Mentoring in Caribbean Theological Education

This article addresses the issue of mentoring in theological education, drawing against the context of the Caribbean and the insights of Pan‐African Women, such as in the Circle of Concerned African Women Theologians, as well as support and accountability groups such as Caribbean Women Theologians for Transformation and the Caribbean and North America Council for Mission. Drawing on biblical models of mentoring, the article argues that while the ways that individuals are mentored during their theological education programmes can and will vary, women in leadership can be sounding boards, cheerleaders, advocates, facilitators, coaches, guides, role models, and even critics as they help to shape and develop other women leaders in the church.     

Why So Low?

Empirical evidence indicates that women philosophers tend to submit their work to journals substantially less often than their male colleagues. This paper points out that this difference in submission behavior comes with other specific aspects of women philosophers’ behavior, such as a tendency to be reluctant to participate in discussions, to be willing to do work low in prestige, and to specialize in certain research topics, and it argues that these differences can be understood as indirect effects of social biases: namely, effects on the working behavior of members of targeted social groups. Recent findings from philosophy journals’ book review sections and from other academic disciplines known to suffer from gender problems, especially from STEM disciplines, lend additional weight to this hypothesis.     

The Ecology of Experiences for African American Women in Clinical Doctoral Programs

African American women must navigate higher education, in particular, clinical doctoral programs, as a gendered racial minority. These women often endure multiple levels of discrimination to obtain their degree. Findings of this study highlight these experiences and suggest the importance of increasing supports for African American women in clinical doctoral programs. Practices and supports should be put in place so that students of color are not marginalized because of their race. Las mujeres afroamericanas tienen que pasar por la educación superior, y particularmente en programas de doctorado clínico, como una minoría racial y de sexo. Estas mujeres sufren con frecuencia múltiples niveles de discriminación para poder obtener su titulación. Los hallazgos de este estudio destacan estas experiencias y sugieren la importancia de incrementar los apoyos para mujeres afroamericanas en programas de doctorado clínico. Deberían implementarse prácticas y apoyos para que las estudiantes de color no sean marginadas por su raza.     

The Perpetual Outsider: Voices of Black Women Pursuing Doctoral Degrees at Predominantly White Institutions

This qualitative study explored the perceptions and experiences of Black female doctoral students at predominantly White institutions and their impact on academic persistence and overall well‐being. Fifteen Black female doctoral students participated in semistructured interviews, and each one was administered a demographic questionnaire and was extended an opportunity to participate in member checking. All data collected from the semistructured interviews, demographic questionnaires, and member‐checking exercises were analyzed using Black feminist thought as an interpretive lens. Whereas several themes emerged and are discussed in previous articles (Shavers & Moore, 2014a, 2014b), this article focused on the “Perpetual Outsider” theme, comprising the following subthemes: (a) unwelcoming spaces, (b) tokenism, and (c) outsiders at home. Implications are offered based on identity, support systems, and group counseling. Este estudio cualitativo exploró las percepciones y experiencias de estudiantes negras de doctorado en instituciones predominantemente blancas, así como su impacto en la persistencia académica y bienestar general. Quince estudiantes negras de doctorado participaron en entrevistas semiestructuradas, y a cada una de ellas se les administró un cuestionario demográfico y se les ofreció la oportunidad de participar en seguimientos de miembros. Todos los datos recopilados a partir de las entrevistas semiestructuradas, los cuestionarios demográficos y los ejercicios de seguimiento de miembros fueron analizados e interpretados desde la perspectiva del pensamiento feminista negro. Aunque surgieron varios temas que se comentan en artículos anteriores (Shavers & Moore, 2014a, 2014b), este artículo se centra en el tema del “Forastero perpetuo”, que incluye los siguientes subtemas: (a) espacios hostiles, (b) representación simbólica y (c) forasteros en casa. Se ofrecen implicaciones basadas en la identidad, sistemas de apoyo y consejería de grupo.     

