WISELI BIBLIOGRAPHY
Organized Alphabetically
Updated June 20, 2007

The Chronicle of Higher Education, Almanac Issue, 2006-7. Vol. 53, no. 12006.
Notes: Statistical data on students and faculty at U.S. univeresities.
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.

"What Research Says About Race-Linked Barriers to Achievement." The Chronicle of Higher Education 53, no. 39 (June 2007): A26.
Notes: Reports on some research findings regarding overcoming barriers to academic achievement for minority students.
Abstract: This report briefly reports on some research findings about barriers to academic achievement for minority students and how to successfully overcome them. It discusses Claude Steele's work on "stereotype threat" and the work of Carol Dweck and Joshua Aronson showing that when students believe intelligence in not fixed and can be increased with effort they are less subject to stereotype threat. It also cites research showing how interactions with faculty, involvement in campus organizations, an participation in study groups can influence performance.

"Women, Minorities Rare on Science, Engineering Faculties." Black Issues in Higher Education (Feb. 2004): 19.
Available online
Notes: Donna Nelson's report on faculty demographics in STEM departments that rank among the top 50 in the nation.
Abstract: This is a summary of Donna Nelson's report on faculty demographics in STEM departments that rank among the top 50 in the nation. Nelson shows that in these top-ranked departments there are few minority or women faculty and those that do exist are typically found at the lowest professorial ranking.

Abdul-Majid, Khairul-Bariah. "Postdoc Talk: Unlock the Box." The Scientist 7, no. 61 (Apr. 2003).
Available online
Notes: Gendered assumption about names
Abstract: Author's account of her experience hosting a poster session. Despite the fact that the author stood right beside her poster, conference attendees failed to associate her with her work because they assumed the name listed as author of the poster belonged to a Middle Eastern male. The author expresses a sense of pride in her name and diversity, and acknowledges that she will continue to face this lack of recognition.

Abir-Am, Pnina G and Dorinda Outram. Uneasy Careers and Intimate Lives: Women in Science, 1789-1979. The Douglass Series on Women's Lives and the Meaning of Gender. New Brunswick: Rutgers University Press, 1987. Call Number: Q130 .U525 1987

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."

Acker, Joan. "Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations." Gender and Society 4, no. 2 (June 1990): 139-58.
Available online
Notes: Theory proposes that modern, capitalist work organizations are male gendered.
Abstract: "In spite of feminist recognition that hierarchical organizations are an important location of male dominance, most feminists writing about organizations assume that organizational structure is gender neutral. This article argues that organizational structure is not gender neutral; on the contrary, assumptions about gender underlie the documents and contracts used to construct organizations and to provide the commonsense ground for theorizing about them. Their gendered nature is partly masked through obscuring the embodied nature of work. Abstract jobs and hierarchies, common concepts in organizational thinking, assume a disembodied and universal worker. This worker is actually a man; men's bodies, sexuality, and relationships to procreation and paid work are subsumed in the image of the worker. Images of men's bodies and masculinity pervade organizational processes, marginalizing women and contributing to the maintenance of gender segregation in organizations. The positing of gender-neutral and disembodied organizational structures and work relations is part of the larger strategy of control in industrial capitalist societies, which, at least partly, are built upon a deeply embedded substructure of gender difference."

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)

Aguirre, Adalberto Jr., Anthony Hernandez, and Ruben Martinez. "Perceptions of the Workplace: Focus on Minority Women Faculty." Initiatives 56, no. 3 (1994): 41-50.
Notes: Discusses the findings of a survey from 1987-1988, indicating that women faculty, particularly minority women faculty, perceive that they are treated unfairly and are under more constraints in their working environment in comparison with men and non-minority faculty. Additionally, non-minority women were likely to agree that minorities were excluded from decision-making processes.

Aguirre, Adalberto Jr. and Melinda Messineo. "Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?" Equity and Excellence in Education 30, no. 2 (1997): 26-30.
Notes: Impact of white privilege and racial bigotry on minority students
Abstract: Studied racially motivated incidents on U.S. campuses that were published in the New York Times and the Los Angeles Times between 1987 and 1993, the same period during which the U.S. Commission on Civil Rights investigated bigotry on U.S. college campuses and concluded that "bigotry on college campuses was present and growing." Of 106 incidents covered by these newspapers, none resulted in "severe sanctions, such as dismissal." In most incidents, "recommendations were made that the perpetrators enroll in multicultural awareness classes." In some instances, "perpetrators' first amendment rights were protected by the institutional environment." The authors argue that "racial bigotry is nested within an institutional environment that provides it with expressive outlets, while shielding it from criticism by not imposing sanctions that penalize its expression."

Akst, Daniel. "What Meets the Eye." The Wilson Quarterly (Summer 2005).
Available online
Notes: Review of evolutionary psychology arguments, sex differences, and discrimintation.
Abstract: Reviews recent evolutionary psychology arguments about the importance of 'beauty' for career and other life outcomes; discusses the possibility of appearance as a new means of discrimintation. Disucsses sex differences in the salience of beauty for assessment.

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."

