Myra Gordon (2004) argues that “the real reason for a general failure to diversify lies in the culture and practices typically associated with faculty hiring” (p. 184)…
Myra Gordon (2004) argues that “the real reason for a general failure to diversify lies in the culture and practices typically associated with faculty hiring” (p. 184). This chapter examines the faculty hiring process and how it contributes to the underrepresentation of female faculty of color and to what happens to them if they are hired. Drawing on the existing literature and insights from critical theory and signal theory, the dissection of the process considers how institutionalized norms characteristic of the dominant group in the academy (white, males) play a role in the exclusion (oppression) of nontraditional candidates, and signal their fit with those norms.
Research to improve access and equity for women of color in higher education offers insights on the nuanced challenges and opportunities that exist today. In the past…
Research to improve access and equity for women of color in higher education offers insights on the nuanced challenges and opportunities that exist today. In the past, women of color confronted overt discrimination in their pursuit of educational and career attainment. Today, they are likely to face more subtle practices couched in what Miller (2010) coins, the “deservingness” status suggesting that although women of color have gained entry in the academy, they come under scrutiny in their faculty and administrative roles. Despite such scrutiny, their presence in the academy has brought them a measure of social independence, ushered in multiple perspectives to enrich students' learning experiences, and have challenged traditional approach to research knowledge, and leadership theories and practices (Glazer Raymo, 2008; Jean-Marie, Williams & Sherman, 2009; Lloyd-Jones, 2009).
Mary V. Alfred, Ph.D. is an associate dean for Research and Faculty Affairs and professor of Adult Education and Human Resource Development in the College of Education and Human Development at Texas A&M University. Her research interests include learning and development among women of the African Diaspora, socio-cultural contexts of immigration, welfare reform and women's economic development, and issues of equity and social justice in higher education and in the workplace. She received her Ph.D. in Educational Administration with a focus in Adult Education and Human Resource Development Leadership from the University of Texas at Austin.
– The purpose of this article is to suggest that doctoral student socialization is a gendered process.
The purpose of this article is to suggest that doctoral student socialization is a gendered process.
This article uses a qualitative case study methodology, studying engineering students in one university department.
The author considers how various norms and practices, including competition and hierarchy along with overt objectification of women, point to the masculine nature of the discipline.
Although stage models of socialization are helpful in that they provide an outline of students’ various tasks as they progress through their doctoral programs, they can account neither for the culture of disciplines nor for the identities of students who populate them. The author suggests that students in engineering are prepared to embrace competition and hierarchy, norms that point to a gendered disciplinary culture. Although, certainly, particular interests will lead students to pursue different majors, the discipline serves to reinforce culture.
With concern on cross-religion research, this study aims to examine Christian consumer attitude towards Islamic TV advertising in Indonesia. This study includes together…
With concern on cross-religion research, this study aims to examine Christian consumer attitude towards Islamic TV advertising in Indonesia. This study includes together both subjective norm and dogmatism in an analysis as moderating variables.
An online survey for 186 sample respondents was conducted to test nine hypotheses. Multi-group moderation test was conducted to test the moderation effect of subjective norms and dogmatism on the model.
The results indicate that Christian intrinsic religiosity has a significant negative relationship with Islamic TV advertising credibility. Consumers’ attitudes towards Islamic TV advertising are proven to be the consequence of Islamic TV advertising credibility, even if the relationship is inverted. Moreover, this study concludes that subjective norms and dogmatism significantly moderate the relationship between Islamic TV advertising credibility and attitudes towards Islamic TV advertising differently. Subjective norms tend to weaken the relationship, while dogmatism strengthens it.
During the process of this study, the authors uncovered three research limitations. First, too many measurement items for dogmatism eliminated from the analysis. Second, having balanced proportion for the high and low group has become the concern of this study, Third, a sample size of 186 is not adequate for such a complex model.
Managers should employ endorsers with multi-faceted images who can be accepted by all segments of society to combat the negative perception and attitudes of Christian consumers on Islamic attributes in TV advertising.
This paper contributes to the literature on cross-religion marketing research, especially on the topic of advertising, by comparing the internal influence (dogmatism) and external influence (subjective norm) on attitude towards Islamic TV advertising.