Download or read book Research University Faculty and the Influence of Gender written by Shirley Jean Roels and published by . This book was released on 1993 with total page 486 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Gender Ratios on Research Productivity of Female Faculty in Research Universities written by Nina Verroca Lutjens and published by . This book was released on 1989 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Gender and University Teaching written by Anne Statham and published by SUNY Press. This book was released on 1991-01-01 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines university teaching from several perspectives: What male and female professors do in the classroom, their perceptions and feelings about teaching, and how students respond. Data were gathered by observing professors in their classrooms, doing selected unstructured interviews, and soliciting evaluations/feedback from their students. This triangulation of data provides a richness of information and insight into the process of university teaching. In addition to providing useful feedback to professors and administrators, this study integrates several social psychological approaches to gender with more recent feminist formulations. The findings support recently developed perspectives which argue that gender is a constantly created social phenomenon, not one cast securely in the concrete of social structure.
Download or read book Gender Equity for Women Professors at Research Universities written by Barbara Brown Packer and published by . This book was released on 1991 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Gender Tenure and the Pursuit of Work Life Family Stability written by Kristen E. Willmott and published by IAP. This book was released on 2020-10-01 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. This book explores how female, tenure-track faculty navigate the process of balancing their personal and professional lives. Utilizing a qualitative phenomenological approach, the stories of nine female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life are explored. With a blended application of poststructuralist feminism and work-family border theoretical framework, the book illustrates gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence. This book highlights the first known study to explore a “new Ivy” institution, and there are no other known studies that incorporate both the qualitative perspectives of female faculty as well as those of the faculty diversity and development administrators who oversee and develop the very programs and policies that support those faculty. A key chapter in the book, “Baby, It’s Cold Inside: Faculty Context & Campus Climate” offers unique insight into what female faculty, and those who love them, face on the path to tenure today. Five thematic findings are overviewed and explored: faculty support comes in many forms; seeking clarity in job elements and teaching, research, service (TRS) ratios; coping strategies in the wake of an overloaded TRS ratio (“Quick meals, late nights, and what gym?”); family borders in the academy, and work-life-family fit: stability, not balance. This work aims to stimulate faculty gender norm consciousness and acknowledge and relay the unique challenges in faculty’s pursuit of work-life-family stability, career path navigation, and role negotiation. The author offers an insider’s glimpse of modern faculty and administrator lives for the benefit of tenure-track faculty, their departments, their families, and higher education institutions at large. This work aims to better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve.
Download or read book Effects of Gender on Computer Mediated Communication written by Laura Valenziano and published by . This book was released on 2007 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The influence of gender on computer-mediated communication is a research area with tremendous growth. This study sought to determine what gender effects exist in email communication between professors and students. The study also explored the amount of lying and misinterpretation that occurs through online communication. The study results indicate many interesting findings that may prove beneficial for scholars and practitioners to take into consideration when using forms of computer-mediated communication to interact with others. (Contains 2 tables.).
Download or read book Faculty at Work written by Robert T. Blackburn and published by . This book was released on 1995 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Draws together empirical evidence on college and university faculty at work; develops and tests a theoretical framework of faculty motivation to engage in different teaching, research, and service activities; and suggests how administrative practices can be improved so that faculty work lives are enriched and institutions become more productive organizations." -- Resources in Education
Download or read book Faculty Fathers written by Margaret W. Sallee and published by State University of New York Press. This book was released on 2014-10-15 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the past two decades, colleges and universities have focused significant attention on helping female faculty balance work and family by implementing a series of family-friendly policies. Although most policies were targeted at men and women alike, women were intended as the primary targets and recipients. This groundbreaking book makes clear that including faculty fathers in institutional efforts is necessary for campuses to attain gender equity. Based on interviews with seventy faculty fathers at four research universities around the United States, this book explores the challenges faculty fathers—from assistant professors to endowed chairs—face in finding a work/life balance. Margaret W. Sallee shows how universities frequently punish men who want to be involved fathers and suggests that cultural change is necessary—not only to help men who wish to take a greater role with their children, but also to help women and spouses who are expected to do the same.
Download or read book Academic Women in STEM Faculty written by Sue V. Rosser and published by Springer. This book was released on 2017-01-19 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines major issues facing successful women in academic science. In doing so, Sue Rosser outlines the persisting and shifting perspectives of women who have achieved seniority and remained in academia during the last fifteen years through survey data from women who received POWRE awards from the NSF. Some evidence suggests that budget cuts and an increasing reliance on technology have impacted higher education and exacerbated gender issues, but until now, little research has focused directly on the lingering effects of these changes.
Download or read book Gender Differences at Critical Transitions in the Careers of Science Engineering and Mathematics Faculty written by National Research Council and published by National Academies Press. This book was released on 2010-06-18 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy.