Alexander, Victoria D. and Peggy A. Thoits. "Token Achievement: An Examination of Proportional Representation and Performance Outcomes." Social Forces 64, no. 2 (Dec. 1985): 332-40.
Available online
Notes: Paper examines the effects of belonging to a minority gender group (< 20%) on academic performance among college seniors, by department. Findings indicate that minority gender groups tend to outperform overall but that this effect is due to different abilities.
Abstract: "Kanter's theory of proportional representation suggests that tokens (members of one social category in a numerical minority) will underachieve relative to dominants (members of a complementary social category in numerical majority). This paper identifies and controls for several factors confounded with the effects of proportional representation on performance outcomes. The grade point averages of male and female college seniors are examined in an academic community into which relatively small numbers of women recently have been introduced. The analysis suggests that the relationship between tokenism and underachievement holds only for low-status tokens among high-status dominants and that a modified definition of relative achievement is needed."

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."

Alger, Jonathan R. "Coloring Between the (Legal) Lines: Faculty Diversity and the Law."Keeping Our Faculties: Addressing the Recruitment and Retention of Faculty of Color.
Available online
Notes: Advice on diversifying faculty
Abstract: This paper provides advice on ways to diversify faculty. It offers recommendations and procedures for hiring committees and argues that "faculty diversity should not be equated with mere racial and/or gender balancing."

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.

Alverno College Office of Academic Affairs. How institutional transformation works and becomes visible.Milwaukee, WI: Alverno College Institute, 1998.
Abstract: Chronicles Alverno College's experience in implementing a major restructuring of its educational program. Describes changes made and lessons learned.

American Association for the Advancement of Science (AAAS), ed. Making Strides. Vol. 2, no. 4. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2000.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Tang, Joyce, "Making It in Engineering: The Career Attainment and Mobility of Caucasian, Black, and Asian-American Engineers;" Castillo-Garsow, Melissa, "The David Blackwell and Richard Tapia Distinguished Lecture Series in the Mathematical and Statistical Sciences;" Van Horne, Virginia, "An Interview with Dr. Harold Deutschman;" and Winston, Cynthia E., "A Profile of an AGEP Institution: Howard University."

________. Making Strides. Vol. 3, no. 1. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Tsapogas, John, "Retention of the Best Underrepresented Minority Graduates in Science and Engineering;" Davis, Geoff and Peter Fiske, "Results of the 1999 PhDs.org Graduate School Survey;" Jesse, Jolene, "An Interview with Dr. William E. Spicer;" and Dale, Louis, "A Profile of an AGEP Institution: Alabama Alliance for Graduate Education and the Professoriate Program."

________. Making Strides. Vol. 3, no. 2. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: Kuh, Charlotte, "Reflecting America?: Immigrants, Minorities and Women in the S&T Workforce;" George, Yolanda S., et al., "Making Strides?: Graduate Enrollment of Underrepresented Minorities in Science and Engineering;" Jesse, Jolene, "An Interview with Dr. Evelyn Hu;" and Allen, Lenell, "A Profile of an AGEP Institution: Missouri's Alliance for Graduate Education and the Professoriate (MAGEP)."

________. Making Strides. Vol. 3, no. 3. Washington, D.C.: American Association for the Advancement of Science (AAAS), 2001.
Available online
Notes: Research news on Alliances for Graduate Education and the Professoriate (AGEP)
Abstract: Newsletter summarizes research findings and outlines program initiatives of/for the AGEP community. This issue's articles include: MacLachlan, Anne J., "Careers of Minority Women Scientists from the University of California, Berkeley;" Leggon, Cheryl B., "African American and Hispanic Women in Science and Engineering;" "An Interview with Dr. Raymond Johnson;" and Kraus, Barbara E. and Christine Macdonald, "A Profile of an AGEP Institution: The Colorado PEAKS Alliance."

American Association for the Advancement of Science (AAAS). "Making Strides Newsletter Archives by Volume, Number, and Date." [http://ehrweb.aaas.org/mge/Archives/archindex.html].
Abstract: Lists past issues of the AAAS "Making Strides" newsletter and the articles published in each.

American Association for the Advancement of Science (AAAS). "Making Strides Special Reports." [http://ehrweb.aaas.org/mge/Reports/Report1/Menu.html].
Abstract: Lists special reports produced in conjunction with the AAAS AGEP program, which address topics relevant to diversity in science and engineering.

American Association of University Women Educational Foundation. Tenure Denied: Cases of Sex Discrimination in Academia. Ed., 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.

. Under the Microscope: A decade of gender equity projects in the sciencesAmerican Association of University Women Educational Foundation. Washington, D.C.: American Association of University Women Educational Foundation, 2004.
Available online
Notes: Profiles several projects designe to increase gender equity in STEM fields.
Abstract: This report aims to answer several questions: What types of equity projects have been funded and implemented? Are there areas of concentration and areas that have been overlooked? Do any patterns emerge? The findings document impressive efforts and considerable diversity. About two thirds of the projects involve extracurricular informal learning activities such as museum visits and field trips. Mentoring and professional development activities were often successfully woven into many projects. Disturbing trends included a focus predominantly on career advice with comparatively less attention to necessary skill and content development. Also, the extracurricular focus of most projects and lack of integration into the school curriculum suggests that gender equity remains on the margins of teaching and learning in STEM fields. Finally, the lack of data on participant demographics prevents analysis of who is being served and how outcomes are measured. Descriptions of various projects and recommendations are included.

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.

American Council on Education. "Department Chair Online Resource Center." [http://www.acenet.edu/resources/chairs].
Notes: Listing of articles, bibliographies, and links "for those heading departments and for administrators who work with department leaders."

