Development of male social justice allies of women in college: A case study investigation of possibilities for change

Rice, Penny J.

doi:10.31274/etd-180810-1148

Cited by 1 publication

(2 citation statements)

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“…That is, some majority group faculty/staff would be described as having no level of engagement in any sort of social justice activism, while others might be described as having a moderate to high level of engagement in such activities. In my exploration of the literature on dominant group member engagement in social justice work within academia, I discovered that extant research centers on the experiences and/or perspectives of (mostly White) students (see Broido, 2000;Hong, 2000;Munin & Speight, 2010;Rice, 2009). In fact, while I found two studies which examined faculty engagement in social justice work, only one, Patton and Bondi (2015), targeted faculty who belonged to a dominant social identity group-men.…”

Section: Catalyst For the Studymentioning

confidence: 99%

“…Within this general body of literature is antiviolence activism-a subcategory Flood (2005) contends, "is the most visible and well-developed aspect of [men's gender equality] efforts" (p. 458). Subsequently, the theories and research discussed in this section primarily derive from literature on men's antiviolence activism in communities (see Berkowitz, 2002), and higher education contexts (Hong, 2000;Rice, 2009). However, pertinent theories and research from literature addressing men's involvement in other forms of gender and social justice-related activism in other contexts (Moss-Racusin, 2014;Welp, 1998), including academia (Anicha, Burnett, & Bilen-Green, 2015Patton & Bondi, 2015) are also reviewed.…”

Section: Pertinent Theories and Research On Men Allyship And Advocacymentioning

confidence: 99%

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Men Faculty Engagement in Gender Equity Work in STEM: The Radicalization of "Doing the Right Thing"

Anderson¹

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, and the quality of the pre-existing ADVANCE initiative all emerged as variables which may influence the continuous engagement of men faculty in this work. A theory of academic men's continuous engagement in gender equity work is proposed. To accomplish the goal of diversity, equity, and inclusion, academic and administrative leaders must consider a portfolio of empirically-tested social justice-oriented change strategies that promote desired outcomes and mitigate wellintended program failure. Given that a key indicator of program demise is member disengagement. The extent to which members remain continuously engaged is likely to positively impact program sustainability. In the case of ADVANCE/A & A, there appears to be a strong chance of program survival. iii ACKNOWLEDGEMENTS This is for the little girl within me who learned early on how to project strength, confidence and know-how even when she felt vulnerable, insecure, and clumsy. This is for every little girl like her who may question if they have what it takes-yes, dear ones you do! This is for my mother who could care less how old I am, or how long this journey has been. She has never put away her pompoms. Even when it looked as if I was going to lose, she was on the sidelines cheering me on, running alongside me-reminding me I'm still in the game-there is still time on the clock. This is for my three-heartbeats, my Malcolm, my Noah, my McKinley. As awesome as earning my PhD is, the three of you are my greatest accomplishments. Thank you for all the ways each of you have supported mommy on this journey. To my funders-THANK YOU! I can't express enough how grateful I am for the opportunity I was given to make this pursuit a full-time endeavor. VP Fryson and Dr. C your faith in me continues to be a sustaining force. To Erin and Melissa and Maja, thank you for the incredible sister-scholar-friends and mentors you have been to me during this journey-although uncompromising in your standards of excellence, you were always considerate and generous of spirit in your guidance and encouragement. To Nate and Scott and Sam-thank you for agreeing to serve on my dissertation committee but especially for the lessons I learned and skills I developed in your classrooms that have been instrumental in getting me to this culminating point. To my institution, my home among the hills, I am so proud to be a Mountaineer! I pray that in moving forward, I always find ways to reflect the exceptionalism that is WVU.

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Section: Catalyst For the Studymentioning

confidence: 99%

Section: Pertinent Theories and Research On Men Allyship And Advocacymentioning

confidence: 99%

Men Faculty Engagement in Gender Equity Work in STEM: The Radicalization of "Doing the Right Thing"

Anderson¹

View full text Add to dashboard Cite

show abstract

Development of male social justice allies of women in college: A case study investigation of possibilities for change

Cited by 1 publication

References 92 publications

Men Faculty Engagement in Gender Equity Work in STEM: The Radicalization of "Doing the Right Thing"

Men Faculty Engagement in Gender Equity Work in STEM: The Radicalization of "Doing the Right Thing"

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