Download or read book Academic Motherhood written by Kelly Ward and published by Rutgers University Press. This book was released on 2012-08-31 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Motherhood tells the story of over one hundred women who are both professors and mothers and examines how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under the age of five), and then again in mid-career (post-tenure) when their children are older. The women studied work in a range of institutional settings—research universities, comprehensive universities, liberal arts colleges, and community colleges—and in a variety of disciplines, including the sciences, the humanities, and the social sciences. Much of the existing literature on balancing work and family presents a pessimistic view and offers cautionary tales of what to avoid and how to avoid it. In contrast, the goal of Academic Motherhood is to help tenure track faculty and the institutions at which they are employed “make it work.” Writing for administrators, prospective and current faculty as well as scholars, Ward and Wolf-Wendel bring an element of hope and optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer mechanisms for problem-solving at personal, departmental, institutional, and national levels.
Download or read book Gender Roles and Faculty Lives in Rhetoric and Composition written by Theresa Enos and published by SIU Press. This book was released on 1996 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition." Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions. Enos points out that fields in which women exceland are acknowledgedreceive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition. Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in societyand in academiato value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers. Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines."
Download or read book Gender Tenure and the Pursuit of Work life family Stability written by Kristen E. Willmott and published by . This book was released on 2013 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to explore how female, tenure-track faculty navigate the process of balancing their personal and professional lives at a research-extensive "new Ivy" university. Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. Utilizing a qualitative phenomenological approach, this study examined the stories of nine purposely selected female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life at a medium-sized, research-extensive "new Ivy" private university in the Northeastern United States. With a blended application of post-structuralist feminism and work-family border theoretical framework, this study expanded upon existing research by exploring gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence. This is the first known study to explore a "new Ivy" institution and there are no other known studies that incorporate both the qualitative perspectives of female faculty as well as those of the faculty diversity and development administrators who oversee and develop the very programs and policies that support those faculty. Modified analytic induction yielded five thematic findings: faculty support comes in many forms; seeking clarity in job elements and teaching, research, service (TRS) ratios; coping strategies in the wake of an overloaded TRS ratio; family borders in the academy, and work-life-family fit stability, not balance. This study recognized the importance of university-provided attainable faculty TRS ratios, faculty priority lines, and sacrifices for faculty work-life-family stability. This study's findings stimulate faculty gender norm consciousness and acknowledge and relay the unique challenges in faculty's pursuit of work-life-family stability, career path navigation, and role negotiation. This study offers faculty and administrator insight for the benefit of tenure-track faculty, their departments, their families, and higher education institutions at large. Findings may also better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve"--Pages ix-x
Download or read book Gender Faculty Status and Discipline as Predictors of Teaching in Higher Education During the COVID 19 Pandemic written by Sarah Elizabeth Stapleton and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic has significantly changed the way of life for people and businesses around the world. Institutions of higher education and their constituents are no exception. As the pandemic began, colleges and universities moved their operations and teaching modalities online. The emergency shift to remote learning and operating has put a strain on higher education students, faculty, staff, and administrators. The influence of the pandemic has highlighted some vulnerabilities and areas of needed support within specific categories of faculty, which should continue to be explored and better addressed. This quantitative study uses a faculty survey to examine the move to remote teaching from a faculty perspective during the COVID-19 pandemic. The study relies on secondary data analysis of data collected by the Office of Institutional Research at a large, public four-year institution in the mid-Atlantic region of the United States to answer the following research questions: 1. How has COVID-19 changed the usage of technology, various teaching methods, and adjustments to course expectations? 2. Are there age, faculty status, and/or discipline differences in usage of technology, various teaching methods, and adjustments to course assignments? 3. Post-COVID-19, how do faculty status/rank and gender influence maintaining work-life balance?
Download or read book Universities and Women Faculty written by Robert F. Szafran and published by Greenwood. This book was released on 1984 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Study of sex discrimination against women in universitys' teacher recruitment in the USA - proposes theoretical models to reflect equity; discusses factors associated with lack of equal opportunity and equal pay, such as employment of black or other ethnic group staff, and the private or public status, prestige and wealth of the educational institution. Bibliography.
Download or read book Representation of Women Faculty at Public Research Universities written by Ann Mari May and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors investigate the impact of unionization on the representation of women faculty at public Carnegie Doctoral/Research-Extensive institutions in the United States from 1993-94 through 2004-05. Using institutional-level data from the American Association of University Professors and controlling for important characteristics that influence the gender composition of faculty, the authors find that important differences exist in the proportion of women faculty in total and by rank in unionized versus non-unionized settings. Specifically, unionized public research universities have a higher proportion of women faculty overall and at the ranks of associate and full professor than do non-unionized schools. The authors suggest that this issue is better understood using a segmented labor market approach since previous studies conducted on the subject may have obscured differences by rank. The results of this study reflect the historical priorities of the faculty union in formalizing tenure and promotion procedures, and suggest that these procedures are especially important for women faculty.
Download or read book Gender Differences in Faculty Turnover written by Byron W. Brown and published by . This book was released on 1995 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
