Ellen M. Broido

The Experiences of Lesbian and Bisexual Women in College Residence Halls

SUMMARY In-depth interviews were conducted with ten lesbian and bisexual women university students to learn about their experiences living in college residence halls. Many of the women reported experiencing a hostile environment as a result of direct and indirect harassment and lack of support from roommates, resident assistants, and other residents. Participants also reported supportive factors that helped to make the environment more comfortable. In particular, these students appreciated residence life staff who actively confronted homophobic acts and showed their support by providing information on lesbian, gay, and bisexual topics. Interviewees provided suggestions for improving the climate in residence halls and for training residence hall staff to work more effectively with lesbian, gay, and bisexual students. Implications are offered for addressing homophobia and heterosexism in womens residence halls.

Responding to Gendered Dynamics: Experiences of Women Working Over 25 Years at One University

In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women’s experiences working at one university for 25−40 years have changed. Participants ranged from 45- to 70-years-old at the time of their interview, with more than half older than 60, and 84% identified as White. Women with extended history of service to a single institution provide a unique lens for examining institutional change and gendered structures as they have, in their longevity, thrived or survived. In this article we explore a subset of the findings focused on how women recognize gendered dynamics within the university, and how women respond to inequitable dynamics. Women’s descriptions of the climate include experiences of modern and benevolent forms of sexism in this institution; however, few participants identified these behaviors as sexist. We extend current understandings by documenting modern sexism in higher education and identifying patterns of description and denial of sexism, as well as adaptation and resistance to gendered dynamics. We demonstrate that climate cannot be measured solely by reports of sexual harassment, and explain why sexism is likely to be underreported.

Graduate Intern Exchange: Increasing Competencies and Awareness Through Professional Development

In this article, the authors describe a student affairs graduate student internship exchange program between Florida International University, a large, urban, Hispanic-serving institution, and Bowling Green State University, a rural, residential, midwestern university, and present findings from a survey of past participants. Results indicate significant growth in functional area knowledge and growth in diversity-related outcomes. The authors propose strategies for enhancing multicultural competencies within the exchange program and curriculum and describe ways others might incorporate similar experiences.

Exploring Leadership: For College Students Who Want to Make a Difference (review)

that academic institutions can work effectively and still respect traditional academic values. What Ever Happened to the Faculty? is well written. Burgan writes with conviction and marshals a good deal of evidence to support her arguments. She also draws from her own long career in teaching and with the AAUP. The book is more of a series of essays than a closely argued, research-driven analysis. Many of these themes are more thoroughly analyzed in Jack Schuster and Martin Finkelstein’s The American Faculty (2006). Burgan provides a nuanced liberal defense of American higher education and a critique of some of the arguments of the conservatives. But at the end, there is little new analysis here. The benefit of the book is its bringing together of key themes in the current debate and providing a spirited discussion.