Colette Taylor | Seattle University (original) (raw)
Books by Colette Taylor
This book discusses race and its roles in university-community partnerships. The contributors tak... more This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity—in the academy and in the community—has on various forms of community engagement. From historic concepts of “race uplift” to contemporary debates about racialized perceptions of need, they argue that African American identity plays a significant role. In representing best practices, recommendations, personal insight, and informed warnings about building sustainable and mutually beneficial relationships, the contributors provide a cogent platform from which to encourage the difficult and much-needed inclusion of race in dialogues of national service and community engagement.
Papers by Colette Taylor
Though the number of women employed in the workforce has increased, there continues to be an ineq... more Though the number of women employed in the workforce has increased, there continues to be an
inequity in employment of women in the highest ranks of community colleges. Guided by gendered
organizational theory, the study looked at both overt and covert knowledge of genderedness at
community colleges. As one might infer, institutional genderedness may reveal itself inconspicuously
through detailed analysis of the culture of an institution. The purpose of the study was to
determine if community colleges are gendered institutions based on the perceptions of women in
non-faculty professional staff positions at these institutions. A mixed methods design was used to
analyze the data collected from 934 participants. Community colleges appear to be gender-neutral
environments with equal opportunities for both sexes. However, the perceptions of the women in the
study indicated a marked disagreement about the practice of gender neutrality in the workplace,
indicating that genderedness exists in these institutions.
Transitioning from high school to college is challenging for many students, but for none more so ... more Transitioning from high school to college is challenging for many students, but for none more so than students with Asperger’s syndrome. Colette M. Taylor and Kathryn L. Colvin introduce the concept of universal design as an effective
approach to supporting this increasing subpopulation of students.
The purpose of this paper is to investigate the relationship between visionary leadership and the... more The purpose of this paper is to investigate the relationship between visionary leadership and the perception of organizational effectiveness in nonprofit organizations. Leaders with high levels of transformational leadership were predicted to be reported as having more effective organizations.
Research focused on women in higher education is often conducted from a monolithic perspective of... more Research focused on women in higher education is often conducted from a monolithic perspective of women. Few studies have investigated differences among and between women and the influences impacting such differences. Generational differences of individuals can influence values and preferences (Arsenault, 2004) as well as impact the organizational functioning of colleges and universities in the United States. Therefore, this mixed-method study explored these differences among female administrators in higher education. Quantitative analysis indicated generational differences in managerial practices among female leaders. However, more similarities than differences among the generational cohorts were discovered in the qualitative analysis. Implications for practice midlevel women administrators in student affairs are discussed.
This manuscript explores the importance of "authenticity" for the maintenance self-identity for s... more This manuscript explores the importance of "authenticity" for the maintenance self-identity for social justice educators in higher education. A collaborative dialogue between two female faculty authors of different ethnicities explores and interprets how to balance one's own situated understanding of themselves, shared discourse community, and a social justice paradigm. The authors systematically juxtapose their reflections on their experiences as educators in higher education to examine points of similarity and difference. By sharing and interrogating their individual experiences in higher education, the authors argue that the relationship between authenticity, identity, and social justice is complex and multifaceted. The authors conclude by conceptualizing authenticity as a work strategy which plays a vital part in one's search of her/his individual identity.
Community College Journal of Research and Practice, Sep 27, 2013
NASPA Journal about Women in Higher Education , 2012
Researchers have found that, although community colleges continue to remain gendered organization... more Researchers have found that, although community colleges continue to remain gendered organizations, their climates and cultures are perceived to be more open to women than are their college and university peers. Community colleges may in fact still have the male orientation of the higher education system despite their efforts to be "gender-friendly" work environments. This study explored female noninstructional professional staff at public community colleges in the United States to determine if their perceptions of their institutions' norms and practices supported a gender neutral and friendly working environment or if gendered norms and practices were occurring. Quantitative methods were used to analyze the data collected from 934 participants who responded to the researcher-developed survey. Descriptive and inferential statistics were used to analyze the results. The findings of the study indicated that a majority of the participants perceived there to be demonstrated gender equality issues at their institutions and that women still were seen as social organizers of events in some instances. The results also indicated that there were some perceptional differences of the genderedness of institutional norms and practices based on position held (deans, directors, coordinators, librarians, and others), ethnicity, and age ranges of the participants. By understanding the perceptions of female noninstructional
This autoethnography study reflects on the experiences of three assistant professors of different... more This autoethnography study reflects on the experiences of three assistant professors of different races of the tenure process at a large public research university. The study was framed by social cognitive career theory (SCCT), which is often used to describe career interest and career choice in a variety of professional domains, considering cognitive-personal, environmental, and experiential factors . Despite the commonality of the journey through the tenure process, everyone's path looks different. Isolation, collegial relationships, and for some, unusually high service commitments and family responsibilities, whether because of gender or race, have provided a backdrop for the lives of women in academe and have, in large part, defined their experiences on the tenure track. The results of the reflections of our experiences identify that environmental variables are important to the success of tenure seeking faculty.