________. 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.

________. Reflections on 20 Years of Minorities in Higher Education and the ACE Annual Status Report. Washington, D.C.: American Council on Education, 2004.
Notes: Reflections by those involved in producing ACE's Status Reports on Minorities in Higher Education
Abstract: "Regina Wilson, Sara Melendez, and Robert Atwell . . . offer their perspectives on the evolution and influence of the [Minorities in Higher Education Annual Status Report]." All three celebrate the progress made but recognize that continued and significant challenges remain.

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 (ACE). Investing in People: Developing All of America's Talent on Campus and in the WorkplaceWashington, D.C.: American Council on Education, Business-Higher Education Forum, 2002.
Available online
Notes: Advocates diversity, discusses evidence of its benefits, and highlights "best practices." Focuses primarily on the need for a diverse student body.
Abstract: This report "details diversity's benefits to a democratic society, learning, and business and the economy. Providing evidence of diversity's far-reaching impact, the report showcases innovative best practices that institutions and businesses can replicate. According to the report's findings, diversity promotes stronger social and interpersonal development skills. And when students who have been exposed to diversity enter the workforce . . . they carry with them stronger critical thinking abilities, and will more likely weigh the value of differing viewpoints and collaborate with coworkers from diverse backgrounds.

American Council on Education (ACE) and American Association of University Professors (AAUP). Does Diversity Make a Difference: Three Research Studies on Diversity in College ClassroomsGudeman, R. Washington, D.C.: ACE and AAUP, 2000.
Available online
Notes: Educational benefits of diversity
Abstract: Studies of college teachers' and students' attitudes toward and experiences with racial and ethnic diversity present empirical evidence that campus diversity provides educational benefits for all students - minority and majority.

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 Society for Cell Biology. Career Advice for Life Scientists. Women in Cell Biology, Volume Editor Elizabeth Marincola. Bethesda, MD: American Society for Cell Biology, 2002.
Notes: Career advice for women in the life sciences.
Abstract: Book is a compilation of monographs written by scientists on a variety of career relevant topics, including: teaching, time/lab management, tenure, balancing work and family, and alternative careers. Concluding monographs discuss why women leave science and how to revise current strategies of women in science to open the door to more women leaders in science.

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."

Ancheta, Angelo N., Christopher F. Edley, and Council of Record. Brief of the American Educational Research Association, the Association of American Colleges and Universities, and the American Association for Higher Education as Amici Curiae in Support of Respondents. In the Supreme Court of the United States, Barbara Grutter, Petitioner, v. Lee Bollinger, et al., Respondents on Writ of Certiorari to the United States Court of Appeals for the Sixth Circuit.United States Supreme Court, Washington, DC: 2003.
Available online
Notes: Support of Gurin Report
Abstract: This legal document asserts that the judgment of the Court of Appeals upholding the constitutionality of the University of Michigan Law School's race-conscious admissions policy should be affirmed. It argues that research evidence in the record supports the Law School's compelling interest in promoting educational diversity and that the 'strong basis in evidence' requirement is not mandated for non-remedial university admissions. Finally, it asserts that the Law School's admissions policy is narrowly tailored to promote educational diversity . The report argues that the Law School's admissions policy employs race modestly and flexibly, that `critical mass` is a flexible concept designed to prevent tokenism and stereotyping, that race-neutral policies are less efficacious than race-conscious policies in promoting educational diversity, and that a `percent plan` is not a viable alternative to the Law School's race-conscious policy.

Anderson, Maria W. "Report Details Glass Ceiling in Academia." The Scientist 17, no. 23 (Dec. 2003): 49.
Available online
Notes: General report about institutional transformation efforts and the issue of women in STEM.

Anderson, Maria W., Alexander Grimwade, and Theresa Tamkins. "Best Places to Work: The Best Places to Work in Academia, 2004." The Scientist 18, no. 21 (Nov. 2004).
Available online
Notes: Survey of academic workplaces and discussion of factors that make a great workplace.
Abstract: Survey of academic scientists suggests that good equipment and great peers are key factors for job satisfaction. The survey, conducted cross-nationally, found broad agreement on other important factors including clear tenure guidelines and availability of funding.

Anderson, Melissa S., Karen Seashore Louis, and Jason Earle. "Disciplinary and Departmental Effects on Observations of Faculty and Graduate Student Misconduct." The Journal of Higher Education 65, no. 3 (May 1994-June 1994): 331-50.
Available online
Notes: Misconduct
Abstract: This article investigates doctoral students' experiences with misconduct in academic departments. Through a hierarchical linear analysis it examines the effects of departmental structure, departmental climate, and academic discipline on three forms of misconduct: research, employment, and personal. Data from this study are drawn from a nationwide survey of two thousand graduate students in chemistry, civil engineering, microbiology, and sociology.

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."

________. "No Parity Yet, but Science Academy Gains More Women." New York Times (New York), 6 May 2003, F, 2, 2.
Available online
Notes: Review of new women members in the National Academy of Sciences and improving conditions for women in science, short review of reasons behind gender disparity in sciences.

Angier, Natalie and Kenneth Chang. "Gray Matter and Sexes: A Grey Area Scientifically." The New York Times (New York ), 24 Jan. 2005, A, 1, 1.
Available online
Notes: Response to Larry Summers
Abstract: This response to Larry Summers' remarks about women scientists reviews the scientific evidence on sex differences in intelligence and cognitive functioning.

