Publications are listed in alphabetical order according to the name of the first author.
Ahmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press. 2012.
What does diversity do? What are we doing when we use the language of diversity? Sara Ahmed offers an account of the diversity world based on interviews with diversity practitioners in higher education, as well as her own experience of doing diversity work. Diversity is an ordinary, even unremarkable, feature of institutional life. Yet diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the “brick wall.: On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as “non-performatives” that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them.
Bohnet, Iris. What Works: Gender Equality by Design. Cambridge, MA: The Belknap Press of Harvard University Press. 2016.
Gender equality is a moral and a business imperative. But unconscious bias holds us back, and de-biasing people’s minds has proven to be difficult and expensive. Diversity training programs have had limited success, and individual effort alone often invites backlash. Behavioral design offers a new solution. By de-biasing organizations instead of individuals, we can make smart changes that have big impacts. Presenting research-based solutions, Iris Bohnet hands us the tools we need to move the needle in classrooms and boardrooms, in hiring and promotion, benefiting businesses, governments, and the lives of millions.
What Works is built on new insights into the human mind. It draws on data collected by companies, universities, and governments in Australia, India, Norway, the United Kingdom, the United States, Zambia, and other countries, often in randomized controlled trials. It points out dozens of evidence-based interventions that could be adopted right now and demonstrates how research is addressing gender bias, improving lives and performance. What Works shows what more can be done—often at shockingly low cost and surprisingly high speed.
De Welde, Kristine and Andi Stepnick (Eds). Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education. Sterling, VA: Stylus Publishing. 2015.
Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to the “old boys’ club,” women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.
This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types.
Heith, Anne. Laestadius and Laestadianism in the Contested Field of Cultural Heritage: A Study of Contemporary Sámi and Tornedalian Texts. Northern Monographs Series 6. Umeå: Umeå University & The Royal Skyttean Society. 2018.
Laestadius and Laestadianism in the Contested Field of Cultural Heritage: A Study of Contemporary Sámi and Tornedalian Texts, provides a stimulating discussion of the use of local history in the creation of Sami and Tornedal anti-colonial stories, in the context of colonialism and cultural homogenization linked to modern nation-building.
Horan, Jane. How Asian Women Lead: Lessons for Global Corporations. New York: Palgrave Macmillan. 2014.
How Asian Women Lead provides a vastly different picture than Western-focused leadership literature, highlighting obstacles Asian women face reaching the top, and looking beneath the corporate surface to show cultural and family perspectives.
Jackson, Liz. Muslims and Islam in U.S. Education: Reconsidering Multiculturalism. London; New York: Routledge. 2014.
Muslims and Islam in U.S. Education explores the complex interface that exists between U.S. school curriculum, teaching practice about religion in public schools, societal and teacher attitudes toward Islam and Muslims, and multiculturalism as a framework for meeting the needs of minority group students. It presents multiculturalism as a concept that needs to be rethought and reformulated in the interest of creating a more democratic, inclusive, and informed society.
Jahren, Hope. Lab Girl: A Story of Trees, Science and Love. New York: Alfred A. Knopf. 2016.
Geobiologist Hope Jahren has spent her life studying trees, flowers, seeds, and soil. Lab Girl is her revelatory treatise on plant life—but it is also a celebration of the lifelong curiosity, humility, and passion that drive every scientist. In these pages, Hope takes us back to her Minnesota childhood, where she spent hours in unfettered play in her father’s college laboratory. She tells us how she found a sanctuary in science, learning to perform lab work “with both the heart and the hands.” She introduces us to Bill, her brilliant, eccentric lab manager. And she extends the mantle of scientist to each one of her readers, inviting us to join her in observing and protecting our environment. Warm, luminous, compulsively readable, Lab Girl vividly demonstrates the mountains that we can move when love and work come together.
Man, Eva Kit Wah. Cross-Cultural Reflections on Chinese Aesthetics, Gender, Embodiment and Learning. Singapore: Springer. 2020.
This book gathers research and writings that reflect on traditional and current global issues related to art and aesthetics, gender perspectives, body theories, knowledge and learning. It illustrates these core dimensions, which are bringing together philosophy, tradition and cultural studies and laying the groundwork for comparative research and dialogues between aesthetics, Chinese philosophies, Western feminist studies and cross-cultural thought. Pursuing an interdisciplinary approach, the book also integrates philosophical enquiries with cultural anthropology and contextual studies. As implied in the title, the main methodologies are cross-cultural and comparative studies, which touch on performances in art and aesthetics, social existence and education, and show that philosophical enquiries, aesthetical representation and gender politics are simultaneously historical, living and contextual. The book gathers a wealth of cross-cultural reflections on philosophical aesthetics, gender existence and cultural traditions. The critical thinking within will benefit undergraduates, postgraduates and researchers in the area of comparative philosophies. It blends academic rigor with personal reflection, which is a critical practice in feminist philosophy itself.
Marshall, Eugene and Susanne Sreedhar (Eds). A New Modern Philosophy: The Inclusive Anthology of Primary Sources. New York: Routledge. 2019.
