Embracing a Collective of Women: Insights in Academia for Renewal and Remedy

• In Event: Transforming the Role of Educational Leader

Abstract

Our study provides an example of how graduate students and faculty members can support each other as they cope with the stressors of academia and how supportive connections can build resilience in academic work and their personal lives. We ground our work in the literature of sociocultural learning (Wertsch & Bivens, 1992; Vygotsky, 1978) and identity theory (Hogg & Grieve, 1999). Through the use of thematic analysis, findings reveal how members formed relationships with each other to manage obstacles and navigate challenges. Our work offers promise to women within academia by sharing a successful model of a collaborative group that prioritizes space for members to feel supported while engaging in the difficult complexities and realities of academic spaces.

Authors

• Shannon Athey, West Chester University of Pennsylvania

• Sharon Daley, Indiana University

• Breanya Hogue, Purdue University

• Bridgette L. Holmes, Indiana University

• Hyunjeong Lee, Indiana University

• Chelsea Lonsdale, Henry Ford College

• Jessica McClain, Indiana University

• Jill A. Scott, Indiana University

• Elizabeth Stelle, Indiana University

• Amy Walker, Kent State University

• Patricia Walsh, Indiana University

• Dianne T. Wellington, SUNY - College at Cortland