Anker, James D., ed. The Department Chair. Vol. 13, no. 4. Bolton, MA: Anker Publishing Company, 2003.
Available online
Notes: Newsletter provides leadership information for department chairs and academic administrators. Anonymous. "Attracting Women to Engineering." ASEE Prism 13, no. 3 (Nov. 2003).
Available online
Notes: Advice on how to attract young women to engineering
Abstract: This brief note suggests that in order to attract young women to engineering, engineering schools and industry need to develop materials that will engage young women while they are still in high school and need to show how engineering helps society.

________. "Does Diversity Make a Difference? A Research Report." Academe 86, no. 5 (Sept. 2000-Oct. 2000): 54-57.
Available online
Notes: Study finds most faculty and staff support diversity.
Abstract: The AAUP joined the American Council on Education in sponsoring a research project on the impact of diversity in higher education. The summary of the project's results is presented.

________. "Encouraging Science Teaching Innovation." Academic Leader 20, no. 6 (June 2004): 1, 3.
Available online
Notes: Article discusses HHMI's and Prof. Jo Handelsman's efforts to encourage innovative teaching methods in science.
Abstract: "There is a common view in many science disciplines that professors can be good at either teaching or research, but not both. And some faculty are concerned that being viewed publicly as being involved in improving science teaching will harm their research reputations. Although progress has been slow, published pedagogical research by Nobel Prize winners and National Academy of Science members and support from prestigious science organizations is helping to reform science education."

________. "Is the US Producing Enough Scientists?" Nature Genetics 34, no. 3 (July 2003): 233-34.
Available online
Notes: Editorial discusses pipeline issues and argues for encouraging women and minorities to become scientists through attention to improving education and the science labor market.

________. "Students Provide Insights on Faculty Hiring Decisions." Academic Leader (June 2004): 4.
Available online
Notes: Including students in the facutly hiring process can help provide insight into a candidate's potential as a teacher and mentor.
Abstract: Focuses on the involvement of students in the interviewing process of faculty candidates. Factor in determining the success of a faculty member; Effect of students' opinion during the hiring of faculty members; Reaction of students to the teaching skills of a faculty.

________. "Supporting Women in the Sciences." Academic Leader (June 2004): 5, 7.
Available online
Notes: Article describes University of Washington's ADVANCE program and emphasizes its Transitional Support Program.

Antonio, Anthony. "Diverse Student Bodies, Diverse Faculties." Academe 89, no. 6 (2003): 14-17.
Available online
Notes: Article focuses on diversity among faculty.
Abstract: Deals with the impact of student's ethnicity on faculty diversity representation in the U. S. higher education. Factors which decrease faculty representation; Role of faculty in broadening the concept of scholarship; Propositions on the relationship between student diversity and the experiences of the faculty.

Antonio, Anthony Lising. "Faculty of Color Reconsidered: Reassessing Contributions to Scholarship." The Journal of Higher Education 73, no. 5 (Sept. 2002-Oct. 2002): 582-602.
Available online
Notes: Faculty of color make strong contributions to the scholarship of teaching
Abstract: An adaptation of a presentation to a 1998 conference at the University of Minneapolis. A study examined the contributions of faculty members of color to scholarship. Data were obtained from 21,467 full-time undergraduate teaching faculty members at 313 four-year institutions. Results showed that faculty members of color seemed to be among the stronger advocates for expanding their teaching roles and supporting more holistic educational goals and exhibited greater support than white faculty members for the scholarship of discovery in institutions without doctoral programs. Results revealed that, in most cases, the value orientation of faculty members of color distinguished their greater involvement in and support of activities that reflected the scholarship of teaching, integration, and application; that their somewhat unique combination of values and philosophies offered benefits to higher education; and that those in comprehensive and baccalaureate institutions had a commitment to the scholarship of teaching and of application in conjunction with a commitment to the scholarship of discovery.

Antonio, Anthony Lising et al. "Effects of Racial Diversity on Complex Thinking in College Students." Psychological Science 15, no. 8 (Aug. 2004): 507-10.
Available online
Notes: Presents evidence that interaction with racially diverse populations is associated with improved complex thinking outcomes in white college students.
Abstract: "An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N=357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors."

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."

Aronson, Joshua, Carrie B. Fried, and Catherine Good. "Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence." Journal of Experimental Social Psychology 38, no. 2 (Mar. 2002): 113-25.
Available online
Notes: Stereotype threat and grades of African American college students
Abstract: African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. An experiment was performed to test a method of helping students resist these responses to stereotype threat.

Ash, Arlene S. and et al. "Compensation and Advancement of Women in Academic Medicine: Is There Equity?" Annals of Internal Medicine 141, no. 3 (Aug. 2004): 205-12.
Available online
Notes: Examines gender inequities in promotion and compensation in academic medicine
Abstract: "Women have been entering academic medicine in numbers at least equal to their male colleagues for several decades. Most studies have found that women do not advance in academic rank as fast as men and that their salaries are not as great. These studies, however, have typically not had the data to examine equity, that is, do women receive similar rewards for similar achievement?" Using data from questionnaires mailed to 24 randomly selected U.S. medical schools this study finds that among the 1814 faculty respondents, "female medical school faculty neither advance as rapidly nor are compensated as well as professionally similar male colleagues [and that] women's deficits are greater for faculty with more seniority."

