WISELI BIBLIOGRAPHY
Organized by Subject
Updated June 20, 2007

Women in Higher Education

The Chronicle of Higher Education, Almanac Issue, 2006-7. Vol. 53, no. 12006.
Notes: Statistical data on students and faculty at U.S. universities.
Abstract: Presents a wide array of data on students and faculty at U.S. universities. Data includes a variety of demographic measures, attitudes, graduation rates, tenure rates, funding sources, research expenditures, etc.

Abraham, Neal B. "Mentoring the Whole Life of a Physics Major: From Recruiting and Introductory Classes to Research and Careers." APS Forum on Education (Aug. 1997): 4-7.
Available online
Notes: Mentoring undergraduate women physics students
Abstract: Article discusses the 'whole life mentoring' strategy used at the Bryn Mawr College (women only) to recruit and retain physics majors. Pillars of the approach include: "giving honest advice, instilling confidence, and leaving room for growth."

Aguirre, Adalberto. "Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture." ASHE-ERIC Higher Education Reports 27, no. 6 (2000): 1-110.
Available online
Notes: Report provides a comprehensive review of existing research on climate/academic culture and the reruitment and retention of women and minorities in academia.
Abstract: "The recruitment, retention, and academic culture of women and minority faculty in the academic workplace is discussed. The status of women and minority faculty in academia, the organizational features of the academic workplace, the treatment of women and minority faculty in the academic workplace, barriers to professional socialization experienced by women and minority faculty, and why there is a need to study the academic workplace for women and minority faculty are considered. Summary observations and suggestions are provided."

Aguirre, Adalberto Jr. "The Status of Minority Faculty in Academe." Equity and Excellence in Education 28, no. 1 (1995): 63-68.
Notes: Examines the statistical presence of minority faculty in academia, and changes made in the population between 1980 and 1990.
Abstract: "The faculty population in U.S. institutions of higher education increased 14.2% between 1980 and 1990. Proportionally, the representation of minorities (Black, Hispanic, Asian) in the faculty population increased 2% between 1980 and 1990 - from 9% in 1980 to 11% in 1990. Comparatively speaking, women increased their representation in the faculty population more than men between 1980 and 1990, 34.5% and 7.2% respectively." The article continues to briefly discuss possible explanations for these increases. It does not examine proportions of women/minorities by field or by faculty rank.

________. Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ASHE-ERIC Higher Education Report, Volume 27, Number 6. Jossey-Bass Higher and Adult Education SeriesSan Francisco, CA: Jossey-Bass , 2000.
Available online
Abstract: In an attempt to address the need for substantive comparisons in the minority university faculty population, this monograph examines the relative differences in minority groups in the faculty population when the data permit comparisons. The report also examines research on the status of women faculty members. The discussion assembles a large volume of empirical research organized under the main thesis that academia for women and minority faculty is often experienced as a chilling and alienating environment. Women and minority faculty are expected to perform institutional roles that allow higher education institutions to pursue diversity on campus, but these roles are ignored in the faculty reward system, especially in the awarding of tenure. The chapters are: (1) "The Status of Women and Minority Faculty: Changing or Unchanging?"; (2) "The Academic Workplace"; (3) "The Academic Workplace for Women and Minority Faculty"; (4) "Issues Facing Women and Minority Faculty"; and (5) "Summary Observations and Suggestions." (Contains 314 references.) (SLD)

________. "Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ERIC Digest.".
Available online
Abstract: Institutions of higher education have attempted to diversity their faculty by recruiting women and minorities. However, recruitment has taken place without an understanding of the social forces that shape the professional socialization and workplace satisfaction of women and minority faculty. Conclusions drawn by the author about the plight of women and minority faculty in the academic workplace include: (1) The number of women and minority faculty in higher education has been increasing though they remain underrepresented in higher education relative to their numbers in the U.S. population; (2) The academic workplace has been described as chilly and alienating for women and minority faculty because they are ascribed a peripheral role in the academic workplace and are expected to perform roles that are in conflict with expectations; (3) Women and minority faculty are less satisfied than White male faculty with the workplace because they perceive themselves to be victims of salary inequities and a biased reward system; and (4) Women and minority faculty are also perceived as less competent than White male faculty. As a result, White male faculty often discredit feminist and minority research. (Contains 15 references.) (PW)

Alexander, Judith A. "Our Ancestors in Their Successive Generations." The Canadian Journal of Economics 28, no. 1 (Feb. 1995): 205-24.
Available online
Notes: Canadian woman economists have been less visible in the profession, possibly because of their lower 'attachment' to the field.
Abstract: "This paper answers the question: how many women have been active in the journals of the Canadian Economics Association and its predecessor, the Canadian Political Science Association. Over seventy-five women were in economics departments before the 1990s; currently there are possibly 200 women. Over 200 women appeared in the journals. The data are scant and may overlook women outside academia. The paper is expository, but it does open up the subject of women in the profession. It concludes that women's attachment to the profession may be looser than that of men and that this fact may affect their visibility."

Alfred, Mary V. "Reconceptualizing Marginality From the Margins: Perspectives of African American Tenured Female Faculty at a White Research University." The Western Journal of Black Studies 25, no. 1 (2001): 1-11.
Available online
Abstract: This article challenges the traditional social science definition of the marginal individual "as subordinate, outsider, deficient . . . a victim of her society." It presents "a more positive conceptualization of marginality; one drawn from the perspective of five African-American female faculty members at a predominantly white research university and from the writings of other African American scholars. Findings from the research reveal that the women positively defined their marginal status in White dominated institutions. This reconceptualization was manifested through positive self-definition, Black cultural identity, having a safe space to escape oppressive forces, and by rejecting externally constructed definitions of their Black womanhood."

Allen, Walter R. et al. "Outsiders Within: Race, Gender, and Faculty Status in U.S. Higher Education." In The Racial Crises in American Higher Education: Continuing Challenges for the Twenty-First Century. Revised edition. Ed., William A. Smith, Philip G. Altbach, and Kofi Lomotey, 189-220. Albany, NY: State University of New York Press, 2002.

American Association of University Women Educational Foundation. Tenure Denied: Cases of Sex Discrimination in AcademiaEd., Susan K. Dyer. American Association of University Women Educational Foundation and American Association of University Women Legal Advocacy Fund, 2004.
Available online
Notes: Reports on 19 cases of tenure denial and the role of sex discrimination
Abstract: This report draws on 19 sex-discrimination cases of tenure denial supported by the AAUW's Legal Advocacy Fund to illustrate both the overt and subtle forms of sex discrimination that continue to operate in academia. The report outlines the process of making an allegation of sex discrimination, the strategies, arguments, and tactics universities commonly employ to counter such allegations, the types of evidence typically needed for a plaintiff to prevail, the costs and rewards of pursuing sex discrimination lawsuits. It also offers recommendations for universities and faculties to prevent sex discrimination and sex discrimination suits.

American Council on Education. An Agenda for Excellence: Creating Flexibility in Tenure-Track Faculty Careers. Washington, D.C.: American Council on Education, 2005.
Abstract: This document urges university leaders to develop and implement more flexible career paths for tenure track faculty. The report describes various reasons for the need for flexibility and discusses challenges to achieving this flexibility. It provides examples of programs/policies that create more flexibility. These examples include part-time positions, re-entry programs, multiple-year leaves, flexibility in the probationary period for tenure review, and phased retirement plans.

________. Making the Case for Affirmative Action in Higher Education: What You Can Do to Safeguard Affirmative Action on Campus and in Your Community 1999.
Available online
Notes: Presents arguments and resources for supporting affirmative action
Abstract: This report begins by reviewing actions taken by Congress and various states that threaten affirmative action. It presents research results showing that diversity and affirmative action are beneficial to students, society, and the economy and includes statements about diversity and affirmative action from various educational, political, and business leaders. The report also presents various "myths" and arguments used to discredit or oppose affirmative actions and provides suggestions and data for countering these arguments. It also includes some legal opinions about affirmative action and a review of the legal history of this topic. It concludes by offering a menu of actions individuals can take to support affirmative action.

American Council on Education, American Association of University Professors, and United Educators Insurance. Good Practice in Tenure Evaluation: Advice for Tenured Faculty, Department Chairs, and Academic AdministratorsWashington, D.C.: American Council on Education, 2000.
Available online
Notes: Advice on conducting "thoughtful and just" tenure evaluations
Abstract: This report organizes practical suggestions for conducting tenure evaluations into four themes: providing clarity in standards and procedures for tenure evaluation; ensuring consistency in tenure decisions; providing candor in the evaluation of tenure-track faculty; and caring for unsuccessful candidates.

American Council on Education, Office of Women in Higher Education. Breaking the Barriers: A guidebook of strategies
Notes: Discusses strategies for developing campus leaders
Abstract: This report "provides campus leaders with strategies for reviewing campus practices in leadership development, fostering career advancement, improving the workplace and campus climate, and establishing mentoring programs." Examples of successful programs submitted by university presidents are included as is advice about collecting evidence that demonstrates success of campus programs.

________. Breaking the Barriers: Presidential Strategies for Enhancing Career Mobility
Notes: Advice for advancing women faculty and administrators in higher education
Abstract: "Using material provided primarily by presidents through interviews, focus groups, and written commentary, [this report] seeks to offer a set of philosophical and strategic guidelines for advancing women faculty and administrators in higher education. Each chapter begins with a scenario based on real-life experiences and crafted by presidents that is followed by practical responses from other presidents. Each chapter then presents a synopsis of major problems in the topic area and provides examples of programs that offer workable solutions to these problems.

