title: Welcome ground for women faculty in academe: An international perspective

authors: Copper, Joanne

subjects: welcome ground

abstract: With the continued documentation of a persistent hostile or chilly climate for women in academe (Blum, 1991; Cooper, 2002; Curtis, 2005; Glazer-Raymo, 1999), questions arise about whether women faculty can find a home or welcome ground, both in the United States and around the world (Caplan, 1993; Cooper, Benham, Collay, Martinez-Aleman, & Scherr, 1999).  The literature identifies a number of differing ways of viewing the academy as home. For example, Jane Roland Martin (2000) refers to the academy as "the home of thought" (p. 41). In discussing this concept, many women academics talk about finding or forging, if not a home, then welcome ground or a neighborhood. Whatever the term, the connotation is one of a place that is friendly, rather than hostile; one that counters the chilly climate image that Sandler and Hall (1986) have written about.
This article explores the question of finding a home or welcome ground by asking if these concepts are relevant both in the new millennium and in the international arena.  We examine the experiences of women academics in three countries: the United States (US), Aotearoa/New Zealand (NZ), and Romania (Ro). We build on the recent exploration of US women's efforts to find or forge a home (Cooper, Ortiz, Benham, & Scherr, 2002; Cooper, et al., 1999), and explore this concept in three countries that are geographically distant from one another. They are vastly different in size, from the giant United States to the tiny New Zealand, as well as culturally, politically, and economically different. We share the stories of twelve women, four each from the US, NZ, and Romania. Because experiences are embedded in the particular socio-cultural, political conditions of the individual country, the next section will describe existing research about women's experiences in each country.

text: Welcome ground for women faculty in academe: An international perspective With the continued documentation of a persistent hostile or chilly climate for women in academe (Blum, 1991; Cooper, 2002; Curtis, 2005; Glazer-Raymo, 1999), questions arise about whether women faculty can find a home or welcome ground, both in the United States and around the world (Caplan, 1993; Cooper, Benham, Collay, Martinez-Aleman, & Scherr, 1999).  The literature identifies a number of differing ways of viewing the academy as home. For example, Jane Roland Martin (2000) refers to the academy as "the home of thought" (p. 41). In discussing this concept, many women academics talk about finding or forging, if not a home, then welcome ground or a neighborhood. Whatever the term, the connotation is one of a place that is friendly, rather than hostile; one that counters the chilly climate image that Sandler and Hall (1986) have written about.
This article explores the question of finding a home or welcome ground by asking if these concepts are relevant both in the new millennium and in the international arena.  We examine the experiences of women academics in three countries: the United States (US), Aotearoa/New Zealand (NZ), and Romania (Ro). We build on the recent exploration of US women's efforts to find or forge a home (Cooper, Ortiz, Benham, & Scherr, 2002; Cooper, et al., 1999), and explore this concept in three countries that are geographically distant from one another. They are vastly different in size, from the giant United States to the tiny New Zealand, as well as culturally, politically, and economically different. We share the stories of twelve women, four each from the US, NZ, and Romania. Because experiences are embedded in the particular socio-cultural, political conditions of the individual country, the next section will describe existing research about women's experiences in each country.

year: 2006

title: After the education disciplines: teaching theory on-line.

authors: Middleton, Sue

subjects: education

abstract: Like all social theorising, the academic study of education is 'reflexive'- complicated by the fact of our immersion in it. This paper discusses an on-line version of an undergraduate teacher-education course, 'Social Issues in New Zealand Education,' that is designed to teach its students how to do such 'situated' educational theorising. Consistent with this theme, the paper is written as a stream-of-consciousness narrative. In an attempt to fix in print the 'counterpoint' of pedagicical theorising in general, as well as more specifically in an on-line setting, it is episodic in structure - more like the lateral leaps of hypertext than the disciplined hierarchies of headings characteristic of the linearity of conventional academic argument. It falls into three parts. The first introduces the online virtual classroom environment in which the teaching takes place. Part two locates the course within more general epistemological issues confronting designers of education (foundations) courses in pre-service teaching degrees in the twenty-first century. In Part three, the syllabus of the course is outlined. The paper concludes with examples of students doing 'situated' educational theorising as they engage with course readings and assignments. Through this multi-layered account, I raise for discussion some broad questions about pedagogy in educational foundations courses in today's environment.