Ashburn Nardo, Leslie, Corrine I. Voils, and Margo J. Monteith. "Implicit Associations As the Seeds of Intergroup Bias : How Easily Do They Take Root?" Journal of Personality and Social Psychology 81, no. 5 (Nov. 2001): 789-99.
Available online
Abstract: Three experiments provided evidence that intergroup bias occurs automatically under minimal conditions, using the Implicit Association Test (IAT; A. G. Greenwald, D. E. McGhee, & J. L. K. Schwartz, 1998). In Experiment 1, participants more readily paired in-group names with pleasant words and out-group names with unpleasant words, even when they were experienced only with the in-group and had no preconceptions about the out-group. Participants in Experiment 2 likewise showed an automatic bias favoring the in-group, even when in-group/out-group exemplars were completely unfamiliar and identifiable only with the use of a heuristic. In Experiment 3, participants displayed a pro-in-group IAT bias following a minimal group manipulation. Taken together, the results demonstrate the ease with which intergroup bias emerges even in unlikely conditions.

Associated Press. "Campus Bias Complaint Settled: UW-Milwaukee Professor Who Claimed Gender Discrimination Gets More Than $400,000." Wisconsin State Journal (Madison, WI), 29 Mar. 2003, B, 6.
Notes: Reports on settlement won by UW-Milwaukee Engineering Professor, Carolyn Aitsa
Abstract: Carolyn Aitsa, in materials engineering at UW-Milwaukee, won a gender discrimination lawsuit based on her being asked to take a lower rank and salary after her grant fell through, while male professors who were similarly lacking funds were not asked to reduce their salary/rank.

________. "Gender Suit Nets Prof $4000." The Capital Times (Madison, WI), 28 Mar. 2003, C, 4.
Available online
Notes: Reports on settlement won by UW-Milwaukee Engineering Professor, Carolyn Aitsa
Abstract: "Carolyn Aita, a professor in the materials engineering department, alleged she was given less support for her research than two male professors in the College of Engineering and Applied Science . . . All three were Wisconsin Distinguished Professors, which recognized that their research could have an impact on the state's economy.

________. "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. "How Are Students Affected?" Change 25, no. 2 (Mar. 1993-Apr. 1993): 44-49.
Available online
Notes: Benefits of diversity for all students
Abstract: Presents an argument that diverse institutions are better institutions: affirmative action benefits everyone. Examines the following: effects of diversity and multiculturalism on students' values and beliefs; difference diversity issues make in students' attitudes and behavior; effect of direct involvement in diversity on academic progress and values;

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."

Attiyeh, Gregory and Richard Attiyeh. "Testing for Bias in Graduate School Admissions." The Journal of Human Resources 32, no. 3 (Summer 1997): 524-48.
Available online
Notes: Empirical study based largely on GRE scores and grade point averages claims that preference in graduate admissions is shown for U.S. citizens and for underrepresented minorities.
Abstract: This paper provides an empirical examination of the factors that influence graduate admissions decisions. It exploits a unique, large data set on applications and admissions to 48 leading graduate schools in five disciplines, including economics. The analysis shows that these graduate schools in the aggregate gave substantial preference in four out of five fields to U.S. citizens over foreign applicants, modest preference in three fields to women over men, and substantial preference in all fields to underrepresented minorities over other U.S. citizens. The findings suggest that higher standards are applied to overrepresented groups to achieve more diverse enrollments.

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.

Babcock, Linda and Sara Laschever. "Introduction: Women Don't Ask." In Women Don't Ask: Negotiation and the Gender DividePrinceton University Press, 2003.
Notes: Introductory Chapter. Book seeks to understand how our culture discourages women from asking/negotiating for what they want and how to foster social change in this regard.
Abstract: Introductory Chapter. The authors discuss their research finding that women are reluctant to ask or negotiate for what they want or need and that this can have dramatic effects on their careers. The author's found, for example, that women were less likely than men to negotiate their starting salaries and that this substantially influenced their earnings over the course of their careers. The authors explore the causes of this difference between men and women. Though the authors hope that their book will help individual women improve their circumstances by increasing their willingness to negotiate effectively, the authors stress that the book is "not about ways in which women need to 'fix' themselves." It is about learning how our culture discourages women from asking for what they want and it aims to provoke social and institutional change. It includes examples of how institutions/organizations have changed their cultures to be more hospitable to women and to foster the advancement of women.

________. Women Don't Ask: Negotiation and the Gender Divide. Princeton: Princeton University Press, 2003.
Abstract: (From dust jacket:) When Linda Babcock asked why so many male graduate students were teaching their own courses and most female students were assigned as assistants, her dean said: "More men ask. The women just don't ask." It turns out that whether they want higher salaries or more help at home, women often find it hard to ask. Sometimes they don't know that change is possible--they don't know that they can ask. Sometimes they fear that asking may damage a relationship. And sometimes they don't ask because they've learned that society can react badly to women asserting their own needs and desires. By looking at the barriers holding women back and the social forces constraining them, Women Don't Ask shows women how to reframe their interactions and more accurately evaluate their opportunities. It teaches them how to ask for what they want in ways that feel comfortable and possible, taking into account the impact of asking on their relationships. And it teaches all of us how to recognize the ways in which our institutions, child-rearing practices, and unspoken assumptions perpetuate inequalities--inequalities that are not only fundamentally unfair but also inefficient and economically unsound. With women's progress toward full economic and social equality stalled, women's lives becoming increasingly complex, and the structures of businesses changing, the ability to negotiate is no longer a luxury but a necessity. Drawing on research in psychology, sociology, economics, and organizational behavior as well as dozens of interviews with men and women from all walks of life, Women Don't Ask is the first book to identify the dramatic difference between men and women in their propensity to negotiate for what they want. It tells women how to ask, and why they should.

