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NASPA Journal About Women In Higher Education is a peer-reviewed journal published by Taylor & Francis, covering Higher Education Research Studies, Gender Diversity and Inequality, Mentoring and Academic Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." NASPA Journal About Women In Higher Education 12 (3): 45–58.
Formats any DOI in NASPA Journal About Women In Higher Education style. No sign-up. |
| Publishes research in | Higher Education Research Studies Gender Diversity and Inequality Mentoring and Academic Development Critical Race Theory in Education Work-Family Balance Challenges |
| ISSN | 1940-7882 |
| h-index | 25 |
| i10-index | 80 |
| Total citations | 2,267 |
| Top institutions publishing here | University of Rhode Island |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Because little work exists on the sense of belonging focusing on just Black undergraduate women in science, technology, engineering, and math (STEM), especially at highly selective predominantly white institutions (PWIs), this study takes a phenomenological approach to understand the lived experiences of Black undergraduate women in STEM by exploring how racial and gendered microaggressions influence…
A mixed methods analysis of women faculty departure at one research institution was conducted using Hagedorn’s model of faculty job satisfaction. Findings from an institution-wide survey and interviews with women faculty who had left the institution resulted in several themes: (a) a lack of resources to support faculty work, (b) a lack of consistent and…
In this study of a random sample of 524 professors (47% women, 83% White) from 100 colleges and universities across the United States, 91% reported at least one act of student incivility/bullying, 25% experienced at least one sexual behavior from a student, and 1–2% said a student had used or threatened them with violence in…
The purpose of this critical qualitative inquiry was to explore what motivated undergraduate Black womyn (UBW) to engage in “Sister Circle”- type student organizations—or groups that center race and gender. Using a critical race feminist theoretical lens, data were collected through a combination of one-on-one interviews and focus groups. Through this project, we found that…
The purpose of this preliminary, phenomenological study was to identify factors that influence identity development and meaning-making of Black undergraduate women at a predominately White institution. The goal of this research was two-fold: to share diverse experiences of Black undergraduate women in order to understand the essence of their lived experience and to identify contemporary…
