Call for Chapters: Stabilizing and Empowering Women in Higher Education: Realigning, Recentering, and Rebuilding


Heidi Schnackenberg, SUNY Plattsburgh, United States
Denise Simard, SUNy Plattsburgh, United States

Call for Chapters

Proposals Submission Deadline: January 4, 2023
Full Chapters Due: May 4, 2023
Submission Date: May 4, 2023


The recent decision by the U.S. Supreme Court to overturn Roe vs. Wade is just one of many events that has rocked women in the United States and across the world. Increased gun violence, war in Ukraine, Black Lives Matter, ongoing COVID-19 pandemic, the #metoo movement, and an array of other unanticipated occurrences have vastly changed the world we live in, and how we frame ourselves in it (Dodge, Elgert, & Paul, 2022). Since our surroundings, locally, nationally, and globally are currently in constant flux, essentially to the point of turmoil, how we see ourselves and understand who we are within the disarray is in a state of evolution as well (Malcolm, 2022). For most academics, centering themselves and finding stability within their own microcosm is necessary, and healthy, so that they can successfully function in a world in flux (Degn, 2018). Currently, finding stability within oneself often means realigning our priorities, ways of functioning, and goals (Clark & Carl, 2020; De Jong, Ziegler, & Schippers, 2020; Kuntz, 2021). Finding ways to make ourselves whole is empowering, and necessary, to help put our topsy turvy world back on its axis again. For women in higher education, recentering or realigning one’s sense of self requires assessing primary concerns, desires, and responsibilities and situating them in a healthy way in both the personal and professional (Puliatte, 2021; Zappala-Piemme, 2021). Given that higher education was founded on a culture of masculinity, the backbone of which still exists today, women struggle to find their voice and space in the academy at the best of times (Schnackenberg & Simard, 2017). Add to that a world in chaos, pushing in on the edges of higher education, and women academics have an expanded burden with which to contend (Schnackenberg & Simard, 2021). Reigniting empowerment for women currently working in colleges or universities requires realigning and recentering - essentially reforming identity - for a world that is reshaping itself before our very eyes. The current volume hopes to bring to light and share stories and research on how women academics create stability in their lives and empower themselves and others in a time of uncertainty and confusion. References Clark, D. & Carl, P. (June 15, 2020). How to reset your goals during a crisis. Harvard Business Review. De Jong, E. M., Ziegler, N., & Schippers, M. C. (2020). From shattered goals to meaning in life: Life crafting in times of the COVID-19 pandemic. Frontiers in Psychology, 11, 577708. doi: 10.3389/fpsyg.2020.577708 Degn, L. (2018). Academic sensemaking and behavioural responses - exploring how academics perceive and respond to identity threats in times of turmoil. Studies in Higher Education, 23(2), 305-321. Dodge, J., Elgert, L., & Paul, R. (2022). On the social relevance of Critical Policy Studies in times of turmoil. Critical Policy Studies, 16(2), 131-132. Kuntz, J. C. (2021). Resilience in times of global pandemic: Steering recovery and thriving trajectories. Applied Psychology: An International Review, 70(1), 188–215. Malcolm, D.R. (2022). The challenge of coming to terms with evolving priorities. American Journal of Pharmaceutical Education, 86(2), . doi: 10.5688/ajpe8664 Puliatte, A. (2021). Women academic leaders and self-care during a crisis. In Schnackenberg, H.L. & Simard, D.A. (Eds), Women and leadership in higher education during global crisis (pp. 175-189). IGI Global. Schnackenberg, H.L. & Simard, D.A. (2017). Challenges facing female department chairs in contemporary higher education: Emerging research and opportunities. IGI Global. Schnackenberg, H.L. & Simard, D.A. (Eds.) (2021). Women and leadership in higher education during global crisis. IGI Global. Zappala-Piemme, K.E. (2021) Caring for yourself and keeping connected during the COVID-19 pandemic. In Schnackenberg, H.L. & Simard, D.A. (Eds), Women and leadership in higher education during global crisis (pp. 147-158). IGI Global.


The proposed volume intends to inform readers and expand their understanding about specific challenges, issues, strategies, and solutions that are associated with women leaders in higher education, and the particular implications for realigning, recentering, and reinvigorating themselves both personally and professionally during the current pandemic. The book will include a variety of emerging evidence-based professional practice and narrative personal accounts as written by administrators, faculty, staff, and/or students - anyone in a position of leadership who is keenly aware of the challenges faced by women leaders in the academy. It is hoped that this work is of value to instructors, administrators, professional staff, and graduate students.

Target Audience

The individuals who will benefit most from the contents of this book include, but are not limited to: Women in Leadership Faculty in higher education Administrators in Higher Education Higher Education Professional Staff Graduate Students Researchers

Recommended Topics

- Women leaders in higher education and mental health - Higher Education leadership and wellness - Thriving in leadership in higher education as a women - Strategies for emotional balance as a female leader in colleges and universities - Challenges and solutions for women leaders wellbeing in a college and/or university environment - Self-care for women leaders in higher-education - Women leaders reframing and reinventing in higher education during the pandemic - Women in leadership nurturing and empowering - Using our roles as women leaders to create change - Creating access for marginalized groups

Submission Procedure

Researchers and practitioners are invited to submit on or before January 4, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by January 18, 2023 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by May 4, 2023, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Stabilizing and Empowering Women in Higher Education: Realigning, Recentering, and Rebuilding. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2024.

Important Dates

January 4, 2023: Proposal Submission Deadline
January 18, 2023: Notification of Acceptance
May 4, 2023: Full Chapter Submission
July 2, 2023: Review Results Returned
August 13, 2023: Final Acceptance Notification
August 27, 2023: Final Chapter Submission


Heidi Schnackenberg SUNY Plattsburgh Denise Simard SUNy Plattsburgh


Education; Social Sciences and Humanities
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