Bachrach, David J. "How Can You Increase Racial Diversity Among Faculty at Your Institution?" Academic Physician & Scientist (May 2002-June 2002).
Available online
Notes: Provides recommendations for recruiting and retaining diversity faculty
Abstract: Provides specific recommendations for increasing faculty diversity in academic medical centers that include encouraging underrepresented students to enter medicine, mentoring and fostering relationships with underrepresented students and faculty colleagues at other institutions,

Baez, Benjamin. "Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities." The Review of Higher Education 27, no. 2 (Winter 2004): 259-97.
Available online
Notes: Book Review - critical
Abstract: Baez reviews Chang, et al.'s edited literature review volume Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities.

________. Keeping Our Faculties: Addressing the Recruitment and Retention of Faculty of Color.
Available online
Notes: Discusses importance and ramifications of engagine in "race work"
Abstract: Based on formal and informal interviews with faculty of color, this articles discusses the "race work" that many faculty of color engage in. The author defines "race work" as work -- both in research, teaching, and service -- that furthers racial and social justice. The author argues that this work is necessary and important but that it can put faculty of color at risk because prevailing definitions of objectivity and merit often devalue such work. Argues that race work encourages not just social justice but also a wider understanding of faculty work that poses challenges to the academies traditions of merit and value.

Bailyn, Lotte, Robert Drago, and Thomas A. Kochan. Integrating Work and Family Live: A Holistic Approach, A Report of the Sloan Work-Family Policy Network 2002.
Notes: Employers, unions, professional associations and advocacy groups, government, and communities all have roles to play in integrating work and family life, and none of them can solve this problem by acting alone.
Abstract: Authors argue that "American society suffers from a severe policy and institutional lag" in adjusting to the "changed realities of today's families and work." They note that "while work and family have changed, the public and private policies and practices governing employment remain mired in the past, modeled on the image of an ideal worker as a male breadwinner, with a supportive wife at home." The authors argue that "integrating work and family life today requires a well-informed collaborative effort on the part of all the key actors that share interest and responsibilities for these issues. Employers, unions, professional associations and advocacy groups, government, and communities all have roles to play in integrating work and family life, but none of them can solve this problem acting alone."

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.

Banaji, Mahzarin R., Max H. Bazerman, and Dolly Chugh. "How (Un)Ethical Are You?" Harvard Business Review 81, no. 12 (Dec. 2003): 56-64.
Available online
Abstract: Most people believe that they are ethical, unbiased decision makers, but the truth can be somewhat different. Psychological research routinely demonstrates that people hold "counterintentional, unconscious biases. The prevalence of these biases suggests that even the most well-intentioned person unwittingly allows unconscious thoughts and feelings to influence apparently objective decisions. These flawed judgments are ethically problematic and undermine managers' fundamental role - to recruit and retain superior talent, boost the performance of individuals and teams, and collaborate effectively with partners." These writers explore the sources of unintentional unethical decision making and suggest strategies that can help managers recognize unconscious biases and reduce their negative effects.

Bar-Haim, Gabriel and John M. Wilkes. "A Cognitive Interpretation of the Marginality and Underrepresentation of Women in Science." Journal of Higher Education 60, no. 4 (July 1989-Aug. 1989): 371-87.
Available online
Notes: Cognitive differences and gender-roles result in women's underrepresentation in science.
Abstract: "Interaction between a cognitive typology of scientists, stages of paradigm-disciplinary development, and cultural stereotypes on gender could explain underrepresentation and marginality of women in science. Because male scientists' cognitive styles have been found to be related to career choice, evaluation behavior, research success, and productivity, it is argued that they are also related to the position of women in science."

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]

Barden, Dennis M. "Unleashing the Vitriol." The Chronicle of Higher Education 53, no. 9 (Oct. 2006): C2.
Available online
Abstract: The Webblog is the ultimate guarantee of free speech, and a place where anyone can say anything about anybody and make it available to the entire human race. Barden discusses how Webloggers can make or break college professors' reputation.

Bare, Alan C. "Managerial Behavior of College Chairpersons and Administrators." Research in Higher Education 24, no. 2 (1986): 128-38.
Notes: Study finds evidence to suggest that academic and administrative managers in higher education operate differently. Concludes with a discussion of implications for training and instituting organizational change strategies.
Abstract: To explore Daft's dual-core model of educational organization, this study compares the managerial behavior of academic department chairpersons and nonacademic unit managers across 140 colleges and universities. For the study, 6,357 faculty and administrators completed questionaires that profiled their formal leader's behavior, their work group characteristics, and their personal satisfaction. Of 54 variables submitted to discriminant analysis, 31 discriminated the bureaucratic units from the academic groups. Managers of the two types of group behave differently in ways consistent with their distinct group tasks. The empirically derived role profiles of the academic and nonacademic managers are discussed, as are the implications of the findings for institutional researchers, change agents, and trainers of college managers. [Author] Change agents are advised to "be prepared to facilitate two distinct change processes: bottom-up in the technical core and top-down in the administrative core."

