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The article explores the under-explored theme of authenticity among student affairs professionals. It highlights the impacts of societal pressures, racial and gender biases, and personal identities on professional trajectories. It also discusses the challenges of maintaining authenticity in a field that often prioritizes conformity and the importance of fostering supportive environments that embrace diverse expressions of professionalism.

The article discusses the results of a 2022 five-item survey of community college students who were previously dually enrolled in the U.S. It found that students had been more likely to receive guidance about their dual enrollment coursework from someone who worked at their high school or friends and family than from someone who worked at the college. Majority of dually enrolled students did not matriculate to the college where they took dual enrollment courses.

LGBTQ college students have historically experienced hostile campus climates during their time in higher education. While there has been advancement in LGBTQ inclusion, many universities and colleges still do not provide adequate support and services for LGBTQ students. This paper used the results from 14 qualitative interviews that explored the lived experiences of LGBTQ college students' experiences of campus support and resources at a public university. Despite the presence of a student organization and the university's commitment to inclusion, I found students wanted more LGBTQ representation and community; experienced homophobia, transphobia, and discrimination; and had mixed feelings about the Safe Zone program. Based on these findings, the paper concludes with proposals for increasing LGBTQ representation, facilitating campus education, and creating inclusive policies. [ABSTRACT FROM AUTHOR]

The article reports on the foundational praxes for indigenizing Native American Serving Non-Tribal Institution (NASNTI). It mentions promoting and supporting Indigenous visions and aspirations for selfdetermination through transformative education for Indigenous well-being, growth and prosperity, along with leadership and student support.

The article explores how higher education and student affairs administrators (HESA) at Hispanic-Serving Institutions (HSI) conceptualize servingness for African American students. It discusses the function of African American spaces in higher education and uses organizational conflict theories to analyze students' response to the closure of a space that serves as source of support and its implications for HESAs. Best practices for serving African American students are recommended.

The article examines the role of computer science department staff at Hispanic-Serving Institutions (HSI) in serving and supporting Latin American and other minority or people of color students who face challenges in navigating postsecondary education. It looks into the commitment of computer science departments to inclusivity and staff influence in promoting sense of belonging for students, imparting curriculum of computing careers and connecting them to job opportunities.

The article presents an archival study of the Northern Arizona University (NAU) as an emerging Hispanic-Serving Institution (HSI). The study examines the past missions, objectives and values of NAU and their impact on Hispanic and Latin American students. It looks into NAU's historical documentation of early student enrollment numbers, population demographics, student recruitment efforts, diversity commissions and movement toward servingness in higher education.

The article calls for U.S. community colleges with Hispanic-Serving Institutions (HSI) designation to include lesbian, gay, bisexual, transgender, queer, intersex and Asexual (LGBTQIA+) Latin American students. It looks into the condition of LGBTQIA+ Latin American students in the California Community College system and how HSI policy implementers operate servingness. It proposes the queer theory to expand servingness and urges HSI leaders to help change the landscape of higher education.

Support programs to improve higher education outcomes for former foster youths have emerged in the past 20 years, but literature to guide their development and implementation is limited. This conceptual article presents the program logic model for ACE [Achieving College Excellence] Scholars Services, the comprehensive, campus-based program supporting former foster youths grounded in social work values at California State University San Marcos (CSUSM). ACE has a noncompetitive application process that accepts an unrestricted number of students, known as ACE Scholars. To focus on the unique needs of former foster youths, students who are on probation, experiencing homeless, and unaccompanied minors are included if they have also experienced foster care. Funded by private donors, the Center for ACE Scholars on CSUSM's campus provides an inviting, welcoming space that reflects the inclusive support ACE Scholars receive. By increasing educational attainment and opportunities for this vulnerable population, ACE aims to improve outcomes for former foster youths and their next generation. Articulating this program logic model provides implications for developing and implementing support programs for former foster youths on college campuses and sets the foundation for evaluating the impact of ACE Scholars Services. [ABSTRACT FROM AUTHOR]