American Political Science Association. Women's Advancement in Political Science: A Report of the APSA Workshop on the Advancement of Women in Academic Political Science in the United StatesWashington, D.C.: American Political Science Association, 2005.
Available online
Notes: Status report of women in political science.
Abstract: Women are underrepresented in academic political science and gains in their participation have stalled in recent years. This report, the culmination of a workshop held in 2004, outlines four specific problems: 1) a leaky pipeline, especially between undergraduate and graduate school; 2) a 'chronological crunch', in which family and early career demands conflict; 3) a chilly institutional climate; and 4) an insufficiently collaborative culture of research. Suggested policy actions to address these problems are detailed.

American Psychological Association, Women in Academe: Two Steps Forward, One Step Back, (unpublished).2000.

Available online
Notes: Recognizes that women in academe have made considerable progress, discusses continuing challenges, and makes recommendations for further improvement.
Abstract: Despite considerable progress evidenced by the fact that women earned approximately two-thirds of the 1997 doctorates in psychology and make up about 4 out of 10 of the full-time psychology faculty in 4-year institutions, significant challenges remain. Women are substantially less likely to have tenure, and more likely to confront nonsupportive institutional climates, face subtle sexism including stereotyping that influences evaluation of women as leaders, researchers, and teachers, receive inequitable start-up packages, and carry heavier service burdens such as advising and committee assignments.

American Sociological Association. The Best Time to Have a Baby: Institutional Resources and Family Strategies Among Early Career Sociologists, ASA Research Brief - July 2004. Washington, D.C.: American Sociological Association, 2004.
Available online
Notes: Research brief concludes that there is no 'best time' to have a baby, but rather childbearing involves trade-offs for women academics at all stages.
Abstract: "This research brief investigates the availability and use of resources and strategies during graduate school and their impact on early career success of a cohort of PhD sociologists. It asks whether these resources and strategies increase the chances of obtaining a tenure-track position at a research or doctoral university. ... We find that institutional resources, resource-based strategies and family-based strategies are significant factors in early career success. Institutional resources distributed in graduate school, especially departmental prestige, and publishing help from faculty members, resource-based strategies including presenting papers and publishing articles while in graduate school, have a positive and significant effect on early career success. We also find that resources are not equally distributed during graduate school, with mothers generally having less access to them than other groups, especially childless men. Child-spacing strategies are also significant. Women who delay childbirth until tenure do better at obtaining success early in their careers, and more of them delay childbirth than do their male colleagues. Women who have children during graduate school have lower odds of obtaining tenure-track jobs at research and doctoral universities, although access to resources and the ability to use these resources helps significantly. Delaying childbirth also has problems, and many women do not wish to do so. Women who have children directly after obtaining their PhDs are marginally less likely to obtain these desired positions on a later job search, while those who had children during graduate school appear to have an equal chance at tenure-track jobs at research universities several years out. So 'When is the best time to have a baby?' for women: There is no best time or worst time. All times involve some trade-offs, but access to resources help."

American Sociological Association's Committee on the Status of Women in Sociology. 2004 Report of the American Sociological Association's Committe on the Status of Women in SociologyAmerican Sociological Association, 204.
Available online
Notes: Status report on women in academic sociology
Abstract: "The status of women in sociology can be assessed along a number of dimensions. One important component is the collection of baseline data on women's representation at different levels of the profession. Included are data about proportions of women's enrollments in sociology BA and PhD programs, hiring into academic positions, placement in various types of institutions, tenure and promotion rates, academic rank, and access to positions as chairs. The collection of baseline data of this sort traditionally has been the focus of the reports prepared by the Committee of the Status of Women (CSWS) and presented to the American Sociological Association's (ASA) elected council. The current committee, however, believes that while these baseline data are an important starting point, there are other important factors to be considered in assessing the status of women in sociology. These include everyday practices in sociological careers, normative career patterns, organizational climates and cultures, distributions of institutional resources, and visibility and influence of sociological work, as these might differentially impact sociologists based on gender. These everyday practices have been explored in some research focused on sociologists and other scientists, but they have not been incorporated into the reports prepared by this committee and have not been addressed in periodic data collection by the American Sociological Association. In this report we summarize and update baseline indicators of women's status in the discipline and profession of sociology using data from ASA, NSF, and other sources. We review studies that address everyday practices and visibility and influence of women's sociological work and consider how future committees might address these issues in a comprehensive manner."

Angier, Natalie. "A Conversation: With Virginia Valian -- Exploring the Gender Gap and the Absence of Equality." The New York Times (New York), 25 Aug. 1998, F, 1, 4.
Available online
Notes: Conversation with Virginia Valian - part of national debate on gender in the university.
Abstract: "VIRGINIA VALIAN, a professor of psychology and linguistics at Hunter College in New York, normally studies how children learn language, but years ago she came across an academic monograph that practically left her speechless. The report demonstrated how the same professional credentials are evaluated differently depending on whether they are possessed by a man or a woman -- with the woman being the loser."

APA Committee on Women in Psychology and APA Commission on Ethnic Minority Recruitment, Retention and Training in Psychology. Surviving and Thriving in Academia: A Guide for Women and Ethnic Minorities 1998.
Available online
Notes: Guide to hiring and tenure for women and minorities
Abstract: This guide has three major goals. One goal is to assist new PhDs who are women and/or ethnic minorities in seeking and selecting jobs that effectively complement their personal mix of skills and career goals. The second goal is to help women and ethnic minority faculty members maximize their chances of gaining promotion and tenure. A final goal is to identify strategies to support members of underrepresented groups as they encounter emotional and strategic challenges that may occur if they are denied tenure or promotion. Though some parts of the guide are specific to the interests of women in psychology, other parts are of general interest to women in academia.

Arenson, Karen W. "More Women Taking Leadership Roles at Colleges." The New York Times (New York), 4 July 2002, A, 3.
Available online
Notes: Women and University leadership
Abstract: Article discusses increasing numbers of women accepting and being recruited into university administrative posts. One woman administrator, at Princeton, argues that increasing women in administration is a solution to women faculty's lagging positions.

Armenti, Carmen. "May Babies and Posttenure Babies: Maternal Decisions of Women Professors." The Review of Higher Education 27, no. 2 (Winter 2004): 211-31.
Available online
Notes: Examines the decisions women faculty make about the timing of childbearing.
Abstract: "This research explores the maternal and career progression decisions of different generations of women professors in Canada. Nineteen women, interviewed in-depth, reveal how they carefully plan childbearing and childrearing experiences around their demanding work schedules, by having May babies or posttenure babies." The author advocates for a restructuring of the male-gendered notion of faculty positions and argues alternative models of academic careers are needed to open family choices to women faculty.

________. "Women Faculty Seeking Tenure and Parenthood: Lessons From Previous Generations." Cambridge Journal of Education 34, no. 1 (Mar. 2004): 65-83.
Available online
Notes: Interviews with women faculty reveal the challenges and biases encountered when combining motherhood with faculty positions.
Abstract: "This research explores the problems that women professors encounter when combining the pursuit of tenure with having and raising children. In-depth interviews were conducted with 19 women academics at one Canadian university. These women believe that engaging in childbearing/childrearing practices prior to obtaining tenure is detrimental to their career."

Associated Press. "UW Panel Suspects Bias in Hiring Faculty." Wisconsin State Journal (Madison, WI), 30 Oct. 1997, 2C.
Available online
Notes: Debate on gender discrimination in the university.
Abstract: Reports on UW panel's argument that "too many of the UW-Madison officials who make hiring decisions assume the only qualified candidates for faculty jobs are men..."

________. "Women a Minority of Tenured Faculty and Administrators." , 17 Feb. 2004.
Available online
Notes: "Women comprise 58 percent of the nation's 13 million college undergraduates and, in 2002, earned more doctorates than men. They're a dominant force on college campuses -- until they receive a degree.... Others say that, while universities seem like bastions of idealism, smashing through the glass ceiling in the academic world can be particularly tough. 'Higher education has traditionally been the playground of male academics,' said Leslie Annexstein, director of the legal advocacy fund for the American Association of University Women. "It's their turf. And sharing that turf is difficult for many of them."

Astin, Alexander W. and Leticia Oseguera. Degree Attainment Rates at American Colleges and UniversitiesLos Angeles: Higher Education Research Institute, UCLA, 2002.
Notes: Report analyzes degree attainment rates by student characteristics (including race, gender, and academic achievement) and type of institution.
Abstract: "Provides latest information on four and six-year degree attainment rates collected longitudinally from 298 baccalaureate-granting institutions. Differences by race, gender, and institutional type are examined. The study highlights main predictors of degree completion and provides several formulas for calculating expected institutional completion rates. The study also provides a section on trends in degree attainment in the last decade." These trends show that "four-year completion rates have been declining during the past decade for virtually all types of students -- men, women, and students from various racial/ethnic groups -- and the declines have been especially large in the public colleges and universities . . . more than two-thirds of the variation among institutions in their degree completion rates is attributable to differences in their entering classes rather than to differences in the effectiveness of their retention programs. . . . comparisons between institutions . . . can be very misleading if the academic preparation and other characteristics of their students at the time of entry are not taken into account."