欧洲妇女健康战略行动计划及启示

妇女健康一直是国际和欧洲组织的优先关注领域。为进一步改善欧洲妇女的健康状况,世界卫生组织欧洲区办事处组织编制了《欧洲妇女健康战略行动计划》。简要介绍了该战略行动计划的制定背景及主要内容,并总结其特点,为我国制定妇女健康战略行动计划提供一些启示。     

How Women Have Fared as Interscholastic Athletic Administrators Since the Passage of Title IX

The purpose of this study was to assess how well women have fared under Title IX at the interscholastic level, not as participants or coaches, but beyond the playing field into the offices of the athletic director. Demographic data were collected pertaining to the gender of members who belong to state high school athletic director associations identified by the National Interscholastic Athletic Administrators Association (NIAAA). An analysis of the gender composition of those state organizations showed that significantly (p < .05) fewer women (13%) than men (87%) held interscholastic athletic administrator positions. Additional analyses showed that there were state as well as regional differences in the percentage of women serving as interscholastic athletic directors. The findings demonstrate that although women have made extensive gains on the playing field as participants, they have been denied access to the positions of power within interscholastic athletics. Remedies and the potential effects of this segregation on girls and women, beyond the playing field, are also discussed.     

A Woman's Choice? — On Women, Assisted Reproduction and Social Coercion

This paper critically discusses an argument that is sometimes pressed into service in the ethical debate about the use of assisted reproduction. The argument runs roughly as follows: we should prevent women from using assisted reproduction techniques, because women who want to use the technology have been socially coerced into desiring children--and indeed have thereby been harmed by the patriarchal society in which they live. I call this the argument from coercion. Having clarified this argument, I conclude that although it addresses important issues, it is highly problematic for the following reasons. First, if women are being coerced to desire to use AR, we should eradicate the coercive elements in pro-natalist ideology, not access to AR. Second, the argument seems to have the absurd implication that we should prevent all women, whether fertile or not, to try to have children. Third, it seems probable that women's welfare will be greater if we let well informed and decision-competent women decide for themselves whether they want to use AR.     

Conceptualizing Transition: The Role of Metaphor in Describing the Experience of Change at Midlife

Five new or returning midlife university students were asked to provide metaphors describing their experience of midlife change, change indicated by their attending university at this point in their lives. Five resulting portraits (S. Lawrence-Lightfoot & J. H. Davis, 1997) were created, based on participant-invoked metaphors: personal rebellion against colonization, stage productions, collection and accumulation, journey home, and alchemy and metamorphosis. The portraits indicate that even from within widely divergent metaphoric conceptualizations, the respondents all find midlife to be an active, positive, and hopeful period of life. For them midlife is decidedly neither crisis nor dull plateau. Further, given the richness of the metaphor use, the study demonstrates the desirability of listening carefully to and moreover expressly soliciting metaphoric usage, in order to more fully understand people's inner realities. Finally, the portraits reveal that the participants' metaphoric conceptions are deeply imbedded in their lives, past and current, and as such identify life themes.     

‘Seeing beyond the battled body’ – An insight into selfhood and identity from women's accounts who self‐harm with a diagnosis of borderline personality disorder

Background: Self‐harm (self poisoning and self‐injury) is broadly characterised as any act intended to harm one's own body, without a conscious intent to die. Research indicates that when practitioners encounter self‐harm they often remain anxious, fearful, frustrated, and challenged about such individuals, principally because they are constrained to understand and respond to self‐harm almost exclusively within a problematised discourse (Walker, 2006). That is, a problem that must be diagnosed and contained. Women who self‐harm with a diagnosis of BPD are often portrayed as being risky, chaotic and their identity can be unstable. The aim of this study was to examine and explore the subjective experiences of women who self‐harm with a diagnosis of BPD. Participants: Four women who had a history of self‐harming behaviour with the diagnosis of BPD volunteered for the study. Method: Face‐to‐face, in‐depth narrative interviews were undertaken and were analysed within a framework which drew upon aspects of the ‘performance’ (Langellier, 1989; 2001) and ‘narrative thematic’ approaches (Reissman, 1993). Findings: Two of the participant's accounts illustrate how their self‐harming appeared to have affected their selfhood and sense of agency. They discuss how the external signs of self‐harm may take over their identity and how others communicate and interact with them. Despite the problematic nature of self‐harm implications for practice are highlighted which practitioners may draw upon in their work around self‐harm.