Keswick’s Post

📢 Volunteer Alert: NASPA - Student Affairs Administrators in Higher Education Center for Women (CFW) is seeking volunteers to serve on the 2024-25 Advisory Board. We recently asked Past Chair, Rebecca Flintoft, about her experience serving on the Board and here is what she had to say: NASPA Center for Women: What piece of advice would you give to someone looking to become involved with NASPA? Becca: My advice for getting involved with NASPA is to think of your involvement much the same way you might coach a new college student to make the most of their college experience through finding smaller communities within the larger community where you can develop a sense of belonging. 💡 Specifically, I recommend: 1) Connect with one or more NASPA Communities (ie, Knowledge Communities, Regions, and/or Division), get on their mailing lists or follow on social media, and then take action to get involved. This could be attending a meeting, joining a committee, or participating in another opportunity. 2) Attend NASPA events outside of the national conference where you can connect with a smaller, more intentional group of colleagues. Use the NASPA Events website to find opportunities that align with your interests. 3) Ask someone. If you want to get involved and don't know where to start, just ask someone who has been involved with NASPA. You can ask the Center for Women, or any other NASPA division/KC/region connection, and you can even ask me! 👑 NASPA Center for Scholarship and Professional Development for Women (Center for Women) examines issues of concern to individuals who identify as women in higher education. It designs and implements relevant programs, services, advocacy and mentoring opportunities for women professionals. The Center encourages, in particular, research by, for, and about women in higher education. 📝 Individuals should complete the application and submit a letter of interest + resume/curriculum vita by May 17, 2024 to https://lnkd.in/ekRpyMsF. #NASPA #NASPACFW #volunteer #women #leaders #community #highereducation #leadingauthentically

🔍 Lost Female Talents: Bridging the Gender Gap in College Aspirations 🔍   Ever wondered why some bright female students decide not to pursue a university education? 🎓 A study by Melinda Erdmann (WZB), Marcel Helbig (WZB), and Marita Jacob (University of Cologne) delves into the gender gap in college aspirations and enrollment among high school students in Germany. In many industrialized countries, women's participation in higher education has increased significantly. 📚 Women often outperform men academically, embrace challenging educational paths, and excel in qualifying for university admission. Yet, in countries like Austria, Germany, Italy, Poland, and Switzerland, some eligible women opt not to pursue higher education.   The WZB study "Lost Female Talent: Gender Differences in College Aspirations and Expectations in Germany" seeks to find the reasons behind this phenomenon. It specifically investigates why some female upper secondary school students refrain from enrolling in university despite aspiring to do so.   The researchers surveyed 1,766 upper secondary students in Germany. Both young men and women displayed equal interest in pursuing higher education, with women even expressing higher aspirations for college enrollment. However, women tended to be more pessimistic than men when it came to realizing their college goals.   Several factors influenced these disparities, such as the perceived likelihood of success and costs, which affect both genders. However, young women faced an additional challenge—formal restrictions that limit entry into their preferred fields of study, like medicine or psychology, with demanding admission criteria.   This restricted access to their desired fields poses a significant hindrance for women in pursuing their aspirations. To combat this issue, initiatives should be implemented that support both young women and men in their pursuit of higher education.   📚 Read the full study on our WZB homepage.   #GenderGap #EducationEquality #HigherEducation #Empowerment #Socialscience LIfBi - Leibniz-Institut für Bildungsverläufe Leibniz-Gemeinschaft Bildung.Table

Service slacking! An important conversation as institutions of higher education aim to regain their footing alongside significant post-COVID discipline specific workforce shortages. “Among many other tasks, advising, mentoring, committee service, faculty and student recruiting, and showing up at events sit at the core of university life and student success. Yet they are not treated as such in institutional reward systems like tenure, promotion, merit raises and reassigned time.” #workforcedevelopment #economicdevelopment #equity #highereducation #workplacewellbeing

Finding the "broken rung." Women now lead 25% of the world's top 200 universities, a new report by Times Higher Education finds. Great insights from President Neeli Bendapudi of Penn State University who talked with CBS News about what might be done to build on this. "Even after you get your doctorate and enter academe, it's important for women to keep climbing that ladder successively. So going from assistant to associate to full professor-- those are the ranks inside higher education. So I often think for us to get more women presidents, we need to make sure that women have successively more opportunities for leadership. "And so looking for that broken rung-- where is it that we're losing a lot of women [who are] not getting to that next level-- will be critical."

