Papers by Ana M . Martinez-Aleman
Philosophy of Education, 2018
Educational Researcher, Oct 1, 2006
Proceedings of the 2020 AERA Annual Meeting
The purpose of this study was to use structural equation modeling to examine how the experience o... more The purpose of this study was to use structural equation modeling to examine how the experience of racialized aggressions on social media influenced the perceptions of campus racial climate for undergraduate students of color (n=771). Findings suggest that students who experienced racialized aggressions on social media did report less positive perceptions of campus diversity climate. Given that in-person and online environments are growing evermore seamless for students, this has implications for campus climate and diversity programming.
Teachers College Record, 2003
Routledge eBooks, Dec 29, 2020
Educational Theory, Mar 1, 1999
This study examined how race and ethnicity inform college friendships of women of color and sough... more This study examined how race and ethnicity inform college friendships of women of color and sought to determine how these two variables altered the learning characteristics of such relationships. The study, at a predominantly white college campus, found these relationships consistent with the sociological definition of intentional communities and also found that such friendship communities fostered both integration and separation, relationships which are interdependent and mutually associated for women of color. It suggested that women of color, unlike their white peers, judge pedagogy and classroom climate not by the barometer of gender but rather by the barometer of race and ethnicity. Of the 41 African-American, Asian-American, and Latinas in the study, 87 percent chose a primary female friend of the same race and/or ethnicity. They used female friendships to: (1) develop a positive ethnic and/or racial self-image, (2) to engage in noncombative and noneducative "race talk" as a respite from racial and/or ethnic hypersensitivity and hostility, (3) to give and receive academic encouragement and support, and (4) to develop a gendered understanding of self within their ethnic and/or racial identifies. The same sororial relationships were also used to separate in order to integrate to judge their integration into the larger campus community. (Contains 15 references.) (DB)
The Journal of General Education, 2000
... Higher education leadership: Analyzing the gender gap. Post a Comment. CONTRIBUTORS: Author: ... more ... Higher education leadership: Analyzing the gender gap. Post a Comment. CONTRIBUTORS: Author: Chliwniak, Luba. ... SUBJECT(S): Education, Higher; Educational leadership; Women college administrators; Administration; United States. DISCIPLINE: No discipline assigned. ...
This paper addresses issues surrounding the ideal of community in American undergraduate educatio... more This paper addresses issues surrounding the ideal of community in American undergraduate education and the challenge of multiculturalism in the context of a feminist interpretation of the pragmatism of John Dewey. A contradictory relationship is seen to exist between higher education's definition of community and multiculturalism; and this paper's interpretation of Dewey is thought to resolve these contradictions. First, the paper discusses the rhetoric of community, especially its origins in nineteenth century Oxford (England), and the results of a year-long study in 1990 to redefine the ideal of community in higher education. Then the paper considers the challenges of multiculturalism, such as a perceived loss of shared values and community, and the response of higher education (desegregate the student body without substantive changes in curriculum, pedagogy, or the college mission). In contrast, viewed in the context of Dewey, multiculturalism becomes a method of thinking, "intelligent learning," which can unite rather than separate individuals, and would enable individuals to communicate sociocultural experiential facts so that all members of the college community can develop shared objectives. The paper concludes that Dewey would see multiculturalism as bringing to undergraduate education the opportunity to communicate, to find commonality, and to establish emergent communities. (Contains 49 footnotes.) (DB)
The Review of Higher Education, 2018
Merrimack College. As a scholar-activist, her work focuses on documenting and advancing feminist ... more Merrimack College. As a scholar-activist, her work focuses on documenting and advancing feminist and queer transformations of the American university. She is the author of Stonewall's Legacy: Bisexual, gay, lesbian and transgender students in higher education (2011) and she is currently co-editing a special issue of Violence Against Women on activism to end gender based violence in universities.
Feminist Formations, 2014
Through its increasing corporatization in the last two decades, the university in the United Stat... more Through its increasing corporatization in the last two decades, the university in the United States has implemented an organizational ideology that has created a climate unfavorable for women faculty. By overvaluing and intensifying managerial principles, the university in the United States has strengthened discursive masculinity and has worsened women faculty's likelihood of professional advancement. Consequently, the adoption and implementation of managerialism in higher education in the United States is a question of gender equity for the academic profession. Feminist educational scholars have been relatively quiet on the growth of managerialism in the university and its impact on gender equity. In particular, feminist scrutiny of managerialism's discursive masculinity and its effects on gender equity in the university has been lacking. This conceptual article presents a feminist analysis of managerialism and its implications for women faculty in the United States; it examines how managerial culture and practices adopted by universities have revived, reinforced, and deepened the discourse of masculinity.
The Review of Higher Education, 2008
The Review of Higher Education, 2000
The Review of Higher Education Copyright © 2000 Association for the Study of Higher Education. Al... more The Review of Higher Education Copyright © 2000 Association for the Study of Higher Education. All rights reserved. The Review of Higher Education 23.2 (2000) 133-152, ...
About Campus, 1998
Friendships among women are supportive and helpful, of course, but are they also vehicles for lea... more Friendships among women are supportive and helpful, of course, but are they also vehicles for learning? The author shows how conversation between women offers them a safe haven for trying out ideas and for challenging themselves and each other—a haven, she asserts, that institutions need to be aware of and nurture.
The Journal of Higher Education, Sep 1, 2010
I don't know what I would do without them. There is something unique about relationships between ... more I don't know what I would do without them. There is something unique about relationships between women that I cannot do without. Understanding this came in college where I think so many of us learned the intellectual and fortifying effects of a community of women-something that I find preserved in my relationships with those women today. (Kate, research participant) From 1993 through 1997 undergraduate women attending a residential coeducational predominantly White college participated in a phenomenological research project that assessed the cognitive nature, power, and educational value of college women's female friendships (Martínez Alemán, 1997). The research project's primary goal was to gain understanding of an aspect of women's friendships routinely ignored (i.e. the educative value of women's same sex friendships in college). Grounded in feminist friendship theories and the research on learning as relational, this research project focused on women's female friendships as "a site for assessing meaning of self and of reality, a site for the experience of different perspectives and viewpoints, and an opportunity for growth through interdependency" (p. 132). Additionally, further study explored how race and ethnicity in concert with gender compose college women's female friendships as sites for cognitive growth (Martínez Alemán, 2000).
Educational Policy, Jul 1, 2001
The author revisits earlier discussions of the importance of the development of the individual fo... more The author revisits earlier discussions of the importance of the development of the individual for a democratic society, looking in particular at the pragmatic utopianism of John Dewey. The article proceeds from a view of personal growth, subjectivity, and communal relations that ...
Routledge eBooks, Jun 22, 2023
The Forum on Education Abroad eBooks, 2022
The Teacher Educator, Jun 1, 2003
Abstract The author presents a case for expanding the philosophical literacy of preservice teache... more Abstract The author presents a case for expanding the philosophical literacy of preservice teachers. It is argued here that increasing the philosophical literacy in teacher education programs will enable teachers to think deliberatively and, consequently, reflectively on the ...
Social Inclusion, Jul 21, 2021
This article focuses on the public German higher education sector as a site upon and through whic... more This article focuses on the public German higher education sector as a site upon and through which coloniality is enacted. This status quo indicates exclusionary effects and merits interrogation. We briefly discuss the history of German colonialism to understand how coloniality pervades higher educational structures in the German context today. Two proposals addressing coloniality in German higher education are made: the development of structures centering diverse faculty and the support of ethnic and identity studies.
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Papers by Ana M . Martinez-Aleman