Barres, Ben. "Does Gender Matter?" Nature 442 (July 2006): 133-36.
Available online
Abstract: Ben Barres, a transgendered scientist, disputes the notion,propounded by Lawrence Summers, Steven Pinker, and Peter Lawrence, that innate gender differences explain gender inequities in the sciences.

Barres, Ben A. "Does Gender Matter?" Nature 442, no. 7099 (July 2006): 133-36.
Available online
Notes: As a transgendered person, Barres relies on his personal experiences as a women and as a man to provide evidence of discrimination against women scientists.
Abstract: "The suggestion that women are not advancing in science because of innate inability is being taken seriously by some high-profile academics. Barres explores the reasons why gender, racial and sexual orientation discrimination continues to be ignored or pseudo-scientifically "explained" by so-called experts."

Barton, Allen H. "A Note on the Rothman, Lipset, and Nevitte Paper." International Journal of Public Opinion 15, no. 4 (Winter 2003): 381-88.
Available online
Notes: One of two responses to Rothman, Lipset, and Nevitte article which concluded that "the widely accepted benefits of campus diversity do not stand up to empirical testing." Barton questions whether their study may be overly subjective and posits a need for data relating to educational achievement and quality, as well as claiming that the alternatives to diversity have too high a cost.

Barwick, Joseph T. "Review of Leading Academic Change: Essential Roles for Department Chairs." Community College Journal of Research and Practice 25 (2001): 333-38.
Available online
Notes: Positive review of Lucas, et al.'s book, Leading Academic Change (2000).

Bayer. "Bayer Facts of Science Education Survey." May 2005. [http://www.bayerus.com/msms/news/facts.cfm?mode=detail&id=survey05].
Notes: A survey of parents reveals most believe STEM careers are desirable for both their sons and daughters but also reveals parental gender biases. The survey also reveals that parents believe their children need to be educated about STEM opportunities.
Abstract: "Despite the fact that women, African-Americans, Native Americans and Hispanic Americans have long been under-represented in science and engineering (S&E) in the United States, a new survey shows parents of these students are overwhelmingly confident that their children - both boys and girls - have what it takes to succeed in these subjects in school and afterward in the workplace. Yet the survey also reveals parental gender biases that favor science careers for boys.

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."

Beamish, Thomas D., ed. Organizations, Occupations, and Work. 2002.
Available online
Notes: Newsletter presents news and research on the sociology of work and organizations with a special emphasis on gender issues.
Abstract: Issue contains a featured article: "Over the Pond and Across the Water: Developing the Field of 'Gendered Organizations.'"

Beck, M. M. and J. C. Swanson. "Value-Added Animal Agriculture: Inclusion of Race and Gender in the Professional Formula1." Journal of Animal Science 81, no. 11 (2003): 2895-903.
Available online
Abstract: The Morrill Act establishing the land grant university system created public higher education institutions and paved the way for women and racial minorities to access them. Today women are ~50% of the undergraduate population in animal science (AS) departments at the original land grant state universities, but racial minorities lag far behind, in part because the schools created under the 1890 legislation provided a diversion away from the state universities. Demographic trends from the U.S. Census and the Bureau of Labor Statistics indicate increasing positive growth in nonwhite workforce participation, with concurrent decreases in non-Hispanic male participation; men and women will be nearly equally represented by early in the 21st Century. In the faculties of AS departments, both women and minorities are seriously underrepresented; causative factors underlying this phenomenon are similar. Although, historically, adherence to role stereotypes and divisions of labor explain some of the under-representation, these assumptions do not hold across all economic classes. Other factors contributing to the scarcity of women and faculty of color in AS include assumptions and mechanisms of scientific research itself; the very neutrality and disinterestedness of researchers, inherent in the scientific method, prevent recognition that values and personal biases affect decisions of hiring selections and mentoring effectiveness. We explore the cultural factors that underlie these values and biases that are common not only to agriculture but also to science more broadly.

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.

Belkin, Lisa. "Life's Work; Sharing a Life, a Family and a Workweek." The New York Times (Nov. 2003): Section 10, Page 1, Column 1.
Available online
Notes: Story on three couples (doctors, pastors, and academics) who share a single job between husband and wife; this system's positive effects.

________. "The Opt-Out Revolution." The New York Times (Oct. 2003): Section 6, Page 42, Column 1.
Available online
Notes: Series of interviews with highly educated women who left the workforce to become mothers.
Abstract: This interview series examines why women don't "run the world," as the feminist movement predicted. The author proposes that the answer may be not only because the workplace is hostile, but because women don't want to run the world. The interviewees present a view of motherhood not as distraction from work, but an alternative to unsatisfying careers.

Bell, Robin E. et al. "Righting the Balance: Gender Diversity in the Geosciences." Eos 84, no. 31 (Aug. 2003): 292-93.
Notes: Short article on encouraging women to pursue academic careers in the geosciences and suggestions on how to make academic systems and recruitments more equitable.

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.

Bem, Sandra. "The Measurement of Psychological Androgyny." Journal of Consulting and Clinical Psychology 42, no. 2 (1974): 155-62.
Available online
Notes: Article describes the Bem Sex-Role Inventory and its uses
Abstract: "This article describes the development of a new sex-role inventory that treats masculinity and feminity as two independent dimensions, thereby making it possible to characterize a person as masculine, feminine, or 'androgynous' as a function of the difference between his or her endorsement of masculine and feminine personality characteristics. Normative data are presented, as well as the results of various psychometic analyses. The major findings of conceptual interest are: (a) the dimensions of masculinity and femininity are empirically as well as logically independent; (b) the concept of psychologiical androgyny is a reliable one; and (c) highly sex-typed scores do not reflect a general tendency to respond in a socially desirable direction, but rather a specific tendency to describe oneself in accordance with sex-typed standards of desirable behavior for men and women."