The seventeenth and eighteenth centuries are arguably the most important period in philosophy’s history, given that they set a new and broad foundation for subsequent philosophical thought. Over the last decade, however, discontent among instructors has grown with coursebooks’ unwavering focus on the era’s seven most well-known philosophers—all of them white and male—and on their exclusively metaphysical and epistemological concerns. While few dispute the centrality of these figures and the questions they raised, the modern era also included essential contributions from women—like Margaret Cavendish, Elisabeth of Bohemia, Mary Wollstonecraft, and Émilie Du Châtelet—as well as important non-white thinkers, such as Anton Wilhelm Amo, Julien Raimond, and Ottobah Cugoano. At the same time, there has been increasing recognition that moral and political philosophy, philosophy of the natural world, and philosophy of race—also vibrant areas of the seventeenth and eighteenth centuries—need to be better integrated with the standard coverage of metaphysics and epistemology. A New Modern Philosophy: The Inclusive Anthology of Primary Sources addresses—in one volume—these valid criticisms. Weaving together multiple voices and all of the era’s vibrant areas of debate, this volume sets a new agenda for studying modern philosophy. It includes a wide range of readings from 34 thinkers, integrating essential works from all of the canonical writers along with the previously neglected philosophers.
Mayock, Ellen. Gender Shrapnel in the Academic Workplace. New York: Palgrave Macmillan. 2016.
This book employs the image of “shrapnel,” bits of scattered metal that can hit purposeful targets or unwitting bystanders, to narrate the story of workplace power and gender discrimination. The project interweaves stories of gender shrapnel with an examination of national rhetoric surrounding business, education, and law to uncover underlying phenomena that contribute to discourse on privilege and gender in the academic workplace. Using concrete examples that serve as case studies for subsequent discussion of data about women in the workforce, language use and misuse, sexual harassment, silence and shutting up, and hiring, training, promotion, and the glass ceiling, Mayock explores the deeper implications of gender inequity in the workplace.
Slaughter, Anne-Marie. Unfinished Business: Women Men Work Family. New York: Random House. 2015.
When Anne-Marie Slaughter accepted her dream job as the first female director of policy planning at the U.S. State Department in 2009, she was confident she could juggle the demands of her position in Washington, D.C., with the responsibilities of her family life in suburban New Jersey. But then life intervened. Parenting needs caused her to make a decision to leave the State Department and return to an academic career that gave her more time for her family. The reactions to her choice led her to question the feminist narrative she grew up with. Her subsequent article for The Atlantic, “Why Women Still Can’t Have It All,” created a firestorm, sparked intense national debate, and became one of the most-read pieces in the magazine’s history.
Now, in her refreshing and forthright voice, Anne-Marie Slaughter returns with her vision for what true equality between men and women really means, and how we can get there. She uncovers the missing piece of the puzzle, presenting a new focus that can reunite the women’s movement and provide a common banner under which both men and women can advance and thrive. With moving personal stories, individual action plans, and a broad outline for change, Anne-Marie Slaughter reveals a future in which all of us can finally finish the business of equality for women and men, work and family.
Strober, Myra. Sharing the Work: What My Family and Career Taught Me about Breaking Through (and Holding the Door Open for Others). Cambridge, MA: MIT Press. 2016.
Myra Strober became a feminist on the Bay Bridge, heading toward San Francisco. It is 1970. She has just been told by the chairman of Berkeley's economics department that she can never get tenure. Driving home afterward, wondering if she got something out of the freezer for her family's dinner, she realizes the truth: she is being denied a regular faculty position because she is a mother. Flooded with anger, she also finds her life's work: to study and fight sexism, in the workplace, in academia, and at home.
Strober's generous memoir captures the spirit of a revolution lived fully, from her Brooklyn childhood (and her shock at age twelve when she's banished to the women's balcony at shul) to her groundbreaking Stanford seminar on women and work. In the 1970s, the term “sexual harassment” had not yet been coined. Occupational segregation, quantifying the value of work in the home, and the cost of discrimination were new ideas. Strober was a pioneer, helping to create a new academic field and founding institutions to establish it. But she wasn't alone: she benefited from the women's movement, institutional change, and new federal regulations that banned sex discrimination.
Thwaites, Rachel and Amy Pressland (Eds). Being an Early Career Feminist Academic. London: Palgrave Macmillan. 2017.
This book highlights the experiences of feminist early career researchers and teachers from an international perspective in an increasingly neoliberal academy. It offers a new angle on a significant and increasingly important discussion on the ethos of higher education and the sector's place in society. Higher education is fast-changing, increasingly market-driven, and precarious. In this context entering the academy as an early career academic presents both challenges and opportunities. Early career academics frequently face the prospect of working on fixed term contracts, with little security and no certain prospect of advancement, while constantly looking for the next role. Being a feminist academic adds a further layer of complexity: the ethos of the marketising university where students are increasingly viewed as ‘customers’ may sit uneasily with a politics of equality for all. Feminist values and practice can provide a means of working through the challenges, but may also bring complications.
Valian, Virginia. Why so slow? The Advancement of Women. Cambridge, MA: MIT Press. 1997.
Virginia Valian uses concepts and data from psychology, sociology, economics, and biology to explain the disparity in the professional advancement of men and women.
Wang, Xiying. Gender, Dating and Violence in Urban China. New York: Routledge. 2017.
This book explores young people’s experiences of, and views on, dating, gender, sexuality, sexual hegemony and violence within dating relationships. Based on interviews and focus groups conducted in Beijing over a decade, and focusing especially on dating violence, the book reveals provides insights into a wide range of issues of gender and sexuality in contemporary China. It shows how young Chinese people’s attitudes and behaviors are changing as urban China develops rapidly, and how their experience of dating violence and meaning-making are affected by age, gender, location and class.