Austin, Ann E. "Understanding and Assessing Faculty Cultures and Climates." in Providing Useful Infomation for Deans and Department Chairs ed., Mary K. Kinnick, 47-63. San Francisco: Jossey-Bass Publishers, 1994.
Abstract: "To lead their units, make good decisions, and support the work of their faculties, deans and chairs must assess and understand faculty culture and climate. . . . This chapter explains both the conceptual notions of faculty culture, . . . why it is important for administrators to explore the faculty cultures and climates of departments, schools, and colleges [and] describes ways in which institutional researchers, deans, and department chairpersons can assess and understand faculty culture and climate."

AWIS, Surveys for Faculty, Graduate Students, (unpublished).

Available online
Notes: Climate Surveys
Abstract: AWIS provides Climate Surveys for Undergraduates, Graduates, Post-doctoral students, and Faculty. Institutions may register with AWIS in order to examine survey results for their institution.

Bakken, Lori L. "Who Are Physician-Scientists' Role Models? Gender Makes a Difference." Academic Medicine 80, no. 5 (May 2005): 502-6.
Notes: Interpretation of survey data points to the importance of the gender of role models for "physician-scientists-in-training" (i.e. medical students training for clinical research).
Abstract: "Purpose: To determine for educational purposes whether differences exist in the role models physician-scientists-in-training or in their early years of career development envision when they self-assess their abilities to perform clinical research. Method: A 35-item clinical research self-efficacy questionnaire was administered to 251 health care professionals who attended programs at the University of Wisconsin-Madison from 2002-2004. Three questions were included to determine the sex, role, and qualities of the expert envisioned by participants. Frequency distributions were computed for each response and variables were compared by gender using chi-square analysis and Fisher exact test. Results: Ninety-five physicians-in-training and junior faculty physicians responded to the questionnaire. Seventy-one percent of female and 95% of male respondents reported their envisioned experts to be male. The most frequently reported role of the envisioned expert was that of a mentor who was a faculty member in the respondent's own department (72% women, 60% men). The three most frequently reported qualities of the envisioned expert were "multiple publications," "scientific knowledge," and "supportiveness." However, women more frequently reported "communication skills" and "problem-solving abilities" than did men. This difference was statistically significant and largely due to the frequency of qualities selected by women whose envisioned expert was female. Conclusions: The results of this study emphasized the importance of a role model's gender in the career development of physician-scientists."

Bakken, Lori L., Jennifer Sheridan, and Molly Carnes. "Gender Differences Among Physician-Scientists in Self-Assessed Abilities to Perform Clinical Research." Academic Medicine 78, no. 12 (Dec. 2003): 1281-86.
Abstract: PURPOSE: To examine gender differences in physicians' self-assessed abilities to apply knowledge and skills in six core competencies for success as a clinical investigator. METHOD: A written questionnaire containing 35 learning objectives was administered to physicians involved in a clinical-research training program at the University of Wisconsin-Madison. Between 2000 and 2002, 57 postgraduate trainees (49% women) completed the questionnaire; 40 of the 57 completed the questionnaire a second time after a four-day intensive workshop in clinical research. The main outcome measure was gender differences in ratings for each question answered. RESULTS: Before the workshop, women physicians rated their abilities lower than men rated their own abilities on 22 of 35 learning objectives and women were significantly lower in rating their ability to spend sufficient time developing and advancing their own area of scientific knowledge and research. After the workshop, women rated themselves lower than men rated themselves on 33 of 35 objectives, with significant differences in seven. Women did not rate themselves significantly higher than men rated themselves on any of the 35 objectives assessed. CONCLUSION: Women physicians consistently rated their abilities to perform or apply knowledge and skills related to clinical research lower than men rated themselves, and a traditional training venue exacerbated these gender differences. This previously unexplored gender difference in self-perceived competency may indicate an additional barrier women face in academic career development and suggests that educational programs incorporate learning activities that address gender differences when training physicians for careers in clinical research.

Barber, Leslie A. "U.S. Women in Science and Engineering, 1960-1990: Progress Toward Equity?" Journal of Higher Education 66, no. 2 (Mar. 1995-Apr. 1995): 213-34.
Available online
Notes: "Transforming the [masculine] culture of science is the key to narrowing the science and engineering gender gap" (232).
Abstract: This article "reviews thirty years of statistics on women's participation in science and engineering training and explores the reasons why, although the pool of potential women scientists has steadily increased with time, there has been no increase in the percentage of women from this pool who elect to pursue scientific careers."

Barbezat, Debra A. "History of Pay Equity Studies." New Directions for Institutuional Research, no. 115 (Fall 2002): 9-39.
Available online
Notes: Review article from the special issue of New Directions for Institutional Research on the gender pay gap.
Abstract: Provides an overview of the history of salary differentials by race and sex for academic employees. Faculty salary differentials by sex; Decompositions of men-women salary differentials from selected studies from 1969 to 1993; Representation of women and minorities among professional and non-professional staff in fall 1997. [from Academic Search Elite]

Bayer, Alan E. and Helen E. Astin. "Sex Differences in Academic Rank and Salary Among Science Doctorates in Teaching." The Journal of Human Resources 3, no. 2 (Spring 1968): 191-200.
Available online
Notes: Women academics in the natural and social sciences are promoted about as quickly as men but their salaries are persistently lower.
Abstract: "Employment information, reported by approximately 2,700 recent science doctorates to the 1964 National Register of Scientific and Technical Personnel, indicates that the beginning academic rank of new scientists in college and university teaching positions is unrelated to sex. Over time, women in the natural sciences continue to receive promotions comparable to those of their male cohorts. However, women in the social sciences tend to be promoted less rapidly than men. Salary differentials, on the other hand, exist in both beginning and later academic positions, regardless of major field specialty, work setting, or academic rank. These data support the contentions of women doctorates that salary discrimination is practiced more severely than is discrimination regarding tenure or promotions."

Belden Russonello & Stewart. The Climate for Women on the Faculty at UCSF: Report of findings from a survey of faculty membersWashington, D.C.: Belden Russonello & Stewart, 2002.
Available online
Notes: Status report of women at UCSF, an academic medical institution.

Bellas, Marcia L. "Comparable Worth in Academia: The Effects on Faculty Salaries of the Sex Composition and Labor-Market Conditions of Academic Disciplines." American Sociological Review 59, no. 6 (Dec. 1994): 807-21.
Available online
Notes: Faculty salaries are lower in disciplines with a higher proportion of women.
Abstract: "Scholars of comparable worth have identified a negative bias against work typically performed by women, suggesting that the cultural devaluation of women leads to the devaluation of the work women do. Previous studies have demonstrated that both male and female incumbents of jobs employing high proportions of female workers suffer a wage penalty, earning less than those in comparable jobs with high proportions of male workers. I examine whether similar mechanisms operate in academia, asking whether higher proportions of women in academic disciplines depress faculty salaries in those disciplines, independent of the effects of labor-market conditions and conventional salary predictors. Findings from a contextual model show that faculty in disciplines employing high proportions of women suffer a wage penalty unexplained by differences in a number of disciplinary labor-market conditions or by variations in individual qualifications or job characteristics."

________. "Disciplinary Differences in Faculty Salaries: Does Gender Bias Play a Role?" Journal of Higher Education 68, no. 3 (May 1997-June 1997): 299-321.
Available online
Notes: Study examaines whether and how distribution of genders across disciplines impacts academic salaries.
Abstract: This study examines the effects of the labor-market conditions and sex composition of sixteen academic disciplines on the average 1988-89 entry-level salaries of faculty. Findings from both cross-sectional and dynamic models show that, after controlling for the effects of human capital and productivity measures, labor-market conditions influence average salaries, but so too does the sex composition of academic disciplines. [from JSTOR]

Bellas, Marcia L. Toutkoushian Robert K. "Faculty Time Allocations and Research Productivity: Gender, Race, and Family Effects ." Review of Higher Education 22, no. 4 (Summer 1999): 367-90.
Available online
Abstract: A study using data from 14,614 full-time faculty members examined total work hours, research productivity, and allocation of work time among teaching, research, and service. The study found that variations in time expenditures and research output were influenced by gender, race/ethnicity, and marital/parental status, but that these variations were also sensitive to definitions of research output. Administrative implications of these findings are discussed.

Bennett, Greta. "Balance It Out." The Chronicle of Higher Education: Chronicle Careers 53, no. 11 (Nov. 2006): 73.
Available online
Notes: Advice for achieving worklife balance
Abstract: The article presents advice from the author on balancing an academic life and family. She notes the importance of creating an environment in which you have the flexibility to do the work you love.

Bensimon, Estela, Kelly Ward, and Karla Sanders. The Department Chair's Role in Developing New Faculty into Teachers and Scholars. Boston: Ankar Publishing Co., Inc., 2000.

Bensimon, Estela Mara, Kelly Ward, and Karla Sanders. "Creating Mentoring Relationships and Fostering Collegiality."The Department Chair's Role in Developing New Faculty into Teachers and Scholars Estela Mara Bensimon, Kelly Ward, and Karla Sanders, 113-37. Bolton, MA: Anker, 2000.
Notes: Practical approach to department chairs' role in fostering mentoring and collegiality to enable the development and retention of young faculty.
Abstract: Mentoring is an important aspect of the development of new facutly members. Ensuring that new faculty recieve effective mentoring may be more or less the responsibility of the department chair. Effective mentoring should be structured around annual plans which chart out goals for new faculty's progress. Department collegiality is also important for the development and retention of junior faculty. The chair's role in maintaining and improving collegiality is discussed. Strategies for coping with uncollegial faculty and issues specific to women and minority junior faculty are discussed. The chapter concludes with checklists of actions that department chairs can implement.