Although the engagement with on-campus services among Southeast Asian Americans (SEAAs) at 4-year universities and colleges have been documented, there is limited understanding of their use of on-campus services in the community college setting. Data from the Community College Success Measure (CCSM) were analyzed to examine 605 SEAA community college students' engagement with different types of on-campus services and how engagement vary by background demographic characteristics. Findings from this study suggest that use of on-campus services at community colleges for SEAA students varied by service area, ethnicity, gender, and nativity. Implications are provided for how community college institutions and student affairs practitioners can ensure SEAA students are equitably served by on-campus services. [ABSTRACT FROM AUTHOR]

At the University of Connecticut, Learning Commons were created at each of the five regional campuses as was reported in the Journal of Library Administration (Dryden & Roseman, 2010). This article will discuss the further evolution of the commons at each campus, based on a variety of assessment methods that were undertaken. These included technology surveys, online space assessment surveys, focus groups, marketing surveys, and virtual focus groups. This article shares assessment models which may be useful for the evaluation of learning commons at other academic libraries. [ABSTRACT FROM AUTHOR]

A phenomenological qualitative research methodology was used to explore how institutional agents including faculty, staff, and administrators established a sense of belonging for Black students enrolled at a Predominantly White Institution (PWI). Findings revealed that safe spaces were not specifically physical environments but were instead the people and the groups of people who made up those spaces. Also, these safe spaces engaged and drew Black students because they provided five forms of care: acceptance, understanding, social, academic, and financial resources. Finally, results showed that Black students did a lot of the work to find these spaces. Four students purposely joined clubs and attended events intending to meet people, locate academic and financial resources, and maintain previously established relationships. All five participants discussed finding friends in Summer Bridge, the Multicultural Center, and clubs that catered to their interests or identities. Support to students included checking in, listening, using affirming language, offering resources, having frequent contact, and being aware of common reference points. [ABSTRACT FROM AUTHOR]

College sexual assault is a widespread issue and the responses of support providers can greatly affect sexual assault survivors' wellbeing after a disclosure. Although "consent" (or, more precisely, the lack thereof) is the defining feature of sexual assault, little is known about how support providers understand consent and draw from this knowledge in their responses to disclosures. This is particularly important in the wake of evolving consent policies in institutions of higher education. University resident assistants (RAs) are an important source of support for students in crisis, functioning as a "first responder" and providing support. Using a sample of 305 RAs, the current study employs a critical discourse analysis to examine how RAs engage with the concept of consent in response to sexual assault disclosure situations. Four types of consent discourses were identified: (a) affirming nonconsent, (b) validating right to consent, (c) questioning nonconsent, and (d) dictating how to consent. Findings provide a novel examination of how consent is understood, communicated, and reinforced in the campus community, and the implications of these discourses for survivors. Results suggest there may be benefit in additional training for support providers around the conceptualization of consent and how to discuss consent with survivors. [ABSTRACT FROM AUTHOR]

The article deals with the situation of providing studying rooms and hostels for students. Difficult economic situation in the country caused slow growth of the studying space. It has been proved that rooms unfit for the teachinglearning process were given to institutions. The author having used rich database proves that it was too difficult to provide lodging for students, especially in the 1920s. Most institutions of higher education did not have their own hostels. Part of student dwellings was in the buildings unfit for living. It has been shown that living conditions were improving gradually during the 30s of the 20th century. The greater part of hostels was poorly furnished and there was not enough linen. Studentship living in boarding-schools had to follow the rules of residence. At the same time, it often happened that student rooms were unsanitary. Most hostels had no bathhouses, laundries, and barber shops. [ABSTRACT FROM AUTHOR]

Background: A substantial share of undergraduates are basic needs insecure, meaning they lack consistent access to essential material goods like food and shelter. These material hardships are associated with poorer academic success, but we know very little about higher education professionals' perspectives on the matter. Purpose: This paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity. Research Design: Using data from interviews with 59 professionals who work at eight broad-access public colleges and universities across five states, we employ an institutional logics perspective to understand how they draw on normative scripts, rationales, and schemas to guide their responses to campus basic needs insecurity. Findings: Higher education professionals have considerable discretion when working with students who are basic needs insecure, and they draw on organizational, professional, and broader social spheres to guide their interactions. We identify three distinct logics--systemic, quiescent, and cautious--that are unique from one another on two dimensions: locus of control and individual response based on perceived locus of control. Conclusions: The design and implementation of initiatives designed to support vulnerable students must consider the ways in which on-the-ground professionals understand students, their needs, and the sources of their challenges. [ABSTRACT FROM AUTHOR]

