This book brings to life women’s experiences during their doctoral study and the experiences of women who supervise doctoral students. It examines the emotional and embodied nature of writing, supervising, and inter-subjective learning. It makes visible ethics of care required in that liminal space in which supervisors and doctoral scholars work to shape and give confidence to the becoming academic. The book works through the politics of gender, sexuality, age, class, and ethnicity to understand meanings inherent in doctoral and supervisory relationships, reasons for entering academe, and how academic writing obtains form and content.
This publication addresses the experiences of trans college students, faculty, and staff. The author brings together personal narratives and original research to give readers both individual and large-scale perspectives, which provide insight into the experiences of trans people in higher education.
Ingegaan wordt op de aanbevelingen van de commissie Diversiteit dat o.a. de UvA beter presteert bij een meer diverse populatie en de invloed van gevarieerd samengestelde teams op wetenschappelijke excellentie.