Kecia M. Thomas, Laura Bierema and Harriet Landau
Women are underrepresented in the leadership ranks across society. Research and the development of strategies to assist corporate women in breaking the glass ceiling is frequent…
Abstract
Women are underrepresented in the leadership ranks across society. Research and the development of strategies to assist corporate women in breaking the glass ceiling is frequent and ongoing. Less prevalent has been a similar exploration of the barriers that women in academe confront in regards to their upward mobility and subsequent leadership. This article analyzes how academic women experience the glass ceiling, how research done on corporate women can inform much needed study of barriers to academic women’s upward mobility, and finally, how human resource development practices may benefit advancing women’s leadership in higher education.
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On 1 April 1978, the Israeli peace movement burst into world consciousness when an estimated 25,000 Israelis demonstrated in Tel Aviv to urge the administration of Prime Minister…
Abstract
On 1 April 1978, the Israeli peace movement burst into world consciousness when an estimated 25,000 Israelis demonstrated in Tel Aviv to urge the administration of Prime Minister Menachem Begin to continue peace negotiations with Egypt. A grassroots group called Peace Now is credited with organizing and leading that demonstration. Today, the “peace camp” refers to left‐wing political parties and organizations that hold dovish positions on the Arab‐Israeli conflict and the Palestinian issue. While some figures in the Labor Party view themselves as the peace movement's natural leader, political parties further to the left like the Citizens Rights Movement (CRM) and Mapam are more dovish. In the last 10 years, many grassroots peace organizations have, like Peace Now, formed outside the political party system, with the goal of influencing public opinion and eventually having an impact on policy makers. Peace Now is still the largest, most visible and influential of those organizations.
Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content…
Abstract
Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content, elementary educators rely strongly on textbooks and children’s literature, both fiction and non-fiction. While many researchers have examined the historical accuracy of textbook content, few have rigorously scrutinized the historical accuracy of children’s literature. Those projects that carried out such examination were more descriptive than comprehensive due to significantly smaller data pools. I investigate how children’s non-fiction and fiction books depict and historicize a meaningful and frequently taught history topic: Christopher Columbus’s accomplishments and misdeeds. Results from a comprehensive content analysis indicate that children’s books are engaging curricular supplements with age-appropriate readability yet frequently misrepresent history in eight consequential ways. Demonstrating a substantive disconnect between experts’ understandings of Columbus, these discouraging findings are due to the ways in which authors of children’s books recurrently omit relevant and contentious historical content in order to construct interesting, personalized narratives.