It is now well recognised that an effective service-recovery system plays a crucial role in service organisations. However, the importance of such systems has not yet been acknowledged by the higher-education industry. Given the need for more research on service-recovery expectations of students, this exploratory study attempts to shed light on what students believe to be the desirable attributes of professors during recovery encounters. To investigate how national culture influences student expectations during such encounters, 40 students from the UK and Bangladesh were interviewed and 210 questionnaires were completed by students. Using the semi-standardised laddering interviewing technique in combination with Kano questionnaires, the study provides an in-depth insight into the qualities and behaviours that students expect professors to portray during service-recovery encounters. The research reveals that the key attributes desired by both groups of students include being approachable, listening actively, showing empathy and providing an explanation. Among a wide range of benefits, students link these attributes to enhanced teacher–student relationship, better academic performance and at a more abstract level, to desired end-states such as harmony and well-being. [ABSTRACT FROM PUBLISHER]

The article describes the process of developing a week long thesis camp for seniors in the College of Arts and Letters at the University of Notre Dame. The library and other university groups worked together to provide the students with workshops, ready access to research assistance, and dedicated space to work on their theses. This inaugural offering was a successful experiment in collaboration. [Copyright &y& Elsevier]

This study examines possible success factors when developing technical solutions for dyslexic students. Findings in the literature, in a web survey answered by students and in the experiences from the development process at the Medical Faculty Library, Lund University, were used to find out potential success factors and difficulties. The literature found describes what dyslexia is, the situation for dyslexic students and available technical compensatory devices. One conclusion is that it is important to recognize the needs of individual students and choose flexible technical solutions. [Copyright &y& Elsevier]

The Learning Commons concept in academia is now fairly mainstream and in the evaluation phase at many institutions. This model is gradually making its way into nonresidential campuses and has proved to be a challenge for 5 regional libraries of a state university who sought to establish user-centered environments on a shoestring budget and tight quarters. These Learning Commons initiatives addressed the needs of urban, suburban, and rural libraries whose student populations ranged from under 300 to nearly 2,000. While there was no single model to address student needs at all campuses, there were commonalities in users' expectations that guided the process and allowed the libraries to seamlessly integrate new services in support of student learning. This case study describes the tools used to gauge the needs of the University of Connecticut's regional campus users to enable the libraries to launch learning commons that reflected the unique needs of nonresidential users. [ABSTRACT FROM AUTHOR]

This article describes Carmen Library Link, a tool created at the Ohio State University, which enables librarians to create customized library resource pages that are delivered to students within their courses in the Learning Management System. This article will discuss the need for the tool, how collaboration made the tool possible, and how a librarian at a regional campus has used Carmen Library Link to reach students more effectively. [ABSTRACT FROM AUTHOR]

With the development of digital technologies, academic libraries tend to prove a broad scale of digital services for faculty members and students. This column describes challenges for some common digital services in academic libraries and suggests potential collaborating strategies that might enhance the promotion of such services. [ABSTRACT FROM AUTHOR]

Universities across the world have been increasingly focused on responding to campus sexual violence. Developing a response is complex and involves addressing policy, support for those impacted by sexual violence and prevention. This manuscript outlines the structure and development of the University of Otago's whole campus approach to sexual violence that includes staff and students and addresses policy, support and prevention work. Development of this model began in 2016 with the input from academic and general staff alongside students. It included the work of several working parties, a whole campus meeting about sexual violence, policy development and funding allocation. In 2018 the model has been implemented. The model will be described with a focus on the theoretical evidenced-based approach to the development of the model and the theory of change guiding ongoing evaluation. [ABSTRACT FROM AUTHOR]