Investing in women's education goes beyond just empowering individuals; it lays the foundation for a stronger and more prosperous society. At LCU Fund for Women's Education, we understand that equitable access to education is crucial for breaking down systemic barriers and creating opportunities for all women, regardless of their background or circumstances. Our grants specifically target undergraduate and graduate scholars from diverse backgrounds in New York City, recognizing the richness of their chosen professions and personal identities. By providing financial support, we ensure that these women have the resources they need to pursue their educational goals without being held back by financial constraints. But our impact goes beyond the individual level. When we invest in women's education, we're investing in the future of our communities and society as a whole. Research has shown that college-educated women are more likely to contribute to economic growth, social stability, and overall well-being. They become leaders in their fields, driving innovation, and positive change. In essence, our philanthropic efforts in supporting women's education are not just about writing a check; they're about investing in a brighter and more equitable future for all. 

Excellent read. “While first-generation students share similar struggles, we invalidate aspects of the student experience by overlooking how intersectional identities like race and gender create different systemic barriers. Additionally, using an asset-based paradigm instead of deficit thinking can validate students’ strengths and potential and empower their agency to drive change.” #naspa #dei #firstgen

In the U.S., the advice to ‘follow your passion’ resonates strongly, especially among young people choosing their educational and career paths. However, recent research indicates that this guidance may have different effects on women and men. Occupational segregation persists, with female-dominated fields like nursing and teaching contrasting with male-dominated STEM professions. A study by Yale SOM suggests that the ‘do what you love’ ethos could contribute to this gap

Empowering voices during Women's History Month! Dive into the insightful article written by our very own Vice President for Student Development and Campus Life, Dr. Soufleris,  where she discusses her journey as a first-generation student and sheds light on challenges such as academic hurdles, family pressure, imposter syndrome, and more. "If someone had said to me, 'It is OK to feel like you don’t belong here — you do! And you are not alone!' (a feeling we now call 'imposter syndrome'), my hours of angst wondering what in the world I was doing in college might have been fewer. I am forever grateful to my mentor for making such a difference at a time when I was lost." Leaning into campus support services can help combat imposter syndrome and allow you to better understand your interests, skills, and strengths, and articulate what you can bring to the table both academically and professionally. These invaluable resources provide personalized support and help showcase your skills and strengths. https://lnkd.in/eAp_6vyB #WomensHistoryMonth #CareerDevelopment #ImposterSyndrome #Empowerment"

𝐇𝐚𝐧𝐬𝐞𝐧-𝐓𝐡𝐨𝐦𝐚𝐬, 𝐎𝐧𝐠 𝐀𝐩𝐩𝐨𝐢𝐧𝐭𝐞𝐝 𝐚𝐬 𝐁𝐨𝐚𝐫𝐝 𝐨𝐟 𝐃𝐢𝐫𝐞𝐜𝐭𝐨𝐫𝐬 Texas Woman’s University has appointed Holly Hansen-Thomas, PhD, and Rosalind Ong to the board of directors of Texas Women in Higher Education (TWHE). Read More: https://bityl.co/Os0l #Hansen #hansenthomas #boardofdirectors #news #BusinessNews #newsdaily #NewsUpdate #womenleaders #womenentrepreneurs #womeninbusiness

Blooming in the Numbers: QuantCrit and QT Communities Join NASPA - Student Affairs Administrators in Higher Education GSKC and LKC Latinx Inclusion Co-Chairs for next installment of “Blooming” in community with other Trans & Queer Latinx/a/o higher education professionals. Description: This interactive session will begin by collectively reflecting on our early math experiences, and how (if at all) it has influenced how we approach our work today. We will problematize what it means to work with data, and discuss ways in which we can leverage our experiential knowledge and expertise when engaging with quantitative research. RSVP Form: bit.ly/BLOOMINGJAN2024 Facilitators:  Danielle N. A. is a PhD student in the Educational Foundations, Policy and Practice program at the University of Colorado Boulder. She received her M.Ed. in Student Affairs and Higher Education Administration from the University of Vermont, BA from the University of California, Santa Barbara. Danielle employs PAR and critical theories to work towards liberation, and create meaningful change that centers the lived experiences of groups most impacted by social injustices. Ángel Gonzalez, Ed.D. (he/they/elle) is an Assistant Professor of Higher Education Administration and Leadership (HEAL) at Fresno State University. As a first-generation queer, Latinx, joto, they engage their scholarship through post-structuralist and transformative paradigms rooted in Xicana/Latina feminists epistemologies. Dr. González’s research agenda focuses on three strands; 1) examining the conditions, experiences, and outcomes for queer and/or trans communities; 2) Latinx Leadership and organizational change; and 3) racial equity policy implementation all within the community college context. Contact Latinx Inclusion Co-Chairs Hugo Yepez (hugoayepez@gmail.com) and Diane Gaskin, M.A. (diane.a.gaskin@gmail.com) for any questions.