Berg, Helen M. and Marianne A. Ferber. "Men and Women Graduate Students: Who Succeeds and Why?" Journal of Higher Education 54, no. 6 (Nov. 1983-Dec. 1983): 629-48.
Available online
Notes: "This study's focus is the academic success of the select group of persons who enter graduate school. Special attention is paid to the difficulties faced by women in the physical and biological sciences and by men in education."
Abstract: Article investigates degree attainment of a cohort of men and women graduate students at the University of Illinois - Urbana-Champaign. Women graduate students were most highly concentrated in education and were more likely to be enrolled in a terminal-master's program than men. In the physical and biological sciences, women were less likely to succeed in earning a graduate degree than men. Several factors were identified as predictors of success in graduate school: 1) graduate student "felt that intellectual challenge was very important in field of study," 2) graduate student was "treated as a junior colleague by at least one male faculty member," and 3) graduate student reported knowing "two or more male faculty members quite well." These three factors, the authors argue, are better predictors of success than sex alone.

Berube, Michael. "Professors Can Be Parents, Too." Chronicle of Higher Education 48, no. 31 (Apr. 2002): B12-13.
Available online
Notes: Discuss difficulties and benefits of being a professor and a parent, university policies, and faculty reactions.
Abstract: Based on personal experience discussed being a college professor and a parent at the same time. Describes difficulties regarding childcare, actions and/or lack of action taken by universities to create policies for parent professors, resistance to such policies from both the "old guard" and gay and lesbian faculty who see such policies as "heterosexist." Argues that if universities also support same-sex partner hiring and recognize same-sex partners in health and insurance plans, there is no need to set one constituency against another and that university should provide humane working and living environments for all their employees.

Bhattacharjee, Yudhijit. "Family Matters: Stopping Tenure Clock May Not Be Enough." Science 306, no. 5704 (Dec. 2004): 2031, 2033.
Available online
Notes: Discusses fears and obstacles to taking advantage of university policies to stop or extend the tenure clock and other family-friendly policies
Abstract: Discusses the need for university policies such as stopping the tenure clock and various obstacles to their effective use including the pressure to publish and fears that using such policies will have an adverse impact on career progress, evaluation, respect, etc.

________. "The Price of Family." Science 305, no. 5680 (July 2004): 38.
Available online
Notes: Childbearing decreases career success odds for women in academic science and engineering.
Abstract: "A new report for the National Science Foundation confirms what many had long suspected - being married and having children hurts a woman's chances of success in academic science and engineering. The report, a statistical analysis of data from a nationwide sample of doctoral recipients in the U.S. workforce, also suggests that women academic scientists who delay having children are more successful than those who start their families early. The report, from a team led by Jerome Bentley, a labor economist at Rider University in Lawrenceville, New Jersey, found a widening gap between women and men at successive milestones on the academic career path."

Biernat, Monica and Jennifer E. Ma. "Stereotypes and the Confirmability of Trait Concepts." Personality and Social Psychology Bulletin 31, no. 4 (2005): 483-95.
Available online
Notes: Evaluators require less evidence is required to confirm traits that are stereotypical of a group and more evidence to disconfirm such traits when they are judging members of that group -- but only if the evaluators are not also members of the same group.
Abstract: This study examines the process of how we assign traits or dispositions to individuals. The authors argue that "perceivers require that certain standards of evidence must be met before they decide that a target individual posseses a given trait." They hypothesize "that evidentiary standards differ depending on the stereotypicality of the attributes in question and on the social group membership(s) of the target person being evaluated." Specifically, traits that are stereotypic of a group were expected to require lower evidentiary standards when assessing members of that group. Similarly the authors hypotheses that more evidence will be required to disconform stereotypical traits. Two studies one focussing on race and one on sex were conducted to test these hypotheses. Both showed that "trait stereotypicality was associated with fewer behaviors required to confirm and more to disconfirm" but only when judgements were made on outgroup targets (ie. when Black evaluators judged White behaviors/traits or when White evaluators judged Black behaviors/traits).

Biernat, Monica and Camille B. Wortman. "Sharing of Home Responsibilities Between Professionally Employed Women and Their Husbands." Journal of Personality and Social Psychology 60, no. 6 (1991): 844-60.
Available online
Notes: Professionally employed women (university professors and businesswomen) perform considerably more childcare and domestic tasks than do their husbands, yet these women are satisfied with the role their husbands' play at home. Women are also more self-critical of their performance of home roles.
Abstract: "A sample of 139 married couples with young children and with relatively equal status careers (wives were university professors or businesswomen) were interviewed about work and home life. Considerable, traditional inequity in the distribution of child-care tasks and chore responsibility was noted, but women were generally satisfied with their husbands' home involvement. In the academic sample, the longer hours each spouse worked, the more child care the other performed; in the business sample, child-care involvement was largely determined by the husband's work hours, income, and education. Overall, women were more self-critical than were men about their performance in home roles, and women's role performance was rated more highly by husbands than by themselves. Women professionals' continued use of traditional sex role standards and the importance of attending to both partners' perspectives in studies of married life are discussed."

Bilimoria, Diana et al. "How Do Female and Male Faculty Members Construct Job Satisfaction? The Roles of Perceived Institutional Leadership and Mentoring and Their Mediating Processes." Journal of Technology Transfer 31, no. 3 (2006): 355-65.
Notes: Women faculty's job satisfaction is influenced more by their perception of the internal relational supports they receive than by the academic resources they receive while men faculty's job satisfaction is equally influenced by both of these two factors.
Abstract: Using "a sample of 248 male and female professors at a Midwestern private research university," this study examines how faculty "construct their academic job satisfaction." Results "indicate that both women and men perceive that their job satisfaction is influenced by the institutional leadership and mentoring they receive, but only as mediated by the two key academic processes of access to internal academic resources (including research-supportive workloads) and internal relational supports from a collegial and inclusive immediate work environment. Gender differences emerged in the strengths of the perceived paths leading to satisfaction: women's job satisfaction derived more from their perceptions of the internal relational supports than the academic resources they received, whereas men's job satisfaction resulted equally from their perceptions of internal academic resources and internal relational supports received. Implications for leadership and institutional practices are drawn from the findings."

Bird, Sharon, Jacquelyn Litt, and Yong Wang. "Creating Status of Women Reports: Institutional Housekeeping As "Women's Work"." NWSA Journal 16, no. 1 (Spring 2004): 194-206.
Available online
Notes: Examines the process of creating a status of women report and its implications for the career's of women who produce such reports.
Abstract: Growing awareness of the underrepresentation of women in male-dominated fields like science, technology, engineering, and math (STEM), has inspired universities across the United States to examine more carefully their strategies for recruiting, retaining, and promoting women students and faculty. To do so has required assembling personnel to organize and execute data collection, analyses, and interpretation. Not surprisingly, women faculty are the primary participants in this type of work. We examine the process of creating a status of women report at Iowa State University, including what this process means for institutional responsibility for gender issues and for the careers of women who produce such reports. We also recommend ways to address the problems associated with women's unrecognized service work. We refer to such work as "institutional housekeeping" because it involves the invisible and supportive work of women to improve women's status within the institution.

Bonner, Florence B. and Veronica G. Thomas. "New and Continuing Challenges and Opportunities for Black Women in the Academy." The Journal of Negro Education 70, no. 3 (2001): 121.
Available online
Notes: Introduction to a special issue on black women in the academy
Abstract: "The idea for this special issue of the Journal of Negro Education came from [the editors'] own personal recognition of the struggles and triumphs of Black women in the academy and from the many similar victories and setbacks that were brought to light during the Black Women in the Academy II: Service and Leadership Conference held in Washington, D.C., in June 1999. This special issue serves not only to highlight some of the issues discussed at that international gathering but to document the continued oppressive experiences of Black women in the academy while accentuating the lessons of survival, strength, and resilience gained from adversity. . . . Unifying themes among the articles are their attention to institutional climate, support systems and networks (or the lack thereof), role amibiguity and role overload, the connections between racism and sexism, and other systemic barriers facing Black women faculty in the academy."

Brouns, Margo. "The Gendered Nature of Assessment Procedures in Scientific Research Funding: The Dutch Case." Higher Education in Europe 25, no. 2 (2000): 193-99.
Notes: Study of gender bias in assessment procedures used by two major institutions for scientific grants in the Netherlands: The Organization for Scientific Research and the Royal Dutch Academy for the Sciences.
Abstract: Inspired in part by the Wenneras and Wold study of gender bias in the assessment of applicants for the Swedish Medical Research Council's fellowships, "this article discussed the results of a study on gender bias in assessment procedures in the two major institutions for scientific grants in the Netherlands: the Dutch Organization for Scientific Research (NOW) and the Royal Dutch Academy for the Sciences (KNOW). The study concentrated on a qualitative sample of one of the prestigious grants. A total of 128 files were analyzed on the basis of a correlation of characteristics of the applicant (sex, age, and scientific productivity), assessment by the external advisors (peer review), and the decision of NOW. The analysis indicated that women applicants were evaluated differently from male applicants. However, women were not discriminated against in all disciplines. On the contrary, is some disciplines they received a bonus. On of the major conclusions is that gender matters, but in different ways within the different disciplines." Ironically, women were favored in fields with a low proportion of women (eg. physics) and were discriminated against in fields with a better representation of women (eg. humanities and biology).