This paper calls for the massive redesign of intercollegiate athletics departments in the United States (U.S.) in light of their widespread and fundamental failure to serve a bona fide student affairs mission, and their prevalent practice of placing the college's commercial motives above the financial and educational needs of student-athletes. The first section of this paper discusses the general purpose and functions of student affairs departments within the broader context of higher education. The next two sections of this paper then explore the shortcomings of U.S. intercollegiate athletics departments to conform to these general purposes and functions. Finally, this paper proposes a bifurcated solution to reform U.S. intercollegiate athletics, which enables a small number of U.S. colleges to shift toward a true commercial sports business model, with the overwhelming majority of U.S. colleges, by contrast, adopting a true, non-commercial sports model. [ABSTRACT FROM AUTHOR]

This paper shares findings from a qualitative study on university student mental health and illness that included digitally recorded interviews with university student services and programs professionals and staff at a Canadian university. Transcripts were thematically coded and analyzed using a disability studies informed interpretive sociological approach. Four key themes emerged: dwelling with disclosure, being open to the 'nothing but', understanding oneself as 'not a counselor', and coming to terms with the reality that under neoliberalism 'we all fall' Two key insights also emerged from the analysis: 1) Access to university-based programs and services is shaped by assumptions about productivity and reputation; 2) Psychiatric knowledge and expertise influences and informs how university student services staff understand and enact their roles within the university system. This paper considers how university-wide productivity-oriented psy-knowledge and practices organize and authorize what one participant described as a 'hidden curriculum' of academic success. This hidden curriculum manifests in the form of a referral-based resiliency (govern)mentality in university student service provision. It closes with a reflection on the transformative potential of adopting a "critically maladaptive" (McLaren, 2010, p. 504) approach that is attentive to alterity in university-based student services professional perspectives which appears in the form of a thoughtful "but...". [ABSTRACT FROM AUTHOR]

For a variety of reasons, students are increasingly focused on the importance of finding employment following college graduation. Helping students to identify their major and career and be better prepared in the job search is extremely important. The graduating seniors are not the only to benefit. These efforts also reflect positively on the college in the eyes of current students, future students, and the community as a whole. This paper provides a case study providing an overview of how WSU Lake assists its students with their career selection and then provides a more in-depth look at preparing students to enter the job market on upon graduation through their participation in the Lake Campus Spring Job Fair. It is hoped that this case study can aid other campuses in developing or improving upon their own student career services. [ABSTRACT FROM AUTHOR]

Little is known about evaluations of campus-based support programs for foster care alumni. This national survey about campus-based support programs included 81 program directors, staff, and researchers. Descriptive statistics and a content analysis were conducted. More than half of participants identified evaluation as a programmatic challenge. Only 37% had a formal evaluation with 9% being external evaluations. Programs collected a wide range of data collected. There is a need to build capacity for evaluation of campus-based support programs. [ABSTRACT FROM AUTHOR]

The paper outlines the potential for Artificial Intelligence (AI) to positively impact student success. This will be approached from a student life-cycle perspective, taking an integrated view of the student experience and identifying where AI can be most beneficial. Current usages of AI in education will be considered, in addition to those being experimented with and those still being considered. The paper will view the adoption of AI in education from a comprehensive perspective, considering technological, social, political, economic, cultural and ethical factors, providing a frame for understanding of the benefits and constraints of the most intelligent of information technology in the educational realm. AI has started to emerge in educational institutions in the form of chat bots that are being used to provide student services as well as providing learning supports. Automated paper grading has started to be used, while academic advising and assessment are being trialed. [ABSTRACT FROM AUTHOR]

Recent and continuous transformation efforts at South African universities and the varied challenges facing higher education make it increasingly important to undertake an examination of student experiences that extend beyond the academic realm. This paper presents findings on non-academic support services, as experienced by students. The study was conducted at two South African universities and is grounded within an organizational theory perspective. The data indicate that students’ interactions with those charged with providing non-academic services are characterized by substandard services. Participants’ reports are analyzed and the findings indicate that participants critically construct explanations for the substandard services received. Three overarching themes are considered in accounting for substandard non-academic support services: (1) personal, (2) institutional, and (3) interpersonal. The findings are discussed with respect to implications and recommendations for university management and administration. [ABSTRACT FROM AUTHOR]

