group (I) spent less time in accomplishing the test than that in another group. The main finding of the study was that arrangement of the sentences in a passage may affect reading speed. It was preplanned to write a program to design a type of software to record the exact time of the reading speed and answering the multiple-choice questions but because of lack of time, the participants used stop watches of their cell phones to measure spent time.

Feminist geography in Taiwan and Hong Kong

Feminist geography research in East Asia is weak, although Women's and Gender Studies as an interdisciplinary field in this region is strong. This is true of Taiwan, Mainland China, Hong Kong, Japan and Korea. In this article, we examine how studies on women started in Taiwan and Hong Kong and have become institutionalized in the last two and a half decades. In this period, courses and research proliferated in several disciplines as a result of gender equity policies stipulated by governments, as well as the increasing number of female staff in the faculties of humanities and social sciences. Several reasons account for slow progress in the development of feminist geography: the male-dominated structure of geography departments in both countries; an emphasis on the scientific as opposed to social scientific nature of geography; and a general lack of feminist consciousness among geographers who tend to study issues at a macro level. In addition, the small proportion of women teaching at the university level has also led to setbacks in the development of feminist geography. While there are a few courses that incorporate gender perspectives and lectures on feminist geography have been given as part of other geography modules, gender blindness continues to prevail in teaching and research in human geography. This article, however, sees two recent factors that may help to advance feminist geography in Taiwan and Hong Kong. Firstly, the number of female faculty members and graduate students has increased, thus providing momentum in the appreciation of gender geography. Secondly, Chinese-speaking countries in East Asia have played active roles in internationalizing the discipline, thus connecting themselves with feminist scholars abroad, and increasing opportunities to engage in collaborative work. The IGU Commission on Gender and Geography, which encompasses a diversity of world views, is one avenue for facilitating this trend in the near future.

Identity Construction as Nexus of Multimembership: Attempts at Reconciliation Through an Online Intercultural Communication Course

Using situated learning (Lave & Wenger, 1991) and communities of practice (Wenger, 1998) as our theoretical framework, we focused on two female graduate students in applied linguistics as each attempted to negotiate memberships in multiple communities during an international exchange program. Eleven students at six universities took part in an internet-based intercultural communication course in addition to courses at their host universities, generating data in the form of online postings, final course papers, e-mails to the instructor, and retrospective evaluations. Ines, a Mexican student in Canada, appeared to reconcile her identity successfully as a nexus of multimembership. Adrienne, a U.S. student living in Mexico, attempted to participate in practices at her host university but felt marginalized. Our analysis demonstrates the difficulty, complexity, and sometimes the impossibility of reconciliation as a process for weaving a nexus of multimembership into one identity when encountering new practices across national borders.

Graduate Student Voice Use and Vocal Efficiency in an Opera Rehearsal Week: A Case Study

The purpose of this case study was to document graduate voice students' (N=2) voice use before, during, and after an intense week of opera rehearsals through (1) acquired Ambulatory Phonation Monitor (APM) data, (2) daily surveys, (3) participant activity logs, (4) three administrations of the Singing Voice Handicap Index (SVHI), and (5) pre- and post-stroboscopic laryngeal examinations. Two female graduate students, both of whom were cast in a university production of Stravinsky's The Rake's Progress (stage names Anne and Baba) and both of whom served as graduate teaching assistants in voice, wore APMs during waking hours for 9 days, including two pretest baseline days, a 5-day intensive rehearsal week just before the opera production week, and 2 baseline days after opera performances were completed. Mean phonation time dose percentages (Dt) and daily distance dose averages (Dd) were similar between the pre- and posttest periods and the intensive week. Disaggregation of acquired data by four types of activities (opera rehearsals, personal practice time, voice teaching time, and nonrehearsal or teaching time) indicated that the highest mean Dts and Dds were acquired during personal practice time and voice teaching time. Daily surveys and SVHI data as well as the pre- and post-stroboscopies indicated no notable changes occurring in vocal health. Results indicated that these singers were conscious about their voice use during periods of extensive performance demands. However, high vocal doses during voice teaching times suggest that these individuals might benefit from teacher voice care education.

First Impressions: Developing Critical Consciousness in Counselor Training Programs

This article examines the process of developing critical consciousness amongst counselor trainees from the perspectives of an African American male professor and European American female graduate student. It is from these perspectives that the motivations for and resistance to addressing issues of social justice are examined. First, a Freirian educational philosophy and approach to teaching, research, and mentoring is presented. Next, key junctures in engaging and developing critical consciousness from a student's perspective are highlighted. Finally, strategies for professors and students who wish to propel their educational experiences beyond mastering course content to create just societies are provided utilizing tools from the Cultural Context Model.

Science Seminar Project Operated by Female Graduate Students in Niigata University and its Effects

To cultivate female students in science and technology (engineering) is one of the important subjects in universities, which have the role in the human resource development for next generation. As a good practice for this subject, we have made science seminar by female graduate students for senior and junior high school students. The primal purpose of this seminar is to eliminate their latent anxiety and prejudice that women are not suited for science and engineering fields. Here we report the contents of “the science seminar by the female graduate students” in Niigata University and its effects on both female senior school and junior high school students and female graduate students. Moreover we compare it with several similar activities in other universities, and discuss advantages and disadvantages of the activities.

A Richer and More Diverse Future for Cell Biology

A Richer and More Diverse Future for Cell Biology

Therapists as Trauma Survivors: A Case Study Detailing Cognitive Processing Therapy for Rape Victims With a Psychology Graduate Student

This case study describes the treatment of a female psychology graduate student, referred to as Mary, who presented with complaints of “mild symptoms of depression and a lack of motivation.” It was revealed that Mary had been sexually assaulted 4 years before presenting for therapy and was diagnosed with depression and posttraumatic stress disorder. Because of the timing of the symptom onset and the nature of her symptomatology, it is likely that she was experiencing a form of vicarious traumatization that further complicated her own difficulties. The primary purpose of the current article is to draw attention to the importance of self-care for mental health professionals and to provide recommendations for the promotion of well-being in professionals working with trauma survivors. The secondary aim of the current study is to discuss Mary’s progress through 12 sessions of manualized cognitive processing therapy for rape victims as further support for its efficacy.