Brown, Kathryn. "Accomplished Women." Howard Huges Medical Institute Bulletin (June 2002): 19-25.
Available online
Notes: Article highlights challenges women in science and engineering face in the contemporary academy, celebrates women's sucess stories, and suggests strategies to help women suceed.
Abstract: Profiles several leading women in science. Addresses the challenges they faced, celebrates their successes, and suggests strategies that contribute to success. Encourages "young faculty to aim high [but to] brace for the inevitable obstacles."

Bryson, Colin. "The Consequences for Women in the Academic Profession of the Widespread Use of Fixed Term Contracts." Gender, Work and Organization 11, no. 2 (Mar. 2004): 187-206.
Notes: Status of Women Scientists in Britain, academic staff, fixed term contracts
Abstract: Women have been disadvantaged within the academic profession due to its gendered nature. Some commentators have alleged that temporary contracts may create opportunities for women and that women exhibit a stronger preference for such contracts than men. Over recent years, there has been a sharp rise in the proportion of academic staff employed on fixed term contracts in UK universities. This article examines whether the consequence of this has been to create a bridge for women, leading into and upwards within the profession, or a trap. Drawing on new empirical evidence gathered from academic staff, the conclusions are that segregation is decreasing slowly, but not because of fixed term contracts, and that fixed term contracts create traps and profound disadvantages for both sexes. Women are slightly disadvantaged by forms of patronage that operate to permit some fixed term staff to gain more secure posts. Moreover, relative to men, these professional women neither gain nor perceive any comparative benefits from fixed term contracts as opposed to open-ended contracts.

Callister, Rhonda Roberts. "The Impact of Gender and Department Climate on Job Satisfaction and Intentions to Quit for Faculty in Science and Engineering Fields." Journal of Technology Transfer 31, no. 3: 367-75.
Available online
Notes: Perceptions of department climate influence job satisfaction and intentions to quit, especially for women faculty.
Abstract: "This study investigates whether gender and the perceptions of department climate affects faculty job satisfaction and intentions to quit (work outcomes) with surveys responses from 308 faculty members in science and engineering fields. The study finds that both gender and department climate are related to work outcomes and that two facets of department climate (affective and instrumental) mediate the relationship between gender and both job satisfaction and intention to quit. This finding suggests that universities can benefit from improving department climate, which then may improve the retention of both male and female faculty, but may have an even greater impact on improving job satisfaction and reducing intentions to quit of female faculty."

Caplan, Paula J. "Appendix 2: The Maleness of the Environment."Lifting a Ton of Feathers: A Woman's Guide For Surviving in the Academic World Paula J. Caplan, 186-219. Toronto: University of Toronto Press, 1993.
Notes: The 'maleness' of academic climates systematically discriminates against women.
Abstract: Academic climates are defined as 'male' and are systematically biased against women. There are a number of modes through which this 'maleness' expresses itself, including: lack of incentives for women, sexist language, jokes, and comments, sexual harrasment, devaluation of women's work, exclusion/isolation of women, double standards, and sterotyped expections of gender and race. Examples of how each of these modes operates and the effects they have on women academics is discussed. The special challanges faced by women of color is also emphasized.

Carli, Linda L., Suzanne J. LaFleur, and Christopher C. Loeber. "Nonverbal Behavior, Gender, and Influence." Journal of Personality and Social Psychology 68, no. 6 (June 1995): 1030-1041.
Available online
Notes: Likeableness and competence were both predictive of influence, but likeableness was a more important determinant of influence for female than male speakers when the audience was male.
Abstract: Participants viewed a videotape of either a male or female confederate delivering a persuasive message using a high task, social, submissive, or dominant nonverbal style. Participants were influenced more after viewing the social and task styles than the dominant or submissive styles. Participants liked task and social confederates more than dominant confederates and considered submissive confederates to be less competent than the other 3 styles. Although both likableness and competence were predictive of influence, likableness was a more important determinant of influence for female than male speakers when the audience was male. Consequently, with a male audience, women exhibiting a task style were less influential and likable than men exhibiting that style. Men were not more influential than women when displaying dominance.

Carnes, Molly. "Balancing Family and Career: Advice From the Trenches." Annals of Internal Medicine 125, no. 7 (Oct. 1996): 618-20.
Available online
Notes: Carnes provides advice based on her personal experience

Carnes, Molly, Jo Handelsman, Jennifer Sheridan, and Douglas Jorenby, Diversifying Academic Medicine: Lessons From Smoking Cessation - Draft, (unpublished).2003.
Abstract: Argues that the "Transtheoretical Model" of behavior change that has been applied to describe stages of change in intentional health risk behaviors, particularly smoking, can also be applied to diversifying academic science and medicine. The fives stages are: pre-contemplation, contemplation, preparation, action, and maintenance.

Carr/Phyllis L. et al. "Faculty Perceptions of Gender Discrimination and Sexual Harassment in Academic Medicine." Annals of Internal Medicine 132, no. 11 (June 2000): 889-96.
Available online
Abstract: Results of a self-administered mailed questionnaire of U.S. medical school faculty in 24 randomly selected medical schools in the U.S. showed that female faculty were more than 2.5 times more likely than male faculty to perceive gender-based discrimination in the academic environment (P < 0.001). Among women, rates of reported discrimination ranged from 47% for the youngest faculty to 70% for the oldest faculty. Women who reported experiencing negative gender bias had similar productivity but lower career satisfaction scores than did other women (P < 0.001). About half of female faculty but few male faculty experienced some form of sexual harassment. These experiences were similarly prevalent across the institutions in the sample and in all regions of the United States. Female faculty who reported being sexually harassed perceived gender-specific bias in the academic environment more often than did other women (80% compared with 61%) and more often reported experiencing gender bias in professional advancement (72% compared with 47%). Publications, career satisfaction, and professional confidence were not affected by sexual harassment, and self-assessed career advancement was only marginally lower for female faculty who had experienced sexual harassment (P = 0.06).

Carr, Phyllis L. and et al. "Relation of Family Responsibilities and Gender to the Productivity and Career Satisfaction of Medical Faculty." Annals of Internal Medicine 129, no. 7 (Oct. 1998): 532-38.
Available online
Notes: Dependent care responsibilities are linked to the lower aspirations and career achievements of women medical faculty versus men.
Abstract: "Studies have found that female faculty publish less, have slower career progress, and generally have a more difficult time in academic careers than male faculty. The relation of family (dependent) responsibilities to gender and academic productivity is unclear." A 177-item survey was administered to full time faculty at 24 randomly selected medical schools in the U.S. Results from 1979 respondents show that "for both male and female faculty, more than 90% of time devoted to family responsibilities was spent on child care. Among faculty with children, women had greater obstacles to academic careers and less institutional support, including research funding from their institutions (46% compared with 57%; P < 0.001) and secretarial support (0.68 full-time equivalents compared with 0.83 full-time equivalents; P = 0.003), than men. Compared with men with children, women with children had fewer publications (18.3 compared with 29.3; P < 0.001), slower self-perceived career progress (2.6 compared with 3.1; P < 0.001), and lower career satisfaction (5.9 compared with 6.6; P < 0.001). However, no significant differences between the sexes were seen for faculty without children." The study concludes that "compared with female faculty without children and compared with men, female faculty with children face major obstacles in academic careers. Some of these obstacles can be easily modified (for example, by eliminating after-hours meetings and creating part-time career tracks). Medical schools should address these obstacles and provide support for faculty with children."

Carson, Lloyd. "Gender Relations in Higher Education: Exploring Lecturers Perceptions of Student Evaluations of Teaching." Research Papers in Education 16, no. 4 (2001): 337-58.
Available online
Notes: Female lecturers perceive students as holding prejudicial views about them, male lecturers perceive students as being unbiased. Male and female academics hold misconceptions about each other. Male academics tend to exhibit dismissive or defensive attitudes to gender concerns.
Abstract: Rather than examining the existence of gender bias in student evaluations of teaching which is suggested by other quantitative studies, this study examines lecturers views about student perceptions of their behavior. The author found that female lecturers believed that their students, especially their male students held prejudiced views about them. At the same time, these female lecturers were confident about their teaching abilities and academic identities, and believed they performed better than their male colleagues. Male lecturers, however, believed students were unbiased and saw the "teaching effort among male and female academics as equivalent." The author also expresses concern that male academics' "curt or sometimes hostile responses to the questionnaire items implied a dismissive or defensive attitude to gender concerns, including those of their female colleagues, of which some had been aware." The author also expressed concern over that male and female academics held misconceptions about each other. "For instance, male staff reportedly attributed good teaching evaluations to a woman's attractiveness rather than effort" and women failed to empathize: "some complained of the inability of male colleagues to grasp the negative aspect of being seen [by students] as approachable, yet seemed unaware that for some men, being perceived as distant and unapproachable . . . was distressing."