Students with ADHD are less likely to graduate from college than their peers; this study examines the currency and readability of ADHD documentation guidelines of 335 randomly selected, four-year, public and nonprofit private institutions in the United States. Findings reveal that ADHD documentation is current, yet composed at nearly a 17th-grade level, rendering it difficult for students to apply for the learning accommodations they need. Implications for practitioners and future research are addressed. [ABSTRACT FROM AUTHOR]

In this study, it is aimed at measuring the university students’ behaviors of receiving online counseling services and determining the causes which have a causal relationship with these behaviors. University students’ behaviors of receiving online counseling services and the causes of those behaviors are investigated through structural equation model based on Theory of Planned Behavior. In this study, four different data collection tools were developed to measure subjective norm about the online counseling, perceived behavioral control, intention and behavior. The attitude towards online counseling was measured using Online Counseling Attitude Scale, which was developed by Rochlen et al. (Measurement and Evaluation in Counseling and Development 37(2):95, 2004) and adapted into Turkish by Demirci et al. (International Journal of Psychology and Educational Studies 1(1):15-22, 2014). Internet anxiety was measured using Internet Anxiety Scale, which was developed by Joiner et al. (Computers in Human Behavior 23(3):1408-1420, 2007) and adapted into Turkish by Akın (2012). The data of this study were collected from participants in two steps. In the first step which is the development of the scale, the data were collected from 150 students studying at faculty of education of a university in Central Black Sea Region during 2014-2015 academic year. In the second step which is the testing of the proposed model, the data were collected from a total of 480 students [319 (66.46%) female, 161 (33.54%) male] studying at faculty of education of the same university, but they are different from the participants in the first step. According the results, the proposed model estimated the variance on the intention and behavior of receiving online counseling. The variance on the intention of receiving online counseling was affected by the internet anxiety most. In contrast with the argument of TPB, perceived behavioral control has no impact on intention, but has a direct and significant impact on behavior. [ABSTRACT FROM AUTHOR]

There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice. [ABSTRACT FROM AUTHOR]

College students participating in career counseling may experience conflict between the values they express and share with their families and their internal values. This article describes a creative approach to explore values in a nonthreatening yet influential way. The author justifies and describes the use of a values collage, offering a composite case to illustrate application of the process. The author also addresses multicultural and developmental factors and considerations for use in different settings. [ABSTRACT FROM AUTHOR]

This study investigated the help-seeking and management behavior of Deans and Academic chairpersons in a state university in Northern Samar. It determined the effect of help-seeking behavior on management behavior of the administrators. A total of thirty-two college deans and department heads participated in the study. Colleges administrators admitted that they seek help from others when faced with challenging situations. Findings showed they are participating decision making efficiently. Similar efficiency level was found on management behavior in terms of problem solving, conflict management, and crises' intervention. Overall, management behavior of college school administrators was considered efficient. Help seeking behavior positively influenced the problem solving and conflict management abilities of the colleges administrators. On the other hand, test of relationship between help-seeking behavior and performance of the school administrators showed that only occupational competence had significant relationship with help seeking behavior. Schools administrators' help seeking behavior is much helpful in dealing with their duties particularly on management areas of their occupation. Lastly, the test of difference in help-seeking behavior of colleges administrators when compared by age and gender showed that help seeking vary among different age groups. Younger colleges administrators seek more help compared to seasoned administrators. No significant difference was found on the help-seeking ability between male and female administrators. Implications of help-seeking on school administrators were discussed. [ABSTRACT FROM AUTHOR]

Fayetteville State University's Office of Career Services provides unique services to meet students where they are. The vision of Career Services is to ensure that students are offered employment and/or admission acceptance into graduate school prior to graduating from Fayetteville State University. This article will briefly describe just some of the things the office is doing to ensure their vision becomes a reality. [ABSTRACT FROM AUTHOR]

The article discusses how competitiveness is negatively impacting college students in their attempt to excel. Piaget's theory of cognitive development shows that some students simply are not ready to deal with the demands of college-level courses as teenagers. It adds that counselors on both sides of the desk agree that increased competition to attend the nation's most selective colleges and universities is re-designing the adolescent experience for college-bound youths.

