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Just awarded!! BEST QUALITATIVE BOOK AWARD from AERA Qualitative Research SIG
Praise for Leading Change in Gender and Diversity from Margins to Mainstream (2022)
This collection guided by editorial lead, Dr. Anna CohenMiller, provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality.
“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
“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