Chafetz, Janet Saltzman. "Why So Slow? The Avancement of Women." Contemporary Sociology 28, no. 1 (Jan. 1999): 42-43.
Available online
Notes: Negative book review
Abstract: Negative review. Author faults Valian for failing to analyze structured power inequalities between the sexes and for a "narrow concentration" on professional employment. She also argues that that sociologists conversant with the literature of their discipline won't find much that they don't already know.

Chang, Mitchell et al., Editors. Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education - A Report of the AERA Panel on Racial Dynamics in Colleges and UniversitiesAmerican Educational Research Association ,
Notes: Presents research finding on benefits of diversity for/in colleges and universities.
Abstract: This report results from the work of a panel of experts on race relations and diversity who examine "the knowledge base on race and inter-group relations in colleges and universities." Their reports presents "substantial and consistent" research documenting both the continued existence of racial inequities in educational opportunity, the influence of race on "American consciousness and social behaviors," and the benefits of diversity for educational outcomes of students, for educational institutions and for society in general. Chapters include: Justice, Equality of Educational Opportunity and Affirmative Action in Higher Education, which presents evidence that "opportunity to learn is inequitably distributed, and is shaped, in part, by student's race and economic circumstances"; Social Psychological Evidence on Race and Racism, Standardized Testing and Equal Access: A Tutorial; The Educational Benefits of Diversity: Evidence from Multiple Sectors.

Chesler, Naomi C. and Mark A. Chesler. "Gender-Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community." Journal of Engineering Education 91, no. 1 (Jan. 2002): 49-55.
Available online
Notes: Authors use sociological approaches to identify alternative, gender-informed models for mentoring women in engineering.
Abstract: "Improved mentoring of women graduate students and young faculty is one strategy for increasing the presence, retention and advancement of women scholars in engineering. We explore the sociological literature on interpersonally - and institutionally - generated gender roles and dynamics that make the construction and maintenance of mentoring especially difficult for women in male-dominated fields. In addition, we review non-traditional strategies including peer-, multiple- and collective mentorships that are likely to be more successful for most women (and men). Finally, organizational change strategies designed to provide a more egalitarian and cooperative atmosphere in engineering programs and departments are presented. These ideas represent a social contract for a caring community more supportive of all members' personal and professional growth and success."

Chesley, Kate. "Stanford releases findings of three-year study on status of women faculty." [http://www.stanford.edu/dept/news/pr/2004/womenrelease-527.html].
Notes: Report on Status of Women faculty at Stanford University
Abstract: "A three-year study comparing women and men faculty members at Stanford shows no significant gender differences for the university as a whole in measures of overall satisfaction or in non-salary compensation and support in most parts of the university. The report also pointed out areas within the university in which some disparities, while not indicative of overall patterns, nevertheless warranted further research."

Chinn, Pauline W. U. "Asian and Pacific Islander Women Scientists and Engineers: A Narrative Exploration of Model Minority, Gender, and Racial Stereotypes." Journal of Research in Science Teaching 39, no. 4 (2002): 302-23.
Available online
Notes: Gender expectations for Asian and Pacific Islander Women Scientists and Engineers.
Abstract: "This qualitative study uses narrative methodology to understand what becoming a scientist or engineer entails for women stereotyped as "model minorities." Interviews with four Chinese and Japanese women focused on the social contexts in which science is encountered in classrooms, families, and community. Interpretation was guided by theories that individuals construct personal narratives mediated by cultural symbolic systems to make meaning of experiences. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. Regardless of parents' level of education, country of birth, and number of children, educational expectations, and resources were lower for daughters. Parents expected daughters to be compliant, feminine, and educated enough to be marriageable. Findings suggest K-12 gender equity science practices encouraged development of the women's interests and abilities but did not affect parental beliefs. The author's 1999 study of Hawaiians/Pacific Islander and Filipina female engineers is included in implications for teacher education programs sensitive to gender, culture, ethnicity, and language."

Christman, Dana E. "Women Faculty in Higher Education: Impeded by Academe." Advancing Women in Leadership, no. 15 (Winter 2003).
Available online
Notes: Review articles discusses structural and cultural obstacles to womens' full participation in academia and discusses proposed remedies.
Abstract: "Set up through the beneficences of patriarchy, the academy tends to reflect the values of the same. Women's experiences are not part of the dominant paradigm and are, at best, frequently misunderstood and, at worst, devalued and discounted."

Clark, M. Carolyn and Denise B. Watson. "Women's Experience of Academic Collaboration." New Directions for Adult and Continuing Education, no. 79 (Fall 1998): 63-74.
Available online
Abstract: In this chapter, women professors of adult education reflect on their experience of collaboration in research and writing. They discuss the benefits and difficulties of collaboration, the various ways they go about it, and what they learn from the experience.

Clemens, Elisabeth S. et al. "Careers in Print: Books, Journals, and Scholarly Reputations." American Journal of Sociology 101, no. 2 (Sept. 1995): 433-94.
Available online
Notes: Gender plays a role in choice of research methods and type of scholarly texts produced (among Sociologists), which effects career outcomes and reputation.
Abstract: "Academic reputation rests on publication. But unlike many fields, sociology recognizes both journal articles and books, thereby complicating the relation of publication to reputation. Drawing on the sociology of science and organization theory to analyze elite sociology journals and books nominated for a major prize, the authors show how genre structures scholarly fields and shapes the reception of texts. Method and evidence, not subject matter, distinguish articles from books. Private universities "prefer" books, while scholars trained at public universities are more likely to publish articles. Gender and rank are associated with choice of genre, while citation rates increase with authors' prior publication records. Books generate conversations across subfields and disciplines; articles serve as a currency of evaluation within sociology."

Cockrell, Cathy. "Faculty 'Climate Survey' -- the Results Are in." Berkeleyan (Berkeley, CA), 8 Oct. 2004.
Available online
Notes: Campus news article reviews the findings of Berekely's climate survey and reports that women and minority faculty believe mentoring URMs is undervalued.

Colbeck, Carol L. "Merging in a Seamless Blend: How Faculty Integrate Teaching and Research." The Journal of Higher Education 69, no. 9 (1998): 647-71.
Available online
Notes: Empirical (qualitative) investigation of how faculty allocate time between teaching and research activities.
Abstract: Using direct observation and detailed activity accounts, this study documented how faculty in two disciplines at two universities simultaneously accomplished teaching and research. Individual faculty integrated teaching and research between 8 and 34 percent of their work time. English faculty integrated research more with classroom teaching; physicists integrated research more with training students to conduct inquiry. [JSTOR]

Colbeck, Carol L. and Robert Drago. "Accept, Avoid, Resist: Faculty Members' Responses to Bias Against Caregiving . . . And How Departments Can Help." Change Magazine 37, no. 6 (Nov. 2005-Dec. 2005): 10-17.
Available online
Notes: Bias against caregiving in the academy
Abstract: Reports on three interrelated studies that explore the extent to which faculty perceive a bias against caregiving and how they respond to it. Also discusses what institutions and departments can do to alleviate this bias.

Conley, Frances K. Walking Out on the Boys. New York: Farrer, Straus, and Giroux, 1998.
Notes: Autobiographical account
Abstract: Conley made headlines when she resigned from Stanford University as the first women in the country named full professor of neurosurgery. Here she tells the story of her training and career in a profession that is dominated by white males and systematically treats women as inferior, and how she came to the realization that nothing she could do would ever admit her to the club. She ponders the implications for the future of the medical profession. (abstract by Book News, Inc., Portland, Or. )

Cook, Sarah Gibbard. ""Disparate Effect' on Women Could End the Tenure System." Women in Higher Education 15, no. 12 (Dec. 2006): 1-2.
Notes: Tenure outcomes for women
Abstract: Discusses the research of Elizabeth Mooney O'Callaghan on tenure disparities between men and women. O'Callaghan examines tenure from a legal and institutional perspective as an employment practice to understand how it compares with retention and promotion in other fields. She examines why women's rates of achieving tenure are lower than men's and considers what institutions can do to change these disparities.

Cox, Ana Marie and Robin Wilson. "Leaders of 9 Universities Pledge to Improve Conditions for Female Scientists." Chronicle of Higher Education 47, no. 22 (Feb. 2001): A12.
Available online
Abstract: Three faculty members at the Massachusetts Institute of Technology--Nancy Hopkins, Lotte Bailyn, and Lorna Gibson -- recently organized a meeting of presidents and provosts from nine top research universities. At the meeting these leaders signed a pledge to promote the more equitable treatment of female faculty members in science and engineering, and to consider "potentially significant" changes in university policies to accomplish that goal. Some reactions of female faculty members are included.

Crittenden, Kathleen S. and Mary Glenn Wiley. "Causal Attribution and Behavioral Response to Failure." Social Psychology Quarterly 43, no. 3 (Sept. 1980): 353-58.
Available online
Notes: Different attribution processes lead men and women academics to respond to failure differently.
Abstract: "This paper uses a survey of social science authors to address the link between causal attribution of a "real" achievement event and future behavior. The achievement event studied is the decision of a refereed journal not to publish a submitted paper. Using regression procedures designed to handle interaction effects, we relate author's attributions, sex, professional status variables, and past experience to immediate publication strategy following the rejection. We find that this behavioral response is directly influenced by past experience, and, among women, the stability of causes attributed for the rejection. Sex interacts with stability attribution and status in predicting whether an author will continue trying to publish the paper."

