Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream

Introduction

1 De/centring Gender in Higher Education Access Policy – Lived Experiences of Admission Practices in Nigeria

2 Marginalized masculinities in higher education: discursive spaces, gendered subjectivities, and young first-in-family men being and becoming in Australian universities

3 Gendered precarity, intersectionality and barriers to higher education for women seeking asylum in Australia

In-Dialogue Editorial: Problematising student access and participation in international contexts: intersectional identities, capitals, prejudice and risks

Section 2: Student Experience

4 Responding to the needs of women students with caring responsibilities in Nigeria

Charlotte Morris, Rachel Masika, Zibah Nwako, Chinwe Ogunji, & Chinyere Nwajiuba

5 Resources and support services for students with albinism in Tanzanian higher education

6 Gender and higher education in nursing: Experiences of male nursing trainees in Ghana

In-Dialogue Editorial: Student experience in higher education

7 Outsiders reflecting on invisible institutional gender norms

8 Gender, precarity and marginality in higher education spaces in India

Nupur Samuel & Umasankar Patra

9 Centering voices of motherscholars during the COVID-19 pandemic shows overwhelming responsibilities, ingrained gender roles, and blurred boundaries

10 Decolonising "those who are not" in Polish higher education institutions (HEIs)

In-Dialogue Editorial: Responding to invisibility in higher education institutions with purposeful collaboration, cooperation, and collegiality to improve equity, inclusion, and access

11 Making higher education institutions gender-sensitive: Visions and voices from the Indian education system

12 Co-creating cross-cultural approaches to gender mainstreaming in higher education: Experiences and challenges in developing an interdisciplinary, international feminist knowledge-exchange research approach

13 Improving gender diversity in STEM through an inclusive professional framework

Stephanie Knezz, Donald L. Gillian-Daniel, Claudia Irene Calderón, April Dukes, Robin Greenler, & Louis Macias

14 Feminist perspectives for the co-decolonization of gender equality in cambodian higher education

In-Dialogue Editorial: Higher education cultures of teaching and research

Biography

Anna CohenMiller is Associate Professor at Nazarbayev University, Kazakhstan.

Tamsin Hinton-Smith is Senior Lecturer in Higher Education at the University of Sussex, UK.

Fawzia Haeri Mazanderani is Lecturer in Education at the University of Sussex, UK.

Nupur Samuel is Associate Professor at O. P. Jindal Global University, India.

"This volume is an important read for all who care about improving gender equality and social justice in higher education. It sheds useful light on the gendered experiences of students, staff, and faculty with various intersecting aspects of identity in particular cultural contexts. Individually and collectively, the chapters amplify the voices of individuals who are too often marginalized or overlooked in higher education and offer useful insights for higher education leaders, policymakers, researchers, and students who seek to better appreciate diverse perspectives and create inclusive environments where all people can thrive."

Laura Perna, Vice Provost for Faculty, GSE Centennial Presidential Professor of Education, Executive Director, Penn AHEAD, University of Pennsylvania

"A necessary, timely, and indispensable book! The collection fills a crucial gap in research on gender and leadership in higher education by first imparting perceptive and original research across a diverse range of perspectives and disciplines, and then by applying this knowledge to lived contexts to show how gender equity may be achieved in academe. The book is essential reading for university educators and administrators committed to reimagining and leading change to achieve diversity, equity, inclusion and access, social justice, and sustainability in higher education institutions."

Andrea O’Reilly, Professor, School of Gender, Sexuality, and Women’s Studies, York University, Canada. Author of Matricentric Feminism: Theory, Activism, Practice (2021)

"This is a gem of a book – a huge diversity of scholars tackling the complex issues of inequity of higher education from a range of perspectives and approaches, with intersectionality and post/decolonisation of higher education cultures and practices at the forefront."

Barbara Read, Reader, Gender and Social Inequalities School of Education,University of Glasgow

"Leading Change in Gender and Diversity in Higher Education From Margins to Mainstream offers a much-needed contribution to the scholarship on gender equity in higher education. Its main strength is the diversity of perspectives and countries represented; from Australia to Cambodia and from Nigeria to India, the chapter authors each consider how gender is reproduced and sometimes resisted in different contexts. In doing so, the authors contribute to the book’s overarching goal: to consider how social justice and gender equity might be furthered in creating space for marginalized groups’ empowerment."

Margaret Sallee, Associate Professor, Educational Leadership and Policy, Graduate School of Education, University of Buffalo