With the current national and state economic strain and budget cuts in higher education, enrollme... more With the current national and state economic strain and budget cuts in higher education, enrollment at universities has become an important issue. One way to boost enrollment is to maintain enrollment, retaining students who might otherwise discontinue their university studies. Although students leave for a variety of reasons, it is often due to academic discouragement. As some students are less prepared for higher education than others, learning and disciplined study may be more challenging for them. Now, more than ever, faculty members are called on to assist their universities with student retention. Student retention requires a shift in our expectations, how we view our roles, and how we approach our teaching. Many of us cannot teach the way we were taught, nor can we afford to have the unjust expectations of yesteryear if we want to retain our students. Gone are the days of saying on the first day of class, "Look to the left; look to the right; only one of you will still be here at the end of the semester." This elitist tradition causes some students to be academically disenfranchised. By finding ways to help students succeed rather than weeding out unprepared students, we create social justice in an academic sense. For the purpose of this article, the authors define the term academic justice as recognizing students' individual intellectual and cultural capital, and scaffolding their knowledge and skills with available resources to give them equal opportunities for success. We must shift from expecting students to predictably distribute themselves along a bell curve of academic performance to one of re-examining our teaching practices
Journal of College Student …, Jan 1, 1995
ABSTRACT Printout. Thesis (Ed.D)--University of Florida, 2003. Vita. Includes bibliographical ref... more ABSTRACT Printout. Thesis (Ed.D)--University of Florida, 2003. Vita. Includes bibliographical references.
… Affairs Administration: A Guide for New …, Jan 1, 2009
About Campus, Jan 1, 2011
This book discusses race and its roles in university-community partnerships. The contributors tak... more This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity—in the academy and in the community—has on various forms of community engagement. From historic concepts of “race uplift” to contemporary debates about racialized perceptions of need, they argue that African American identity plays a significant role. In representing best practices, recommendations, personal insight, and informed warnings about building sustainable and mutually beneficial relationships, the contributors provide a cogent platform from which to encourage the difficult and much-needed inclusion of race in dialogues of national service and community engagement.
Though the number of women employed in the workforce has increased, there continues to be an ineq... more Though the number of women employed in the workforce has increased, there continues to be an
inequity in employment of women in the highest ranks of community colleges. Guided by gendered
organizational theory, the study looked at both overt and covert knowledge of genderedness at
community colleges. As one might infer, institutional genderedness may reveal itself inconspicuously
through detailed analysis of the culture of an institution. The purpose of the study was to
determine if community colleges are gendered institutions based on the perceptions of women in
non-faculty professional staff positions at these institutions. A mixed methods design was used to
analyze the data collected from 934 participants. Community colleges appear to be gender-neutral
environments with equal opportunities for both sexes. However, the perceptions of the women in the
study indicated a marked disagreement about the practice of gender neutrality in the workplace,
indicating that genderedness exists in these institutions.
Transitioning from high school to college is challenging for many students, but for none more so ... more Transitioning from high school to college is challenging for many students, but for none more so than students with Asperger’s syndrome. Colette M. Taylor and Kathryn L. Colvin introduce the concept of universal design as an effective
approach to supporting this increasing subpopulation of students.
The purpose of this paper is to investigate the relationship between visionary leadership and the... more The purpose of this paper is to investigate the relationship between visionary leadership and the perception of organizational effectiveness in nonprofit organizations. Leaders with high levels of transformational leadership were predicted to be reported as having more effective organizations.