Cuny, Janice and William Aspray. Recruitment and Retention of Women Graduate Students in Computer Science and Engineering: Report of a Workshop June 20-21, 2000Washington, D.C.: Computing Research Association, 2001.
Available online
Notes: Report provides 20 specific suggestions for attracting women to graduate programs in computer science and engineering.
Abstract: "This document is the report of a workshop that convened a group of experts to discuss the recruitment and retention of women in Computer Science and Engineering (CSE) Graduate Programs. Participants included long-time members of the CSE academic and research communities, social scientists engaged in relevant research, and directors of sucessful retention efforts. The report is a compendium of the experience and expertise of workshop participants, rather than the result of a full-scale, scholarly study into the range of issues. Its goal is to provide departments with practical advice on recruitment and retention in the form of a set of specific recommendations."

Curtis, John W. "Balancing Work and Family for Faculty: Why It's Important." Academe 90, no. 6 (Nov. 2004-Dec. 2004): 21-24.
Available online
Notes: Helping faculty to balance work and life is of benefit to all.
Abstract: "Focuses on the significance of balancing work and family to a female college teacher in the U.S." Items disscussed include: "Factors that contribute to the inequities in the distribution of women faculty members in institutions; Advantages of restructuring faculty work for women; Impact of work-family policies for faculty on institutions and gender inequity."

Davidson, John. "The Tenure Trap." Working Woman (June 1997): 36-41, 68-?
Notes: Subtle and not-so-subtle gender discrimination disadvantages women in the tenure-track.
Abstract: Women face serious gender-biases in academia, which is reflected in the tiny proportion of tenured faculty at top universities. Problems include gender bias, male-dominated professional networks, family/career interface, and tendancies to devalue women's credentials among others.

Davies, Paul G., Steven J. Spencer, and Claude M. Steele. "Clearing the Air: Identity Safety Moderates the Effects of Stereotype Threat on Women's Leadership Aspirations." Journal of Personality and Social Psychology 88, no. 2 (2005): 276-87.
Available online
Notes: Stereotype threat can influence both performance and aspirations - and creating "identity-safe" environments can reduce the influence of sterotype threat.
Abstract: Considerable research documents how stereotype threat undermines performance, but little research has been conducted on how stereotype threat influences aspirations. This study examines the effect of stereotype threat on women's aspirations for leadership. "Exposing participants to gender-stereotypic TV commercials designed to elicit the female stereotype, the present research explored whether vulnerability to stereotype threat could persuade women to avoid leadership roles in favor of nonthreatening subordinate roles. Study 1 confirmed that exposure to the stereotypic commercials undermined women's aspirations on a subsequent leadership task. Study 2 established that varying the identity safety of the leadership task moderated whether activation of the female stereotype mediated the effect of the commercials on women's aspirations. Creating an identity-safe environment eliminated vulnerability to stereotype threat despite exposure to threatening situational cues that primed stigmatized social identities and their corresponding stereotypes."

Deaux, Kay and Tim Emswiller. "Explanations of Successful Performance on Sex-Linked Tasks: What Is Skill for the Male Is Luck for the Female." Journal of Personality and Social Psychology 29, no. 1 (1974): 80-85.
Available online
Notes: Differential attribution of success between genders. Success for men attributed to ability/effort; success for women attributed to luck.

Delgado, Ray. "Sucesses, Challenges Seen in Report on Women Faculty." Stanford Report (June 2004).
Available online
Notes: Summary of report on status of women faculty at Stanford University; notes significant progress and takes a generally positive outlook.
Abstract: "A three-year study comparing female and male faculty members shows no significant gender-based differences in measures of either overall satisfaction or in non-salary compensation and support in most parts of the university. ...The representation of women is still low, especially women of color, in certain fields and among the most highly compensated full professors. Women reported feeling excluded and undervalued in certain disciplines and schools and reported expereincing difficulty reconciling personal and professional needs that are compounded by financial pressures of living in the Bay Area and inadequate childcare options."

Denton, Margaret and Isik Urla Zeytinoglu. "Perceived Participation in Decision-Making in a University Setting: The Impact of Gender." Industrial and Labor Relations Review 46, no. 2 (Jan. 1993): 320-331.
Available online
Notes: Women faculty members are less likely to feel they are participants in university decision-making.
Abstract: "This analysis of responses to a 1988 survey of full-time faculty at a medium-sized university in central Canada indicates that women were less likely than men to perceive themselves as participating in university decision-making, even with controls for other relevant variables. Academic rank, visible or ethnic minority status, and membership in networks were also influential. No significant effect was found for the possession of a Ph.D., the amount of teaching experience, the possession of tenure, having a mentor, or the proportion of women in the division's faculty."

Dervarics, Charles. "Virginia Tech to Reward Faculty for Promoting Diversity." Diverse Issues in Higher Education(Diverse Online) (Sept. 2006).
Available online
Notes: Virginia Tech's annual performance evaluations for faculty will include faculty engagement in diversity-related activities as one of the criteria for merit pay increases.

desJardins, Marie, How to Be a Good Graduate Student/Advisor, (unpublished).1994.
Notes: Advice for graduate students and their mentors
Abstract: Tips and suggestions for graduate students on how to survive graduate school and for faculty mentors on how to best guide and support graduate students through the process. Focus is general, but section 7 addresses women's issues.

Dey, Eric L., Jessica S. Korn, and Linda J Sax. "Betrayed by the Academy: The Sexual Harassment of Women College Faculty." The Journal of Higher Education 67, no. 2 (Mar. 1996-Apr. 1996): 149-73.
Available online
Notes: Documents and analyzes sexual harassment of faculty women
Abstract: A study examined the prevalence of sexual harassment among faculty women, the characteristics of those who have been sexually harassed, the factors that might lead to sexual harassment, and the outcomes of sexual harassment. Subjects were 29,771 full-time college and university teaching faculty at 289 two-year colleges, four-year colleges, and universities in the U.S. Results did not support the notion that faculty of color face a greater likelihood of being harassed once other significant factors have been taken into account. Compared to students from other institutions, those at selective institutions are more inclined to be harassers. Sexual harassment also results in a wide range of results. The study suggests that the hiring of more women will mean that women will be less likely to be harassed. Recommendations for eliminating sexual harassment in higher education are provided.

Dickens, Cynthia Sullivan and Mary Ann D. Sagaria. "Feminists at Work: Collaborative Relationships Among Women Faculty." The Review of Higher Education 21, no. 1 (1997): 79-101.
Available online
Notes: Study found that collaboration is common among feminist scholars and identified four patterns of collaboration.
Abstract: "A study investigated the social relationships that developed among 26 feminist women faculty, representing 18 academic departments and fields, who collaborated in scholarly endeavors. Results indicated collaboration is common practice among feminist scholars; respondents typically sought membership in a supportive community. Four patterns of collaboration emerged: pedagogical, instrumental, professional, and intimate. Also, disciplinary norms apparently determined likely forms of collaborative relationship."

Drago, Robert, Carol Colbeck, Dawn Stauffer, Amy Varner, Kurt Burkum, Jennifer Fazioli, Gabriela Guzman, and Tara Habasevich, The Avoidance of Bias Against Caregiving: The Case of Academic Faculty, (unpublished).2006.
Notes: Examines strategies to avoid bias by minimizing or hiding family commitments and considers factors that decrease bias avoidance behaviors.
Abstract: "We analyze bias avoidance behaviors, whereby employees respond to biases against caregiving in the workplace by strategically minimizing or hiding family commitments. We divide bias avoidance behaviors into productive types that improve work performance and unproductive types that are inefficient. Original survey data from 4,188 chemistry and English faculty in 507 U.S. colleges and universities suggests both types of bias avoidance are relatively common, and women more often report both types of behavior. Regression analyses show few disciplinary differences, find supportive supervisors associated with reductions in reports of bias avoidance, suggest low levels of bias avoidance for women are linked to institutional gender equity, and support the possibility that there are subjective components to bias avoidance behaviors."

Drago, Robert et al. "Bias Against Caregiving." Academe 91, no. 5 (Sept. 2005-Oct. 2005).
Available online
Notes: Considers reasons why faculty members rarely take advantage of family-friendly policies.
Abstract: Suggests that bias against care-giving and fears of suffering career penalties discourage faculty members from using available policies designed to help them balance professional and family life. Findings are based on a survey administered to 4,188 faculty members in English and Chemistry at 507 universities and colleges in the U.S. and on case studies that document the experiences of thirteen faculty parents in English and Chemistry at eleven institutions. Notes that women who admit to care-giving responsibilities are penalized more than men. Suggests that the existence of formal family-friendly policies and cultures of inclusion can minimize unproductive bias avoidance strategies.

Drago, Robert and Joan Williams. "A Half-Time Tenure Track Proposal." Change 32, no. 6 (Nov. 2000-Dec. 2000): 46-51.
Available online
Abstract: At present, academics are offered only two alternatives: work long hours and (with luck) get tenure, or refuse to work those hours and take the consequences. Current practices artifically reduce the talent pool by eliminating a hefty percentage of qualified candidates-- that is, most mothers-- from reaching for or achieving tenure.

Dreifus, Claudia. "A Conversation With Shirley Tilghman: Career That Grew From an Embryo." New York Times (New York), 8 July 2003, 2, 2, 2.
Available online
Abstract: Interview with Shirley Tilghman, molecular geneticist, and now President of Princeton University. Covers issues of women in science, women in administration.