text: After the education disciplines: teaching theory on-line. Like all social theorising, the academic study of education is 'reflexive'- complicated by the fact of our immersion in it. This paper discusses an on-line version of an undergraduate teacher-education course, 'Social Issues in New Zealand Education,' that is designed to teach its students how to do such 'situated' educational theorising. Consistent with this theme, the paper is written as a stream-of-consciousness narrative. In an attempt to fix in print the 'counterpoint' of pedagicical theorising in general, as well as more specifically in an on-line setting, it is episodic in structure - more like the lateral leaps of hypertext than the disciplined hierarchies of headings characteristic of the linearity of conventional academic argument. It falls into three parts. The first introduces the online virtual classroom environment in which the teaching takes place. Part two locates the course within more general epistemological issues confronting designers of education (foundations) courses in pre-service teaching degrees in the twenty-first century. In Part three, the syllabus of the course is outlined. The paper concludes with examples of students doing 'situated' educational theorising as they engage with course readings and assignments. Through this multi-layered account, I raise for discussion some broad questions about pedagogy in educational foundations courses in today's environment.

year: 2003

title: Inequities in Covid-19 Omicron infections and hospitalisations for Māori and Pacific people in Te Manawa Taki Midland region, New Zealand

authors: Whitehead, Jesse

abstract: Covid-19 impacts population health equity. While mRNA vaccines protect against serious illness and death, little New Zealand (NZ) data exists about the impact of Omicron - and effectiveness of vaccination - on different population groups. We aim to examine the impact of  Omicron  on Māori, Pacific and Other ethnicities and how this interacts with age and vaccination status in the Te Manawa Taki Midland region of NZ. Daily Covid-19 infection and hospitalisation rates (01/02/2022 - 29/06/2022) were calculated for Māori, Pacific and Other ethnicities for six age bands. A multivariate logistic regression model quantified the effects of ethnicity, age, and vaccination on hospitalisation rates. Per-capita Omicron cases were highest and occurred earliest among Pacific (9 per 1,000) and Māori (5 per 1,000) people and were highest among 12-24 year-olds (7 per 1,000). Hospitalisation was significantly more likely for Māori (OR=2.03), Pacific people (OR=1.75), over 75-year olds (OR=39.22), and unvaccinated people (OR=4.64). Length of hospitalisation is strongly related to age. Covid-19 vaccination reduces hospitalisations for older individuals and Māori and Pacific populations. Omicron inequitably impacted Māori and Pacific people through higher per-capita infection and hospitalisation rates. Older people are more likely to be hospitalised and for longer.

text: Inequities in Covid-19 Omicron infections and hospitalisations for Māori and Pacific people in Te Manawa Taki Midland region, New Zealand Covid-19 impacts population health equity. While mRNA vaccines protect against serious illness and death, little New Zealand (NZ) data exists about the impact of Omicron - and effectiveness of vaccination - on different population groups. We aim to examine the impact of  Omicron  on Māori, Pacific and Other ethnicities and how this interacts with age and vaccination status in the Te Manawa Taki Midland region of NZ. Daily Covid-19 infection and hospitalisation rates (01/02/2022 - 29/06/2022) were calculated for Māori, Pacific and Other ethnicities for six age bands. A multivariate logistic regression model quantified the effects of ethnicity, age, and vaccination on hospitalisation rates. Per-capita Omicron cases were highest and occurred earliest among Pacific (9 per 1,000) and Māori (5 per 1,000) people and were highest among 12-24 year-olds (7 per 1,000). Hospitalisation was significantly more likely for Māori (OR=2.03), Pacific people (OR=1.75), over 75-year olds (OR=39.22), and unvaccinated people (OR=4.64). Length of hospitalisation is strongly related to age. Covid-19 vaccination reduces hospitalisations for older individuals and Māori and Pacific populations. Omicron inequitably impacted Māori and Pacific people through higher per-capita infection and hospitalisation rates. Older people are more likely to be hospitalised and for longer.

year: 2023-04-24