Research focused on women in higher education is often conducted from a monolithic perspective of... more Research focused on women in higher education is often conducted from a monolithic perspective of women. Few studies have investigated differences among and between women and the influences impacting such differences. Generational differences of individuals can influence values and preferences (Arsenault, 2004) as well as impact the organizational functioning of colleges and universities in the United States. Therefore, this mixed-method study explored these differences among female administrators in higher education. Quantitative analysis indicated generational differences in managerial practices among female leaders. However, more similarities than differences among the generational cohorts were discovered in the qualitative analysis. Implications for practice midlevel women administrators in student affairs are discussed.
This manuscript explores the importance of "authenticity" for the maintenance self-identity for s... more This manuscript explores the importance of "authenticity" for the maintenance self-identity for social justice educators in higher education. A collaborative dialogue between two female faculty authors of different ethnicities explores and interprets how to balance one's own situated understanding of themselves, shared discourse community, and a social justice paradigm. The authors systematically juxtapose their reflections on their experiences as educators in higher education to examine points of similarity and difference. By sharing and interrogating their individual experiences in higher education, the authors argue that the relationship between authenticity, identity, and social justice is complex and multifaceted. The authors conclude by conceptualizing authenticity as a work strategy which plays a vital part in one's search of her/his individual identity.
Community College Journal of Research and Practice, Sep 27, 2013
NASPA Journal about Women in Higher Education , 2012
Researchers have found that, although community colleges continue to remain gendered organization... more Researchers have found that, although community colleges continue to remain gendered organizations, their climates and cultures are perceived to be more open to women than are their college and university peers. Community colleges may in fact still have the male orientation of the higher education system despite their efforts to be "gender-friendly" work environments. This study explored female noninstructional professional staff at public community colleges in the United States to determine if their perceptions of their institutions' norms and practices supported a gender neutral and friendly working environment or if gendered norms and practices were occurring. Quantitative methods were used to analyze the data collected from 934 participants who responded to the researcher-developed survey. Descriptive and inferential statistics were used to analyze the results. The findings of the study indicated that a majority of the participants perceived there to be demonstrated gender equality issues at their institutions and that women still were seen as social organizers of events in some instances. The results also indicated that there were some perceptional differences of the genderedness of institutional norms and practices based on position held (deans, directors, coordinators, librarians, and others), ethnicity, and age ranges of the participants. By understanding the perceptions of female noninstructional
This autoethnography study reflects on the experiences of three assistant professors of different... more This autoethnography study reflects on the experiences of three assistant professors of different races of the tenure process at a large public research university. The study was framed by social cognitive career theory (SCCT), which is often used to describe career interest and career choice in a variety of professional domains, considering cognitive-personal, environmental, and experiential factors . Despite the commonality of the journey through the tenure process, everyone's path looks different. Isolation, collegial relationships, and for some, unusually high service commitments and family responsibilities, whether because of gender or race, have provided a backdrop for the lives of women in academe and have, in large part, defined their experiences on the tenure track. The results of the reflections of our experiences identify that environmental variables are important to the success of tenure seeking faculty.
With the current national and state economic strain and budget cuts in higher education, enrollme... more With the current national and state economic strain and budget cuts in higher education, enrollment at universities has become an important issue. One way to boost enrollment is to maintain enrollment, retaining students who might otherwise discontinue their university studies. Although students leave for a variety of reasons, it is often due to academic discouragement. As some students are less prepared for higher education than others, learning and disciplined study may be more challenging for them. Now, more than ever, faculty members are called on to assist their universities with student retention. Student retention requires a shift in our expectations, how we view our roles, and how we approach our teaching. Many of us cannot teach the way we were taught, nor can we afford to have the unjust expectations of yesteryear if we want to retain our students. Gone are the days of saying on the first day of class, "Look to the left; look to the right; only one of you will still be here at the end of the semester." This elitist tradition causes some students to be academically disenfranchised. By finding ways to help students succeed rather than weeding out unprepared students, we create social justice in an academic sense. For the purpose of this article, the authors define the term academic justice as recognizing students' individual intellectual and cultural capital, and scaffolding their knowledge and skills with available resources to give them equal opportunities for success. We must shift from expecting students to predictably distribute themselves along a bell curve of academic performance to one of re-examining our teaching practices
Journal of College Student …, Jan 1, 1995
ABSTRACT Printout. Thesis (Ed.D)--University of Florida, 2003. Vita. Includes bibliographical ref... more ABSTRACT Printout. Thesis (Ed.D)--University of Florida, 2003. Vita. Includes bibliographical references.
… Affairs Administration: A Guide for New …, Jan 1, 2009
About Campus, Jan 1, 2011