Drew, Todd L. and Gerald G. Work. "Gender-Based Differences in Perception of Experiences in Higher Education: Gaining a Broader Perspective." Journal of Higher Education 69, no. 5 (1998): 542-55.
Available online
Notes: Presents study results showing that female students do not experience a chilly climate.
Abstract: This study provides a broader perspective on the "chilly classroom climate" question. Female students in our sample were not found to be suffering from a chilly climate in higher education. In fact, women reported experiences and gains from college equivalent to or in many cases exceeding those of men.

Edwards, Christopher G. "Get a Life!: New Options for Balancing Work and Home." HMS Beagle: The BioMedNet Magazine 54 (May 1999).
Notes: Life science companies and university see benefits of helping employees lead balanced lives.
Abstract: Scientists are trained to believe that research should come first in their lives, and the research community supports this expectation. However, if you want to build your personal relationships, care for children or elders, or nurture an important nonwork interest, you need time, attention, and precious energy. Fortunately, life science companies and universities are beginning to discover that it's good business to help employees have better, more rewarding personal lives. Let's look at this trend, and examine how it might affect your next job or promotion.

Euben, Donna R. and Saranna R. Thornton. "The Family and Medical Leave Act: Questions and Answers for the Academic Community." Academe 88, no. 5 (2002): 45-48.
Available online
Notes: Announces a reports on a new guidebook published by the AAUP to address questions about the FMLA of 1993.
Abstract: Discusses a new American Association of University Professors (AAUP) guidebook that aims to help faculty understand their rights under the Family and Medical Leave Act (FMLA) of 1993 and to address questions have arisen about the application of the FMLA to the academic workplace from faculty members and administrators at different stages in their academic careers.

Evans, Sherri L., June M. Gallessich, and Lucia A. Gilbert. "Sex of Faculty Role Model and Students' Self-Perceptions of Competency." Sex Roles 9, no. 5 (1983): 597-608.
Notes: Gender of graduate students and their role model matters in several respects.
Abstract: This study investigated sex of faculty role model and students' professional development. Subjects were 80 female and 77 male graduate students enrolled in the same academic department who responded anonymously to a questionnaire assessing self-evaluations of competency, stress, and satisfaction in regard to the student and intended professional roles. Female graduate students who identified female professors as role models viewed themselves as more career oriented, confident, and instrumental than female students who identified male role models. However, female students with female role models did not differ in these self-descriptions from male students identifying male faculty as role models. Choice of role model did not similarly relate to self-reports of stress in the student role or of departmental satisfaction, but female students with female role models reported higher satisfaction with their student role than did male or female students with a male role model. Alternate explanations for the findings are discussed and questions for future research in this area are raised.

Feagin, Joe R. The Continuing Significance of Racism: U.S. Colleges and Universities Office of Minorities in Higher Education American Council on Education. Washington, D.C.: American Council on Education, 2002.
Notes: Presents and discusses examples of experiences of minority students and faculty in our nations colleges and universities.
Abstract: "Though we have made substantial progress in increasing the diversity of our student body, graduation rates for some minority groups, including African-American and Latino students, still lag behind those of Caucasians, and attendance and success in graduate programs show even greater gaps." A variety of factors may be responsible, including: "family income levels, the quality of primary and secondary schools, neighborhood social environments, educational preparation, and the climate that some minority students observe at their instittutions." This report focuses on one potential factor - "the social climate on our campuses." It is based largely upon "responses of students of color in interviews and focus group sessions."

Feder, Barbara and John Hubner. "Gender Bias Heat Altering Universities." Wisconsin State Journal (Madison, WI), 28 Feb. 2000, 1A.
Available online
Notes: Article highlights the debate about the status of women in the academy and sucessful moves for change.
Abstract: Reports on several gender discrimination cases at various universities including Stanford, MIT and UW-Madison. Suggests that female scholars who contest inequities in pay and promotion are getting results.

Ferber, Marianne A. and Carole A. Green. "Traditional or Reverse Sex Discrimination? A Case Study of a Large Public University." Industrial and Labor Relations Review 35, no. 4 (July 1982): 550-564.
Available online
Notes: Article finds evidence that there is no effective affirmative action in female faculty employment.
Abstract: "This study assesses the extent and causes of recent sex discrimination in academic positions at a large public university. Performing multiple regression analysis on data for all individuals hired for full-time faculty positions during the academic years 1975-76 through 1978-79 at the University of Illinois, Urbana-Champaign, the authors find that women are paid less ($2,200 less, on average) than men when such usual criteria as highest degree, experience, number of publications, honors, and field are held constant. They find no evidence that this gap closes over time. Using multiple probit analysis, the authors find, in addition, that women are less likely to be hired in tenure-track positions. Then, using discriminant analysis as an alternate method, they find that articles published is the largest contributing factor to high academic rank, but that sex is also a significant factor. The authors conclude that, despite suspicions to the contrary, their evidence shows no effective affirmative action in faculty employment."

Ferber, Marianne A. and Jane W. Loeb. Academic Couples: Problems and Promises. Urbana: University of Illinois Press, 1997.

________. "Issues in Conducting an Institutional Salary-Equity Study." New Directions for Insititutional Research, no. 115 (Fall 2002): 41-69.
Available online
Notes: Article from a special journal issue on the gender pay gap, reviews methodological issues relating to conducting a pay equity study.
Abstract: Investigates the effects of several different specifications of a salary model on findings of gender differences in salary and on their correction. Objectives of institutional salary studies; Features of the usual salary study; Factors to consider in conducting a single-institution salary-equity study; Effects of different salary models on results of equity study. [from Academic Search Elite]

Ferreira, Maria M. "Practical Strategies for Achieving Tenure and Promotion at Research Universities."Research on Women in Education 2005 Conference Proceedings.
Available online
Notes: Advice on achieving tenure aimed at women and minorities

Fidell, L. S. "Empirical Verification of Sex Discrimination in Hiring Practices in Psychology."Woman: Dependent or Independent Variable? editors, R. K Denmark F. L. Unger, 774-82. New York: Psychological Dimensions, 1975.
Notes: Shows influence of gender on evaluation of credentials. Based on a study that switched names on C.V.s.
Abstract:

Fink, Ira. "Research Space: Who Needs It, Who Gets It, Who Pays for It?" Planning for Higher Education 33, no. 1 (Sept. 2004-Nov. 2004): 5-17.
Available online
Notes: Discusses institutional planning issues as they relate to the allocation of research space; does not address gender.
Abstract: "The writer provides an overview of research space management across the U.S. on general campuses and in health science centers. The overview indicates that the many people and groups involved in the research space allocation and management process are faced with important campus issues related to documenting how research space is used, projecting what needs exist, acquiring the space, managing it, and maintaining a research space equilibrium by keeping demand and supply in balance."

Finkel, Susan Kolker and Steven G. Olswang. "Child Rearing As a Career Impediment to Woman Assistant Professors." The Review of Higher Education 19, no. 2 (1996): 123-39.
Notes: Women assistant professors identify "time required by children" as one impediment to achieving tenure.
Abstract: Over 40% of women assistant professors in a recent survey (n=124) identified publishing, teaching, committees, and "time required by children" as serious impediments to achieving tenure, many more than reported sexual harassment and sexism as serious obstacles. Policy changes that will accommodate women professors' time commitments to children are discussed. In addition to the obvious "accomodation" -- that sick leave include pregnancy and maternity leave, the author suggests other policies such as tenure clock extensions, but does not discuss childcare.

Fishman, Charlotte. "It Takes a Village to Create a Full Professor." International Journal of Humanities and Peace 21, no. 1 (2005): 74-75.
Available online
Abstract: This response to the AAUW (American Association of University Women) report, Tenure Denied argues that the report is distorted because if focusses on women who lost their tenure suits against universities. As a lawyer who has successfully represented women in tenure battles, Fishman relies on her own experience to suggest that women who win tenure suits begin early and together with an attorney develop a strategy for combatting discrimination. She suggests that it is unfortunate that "women who win tenure with low-profile legal help tend not to advertise that fact, fearing it will undermine a hard-earned academic reputation." She urges such women "come out of the closet" to empower the next generation and describes some strategies for fighting or avoiding a negative tenure decision.

Fister, Emily et al., Workbook Coordinators. Beyond Parity Workbook for Action
Notes: "The Beyond Parity Conference was the beginning of a long dialogue to support coordinated activism on the part of women and men who wish to promote institutional change through women's leader ship in academic medicine. The Beyond Parity Workbook for Action was developed to assist in this transformation." Contains conference synopsis, models of success, steps for transformation.

Fogg, Piper. "Family Time." The Chronicle of Higher Education 49, no. 40 (June 2003).
Available online
Notes: Posits that work/family balance issues lead some women quit their coveted tenure-track jobs
Abstract: Discusses the reasons behind the decision of many women including mothers to leave their university teaching career. Addresses the notion that academe is one of the most family-friendly environments; describes the types of work-family conflicts encountered by teaching mothers; and provides examples of actions taken by different universities to address work-and-family issues faced by their women staff.

________. "Women See Less Clarity in Tenure Requirements Than Do Men." The Chronicle of Higher Education 53, no. 6 (Sept. 2006): A12.