Topical Readings for second submission. Task: Synthesize, across all for articles from both submissions

Topical Readings for the second submission

 

Task:  Synthesize all articles from both submissions.

I will be synthesizing seven articles for this task. These articles I read resonate most with my research and areas of interest with a focus on gender inequalities, as I am particularly committed to promoting and contributing to SDG Goals 4 and 5. Additionally, I explored articles on Diversity, Equity, and Inclusion (DEI) and public pedagogy, as they align with my interest in fostering inclusive practices. I will begin my synthesis with the first four articles, which address gender inequalities, and then discuss the last three articles, which focus on DEI and public pedagogy. These latter articles emphasize education beyond formal school systems and provide valuable insights into inclusion and inclusive practices both within and outside formal educational settings.  

The first article by Shepherd, S. (2017) explores “why there are so few female leaders in higher education”, This article examines the underrepresentation of women in leadership roles in higher education through the lens of structure and agency focusing on whether structural barriers (e.g., institutional policies, workplace culture) or individual agency (e.g., confidence, career aspirations) are more significant factors. However, she challenged the belief that perhaps a lack of confidence or ambition (agency) is the primary reason for this underrepresentation. Shepherd argues that both elements play a role, but structural barriers such as institutional cultures and policies are the main reasons. Similarly, Kam, J., & Lee, S. H. (2024) examine female representation in academia at public and private colleges and universities, revealing that public institutions generally lag behind private institutions in recruiting female faculty finding also shows that women are underrepresented due to both structural factors (like hiring practices) and individual factors (such as career choices and work-life balance). Moreso, there are disparities in fields such as education, while other fields like computer science, biology, and economics show no significant difference regarding the gender gap in leadership positions.

In agreement with these findings, Moodly, A. L., & Toni, N. (2022) article on "Women's Academic Leadership in Higher Education Institutions in South Africa" highlights the lack of role models and the impact of institutional cultures in South African higher education, highlighting the need for mentors or role models to inspire and support women in academia as well as emphasizing the importance of social justice towards addressing these issues. Along similar lines, Omotoso's (2020) study on women's leadership in Nigerian higher education identifies structural barriers and cultural factors that hinder women's advancement to leadership positions. The authors identify various challenges including "sticky floors", intra-feminist issues, such as the lack of solidarity among women, and internal dynamics, amongst others to be responsible for the gender gap despite their numbers preventing women from advancing to senior leadership roles.

Further, into the discourses on inclusion, Yeo, J., & Jeon, S. H. (2024) contribute to this discussion by examining diversity, equity, inclusion, and accessibility in public administration research since the George Floyd incident. They find that while efforts to improve these areas have been made, structural barriers and systemic biases persist. Furthermore, Giroux, H. A. (2006) discusses the role of public pedagogy in shaping cultural and educational practices; public pedagogy offers insights into educational practices beyond traditional classroom settings. Giroux argues that it can promote social justice and equity but then requires a critical approach to address existing inequalities. Lastly, Sandlin, J. A., Schultz, B. D., & Burdick, J. (2009) provide a comprehensive overview of public pedagogy, emphasizing the need for education and learning beyond traditional schooling. Mapping out areas or what constitutes public teaching also teaches the public how they might operate as a pedagogical agent. All are aimed at addressing social issues and promoting equity.

References:

Shepherd, S. (2017). Why are there so few female leaders in higher education: A case of structure or agency? Management in Education, 31(2), 82-87.

 Kam, J., & Lee, S. H. (2024). Female Representation in Academia: Are Women Underrepresented among Faculty at Public Colleges and Universities? Korea Citation Index

Moodly, A. L., & Toni, N. (2022). Women's Academic Leadership in Higher Education Institutions in South Africa: Where are the Role Models? Journal of Higher Education Policy and Management, 44(1), 123-135  

Omotoso, S. A. (2020). Barriers to middle-level academic leadership for female academics in Nigerian higher education. Journal of Higher Education in Africa, 18(2), 77-98.

Giroux, H. A. (2006). Public Pedagogy: Mappings and Culture. In J. A. Sandlin, B. D. Schultz, & J. Burdick (Eds.), Handbook of Public Pedagogy: Education and Learning Beyond Schooling (pp. 45-60). Routledge.

Sandlin, J. A., Schultz, B. D., & Burdick, J. (Eds.). (2009). Handbook of Public Pedagogy: Education and Learning Beyond Schooling. Routledge. https://doi.org/10.4324/978020386368

Yeo, J., & Jeon, S. H. (2023). Diversity, Equity, Inclusion, and Accessibility in Recent Public Administration Research: A Systematic Review of the Literature Since George Floyd. Journal of Policy Studies, 38(2), 33-54.