The article discusses the application of a holistic approach for the transformation and renewal of Laurentian University in Sudbury, Ontario. Particular focus is given on the concept of selective revitalization and well-defined new construction of the campus to improve the student experience. Information on the modernization plan, appropriations and design decisions for the campus rehabilitation is also given.

Many universities have developed campus support programs for former foster youth and homeless college students; however, there are no studies focusing on long-term programs in the college-setting with a mentoring component that focuses on developing relationships with supportive adults. To address the gap, this study examined both mentors' and program staff's experience with providing services to students in a campus support program. The authors collected qualitative data from one success coach (i.e. program staff) and eight mentors through focus group meetings and interviews. Results indicated that the success coach reported the students in the program improved their overall academic performance, while most mentors did not know their mentees' grades. The success coach coordinated most services of the program, assigned financial and academic support, and made service referrals. Mentors helped their mentees to improve academic and independent living skills. However, mentors reported that they received limited support, especially when working with mentees with mental health problems. Recommendations to improve the program include: using a multidisciplinary team for students with mental health problems and adopting systematic approaches to better support mentors' services. Future studies should go beyond program staff and mentors to include students' perspectives regarding their experiences with receiving mentoring services. [ABSTRACT FROM AUTHOR]

Grounded in research and theory on college student retention, this study assessed differences in the use of various university services and the influence of key personnel on retention-related outcomes of student service members or veterans (SSM/Vs) compared with civilian students. Participants included 386 students, 199 (154 male, 45 female) of which were SSM/Vs and 187 (87 male, 100 female) were civilian students. Data were collected via electronic survey. Analyses revealed that civilian students visited advisors and faculty more frequently than SSM/Vs; no differences were evident for visits to registrars’ offices, financial aid offices, or student organizations. Visits to advisors and faculty were positively related to SSM/Vs’ expectations for degree completion and perception of university environment, yet unrelated to civilian students’ outcomes. Overall, this work suggests that university officials should invest in educating the personnel who are most influential in SSM/Vs outcomes about the unique needs of student veterans. [ABSTRACT FROM AUTHOR]

Recent Canadian university student misbehaviour (rape chants, harassment, sexual assault, and anti-social media posts) has garnered much attention in the media and from university administrations. Most research concerned to address these issues focuses on sexual attitudes, gender, and party culture. In this study, we analyse student interviews from a narrative perspective and find that students use storytelling devices to construct a gendered, but also class-based, division of self into two parts: university life that ‘does not count’ and post-university life that ‘counts’ in terms of choices and actions. We called this construction a ‘meaningful meaninglessness’. We conclude with a consideration of the meaning of the university in general and how current trends in education may contribute to student alienation. [ABSTRACT FROM AUTHOR]

This article explores perceptions of the role of education as a potential medium of transformation and a vehicle to challenge and renegotiate symbolic and cultural notions of gender identity. Drawing on data collected at two time points over 10 years, it considers four young women from working-class backgrounds in England who aspired to and then went on to higher education. It considers their earlier aspiration, their current occupations and how these link to their sense of a gendered self. In doing so it raises important questions about persisting cultural hegemony that promotes equality yet continues to position women as ‘mother’ and ‘homemaker’, leaving those who reject the identity feeling defiant and defensive. It also considers how, on the one hand, higher education can provide the means to renegotiate and redefine who one wants to be, yet on the other, does so at what appears to be the cost of existential angst. [ABSTRACT FROM AUTHOR]

Changes in the higher education system have resulted in increased demands on effectiveness and marketisation. These demands have changed what it means to do academic work. In this study, 19 female academic lecturers have been interviewed in order to get them to reflect upon their opportunities and conditions in career. The aim is to analyse how this specific group manoeuvres; that is their 'becoming subjectivity' in academic career. This means an interest in analysing their locations, positions as well as their material and discursive conditions. The results show how many see teaching as important in career, but also as a trap that restrains them in their chances of research advancement. Several express that a lot of teaching drain the time and energy needed for other opportunities in career. There are also a few who experience teaching as a place where people actually collaborate more than compete and find alternative career strategies. Even so, these women appear caught in their careers, which can relate to gender, and to the experience of ‘incapacity’ to find directions in a more competitive structure. [ABSTRACT FROM AUTHOR]