Frank Fernandez – författare

This timely volume challenges the ongoing underrepresentation of Latina women in science, technology, engineering and mathematics (STEM), and highlights resilience as a critical communal response to increasing their representation in degree programs and academic posts.An Asset-Based Approach to Advancing Latina Students in STEM documents the racialized and gendered experiences of Latinas studying and researching in STEM in US colleges, and centers resilience as a critical mechanism in combating deficit narratives. Adopting an asset-based approach, chapters illustrate how Latinas draw on their cultural background as a source of individual and communal strength, and indicate how this cultural wealth must be nurtured and used to inform leadership and policy to motivate, encourage, and support Latinas on the pathway to graduate degrees and successful STEM careers. By highlighting strategies to increase personal resilience and institutional retention of Latina women, the text offers key insights to bolstering diversity in STEM.This text will primarily appeal to academics, scholars, educators, and researchers in the fields of STEM education. It will also benefit those working in broader areas of higher education and multicultural education, as well as those interested in the advancement of minorities inside and outside of academia.Elsa M. Gonzalez is Assistant Professor of Higher Education at the University of Houston, USA.Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA.Miranda Wilson earned a Ph.D. in Higher Education Leadership and Policy Studies at the University of Houston, USA.

This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.

This timely volume challenges the ongoing underrepresentation of Latina women in science, technology, engineering and mathematics (STEM), and highlights resilience as a critical communal response to increasing their representation in degree programs and academic posts.An Asset-Based Approach to Advancing Latina Students in STEM documents the racialized and gendered experiences of Latinas studying and researching in STEM in US colleges, and centers resilience as a critical mechanism in combating deficit narratives. Adopting an asset-based approach, chapters illustrate how Latinas draw on their cultural background as a source of individual and communal strength, and indicate how this cultural wealth must be nurtured and used to inform leadership and policy to motivate, encourage, and support Latinas on the pathway to graduate degrees and successful STEM careers. By highlighting strategies to increase personal resilience and institutional retention of Latina women, the text offers key insights to bolstering diversity in STEM.This text will primarily appeal to academics, scholars, educators, and researchers in the fields of STEM education. It will also benefit those working in broader areas of higher education and multicultural education, as well as those interested in the advancement of minorities inside and outside of academia.Elsa M. Gonzalez is Assistant Professor of Higher Education at the University of Houston, USA.Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA.Miranda Wilson earned a Ph.D. in Higher Education Leadership and Policy Studies at the University of Houston, USA.

This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.

Winner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE)Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education TheoryIn The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production. The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more—not less—important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.

Offering aspiring leaders a chance to learn from the experience of deans, vice presidents, and presidents who have served at different types of institutions around the country, Leadership Talks: Candid Conversations with Academic Leaders, presents a half dozen extended interviews with current and former administrators that cover their paths to leadership, how they navigate evolving challenges in higher education, and how they have learned from failure. These leaders come from diverse backgrounds and have worked at a mix of public and private institutions. Their campuses ranged from two-year, open access institutions to selective four-year research universities in six states across the U.S.As colleges and universities face intensifying challenges, Leadership Talks offers a new model of seven essential skills and qualities for 21st century academic leadership. Many campus leaders will need to navigate a looming enrolment cliff, campus protests, increasing public scrutiny, budget cuts, and new court decisions and state legislation curtailing efforts to increase diversity. Each chapter offers insights about how campus leaders have addressed those challenges in the past and hope for how campuses can thrive in the future.Presenting a diverse and inclusive overview of academic leadership, this timely work will be of use and interest to current, future, and aspiring leaders in higher education, along with higher education scholars and students.

Winner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE)Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education TheoryIn The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production. The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more—not less—important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.

Universities are facing budget crises and growing competition, with many leaders clinging to older methods of leadership. This results in institutions with unprecedented deficits, decreased enrolments, and low graduation rates. What tools are necessary to succeed in the ever-changing and diversifying higher education market? In this book, the authors provide a model for leading universities in rapidly changing environments. Using the University of Houston as their case study, examining the institution’s explosive growth under the transformative leadership of President Renu Khator and her team. The President’s success in the realms of fundraising, organizational architecture, development, crisis management, and building campus culture are all facets of a revolutionary leadership model that can be replicated as a new style of academic governance. Transformational University Leadership presents a model of leadership for higher education institutions in the 21st century.With a special focus on gender and culture, the authors explore the leadership tactics and strategies university presidents use to uplift the University from a regional campus to a tier 1 research powerhouse. Offering strategies, anecdotes, and transferable methods for university leaders seeking to elevate their institution and thrive in the 21st century academic market.