Benditt, John et al. "Women in Science: The Response." Science 256, no. 5064 (June 1992): 1610-1615.
Available online
Notes: Collection of responses to the special issue of Science, "Women in Science."
Abstract: Article contains a collection of letters-to-the-editor responding to the special issue of Science, "Women in Science." These include critical reappraisals of the issue's perspective and general comments on the status of women in science.

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.

Bennett, Pamela R. and Yu Xie. "Revising Racial Differences in College Attendance: The Role of Historically Black Colleges and Universities." American Sociological Review 68 (Aug. 2003).
Available online
Notes: Authors examine the phenomenon of "net black advantage;" they conclude by suggesting that only improvements in African-Americans' socioeconomic status will help to reduce the total black gap in higher education.
Abstract: "It is well known that the college enrollment rates of blacks have historically trailed those of whites, although in recent decades the actual size of the racial gap has fluctuated. Prior research has shown that blacks are more likely than whites to attend college after high school graduation, net of socioeconomic background and academic performance. It has been suggested that this 'net black advantage' may be spurious-due to blacks' relatively high enrollment rates in historically black colleges and universities. With data from the National Education Longitudinal Study of 1988-1994, this hypothesis is tested by examining black-white differences in enrollment in different types of colleges: any college, four-year colleges, non-black four-year colleges, and academically selective four-year colleges. Overall, results confirm the existence of a net black advantage at low levels of family socioeconomic background. The implications of these findings for racial equality in access to higher education are explored."

Benokraitis, Nijole V. Subtle Sexism Current Practice and Prospects for Change. Thousand Oaks, Calif: Sage Publications, 1997. Call Number: HQ1237 .S83 1997 305.3 20

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. "The Diversity Scorecard: A Learning Approach to Institutional Change." Change 36, no. 1 (Jan. 2004-Feb. 2004): 45-52.
Available online
Abstract: Discusses the Diversity Scorecard initiative developed by the Center for Urban Education in the Rossier School of Education at the University of Southern California in Los Angeles. Significance of the scorecard in determining the state of equity in educational outcomes for students of color; Role of the scorecard in implementing institutional change in higher education; Details of the development of the Diversity Scorecard.

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.

Benton, Thomas H. "Shyness and Academe." The Chronicle of Higher Education 50, no. 38 (May 2004): C2.
Available online
Notes: Article discusses the author's struggles to cope with extreme shyness in academia and strategies he has used to make situations less stressful and his own performance more effective. Published under a pseudonym.

Beoku-Betts, Josephine. "African Women Pursuing Graduate Studies in the Sciences: Racism, Gender Bias, and Third World Marginality." NWSA Journal 16, no. 1 (Spring 2004): 116-35.
Available online
Notes: Experiences of women scientists marginalized by race, gender, and third world origin.
Abstract: "This paper illuminates some of the factors that shape the educational goals and outcomes of African women who pursued graduate studies in scientific disciplines at western universities between the 1960s and 1990s. Based on a qualitative study of 15 African women scientists, almost all of whom are employed in academic institutions in their respective countries, I examine how racism, Third World location, and gender bias affected their graduate education experiences in scientific disciplines. The study also addresses the extent to which the women were aware of how these factors affected how they were perceived and mentored by professors, interacted with peer groups, as well as managed the demands of graduate school along with marriage and family relations. The study demonstrates why issues of diversity are salient to the discourse on ways to address the recruitment and retention of women in science.

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.

Berliner, Martha D. "The Tenure Process Viewed From the Top." The American Society for Cell Biology Newsletter 21, no. 11 (Dec. 1998): 16-18.
Notes: Ten action points provide advice on obtaining tenure.
Abstract: "Previous WICB columns have confronted the issue of tenure from the junior faculty member's perspective. Clearly, the department chairperson is instrumental in shaping the outcome of tenure applications. However, the tenure process looks quite different from the other side. This view includes additional considerations not directly related to the junior faculty member's qualifications. The suggestions included in this article are made from the viewpoint of a former Biology Department chairperson and professor, who was awarded tenure twice, denied once, and participated in the tenure decisions of many junior faculty members." The advice provides ten action points for obtaining tenure in a science department. Advice is general and not specific to women.

Bernard, Pamela J. "When Seeking a Diverse Faculty, Watch Out for Legal Minefields." The Chronicle of Higher Education 53, no. 6 (Sept. 2006): B28.
Notes: Advice on how to avoid legal problems with hiring and recruiting efforts
Abstract: Address the following questions: "What lessons can we learn from the Michigan cases to support faculty hiring programs intended to increase diversity? Can a higher-education institution demonstrate that a diverse faculty is as essential to the ability of faculty members to challenge convention, discover, create, and educate students for a complex world as a diverse student body is to student learning and preparation? What legal minefields should institutions avoid as they seek to attract a diverse faculty?"

Berreby, David. Us and Them: Understanding Your Tribal Mind. New York: Little, Brown and Co., 2005.
Abstract: "Berreby, a science writer, uses mind and brain science to investigate why the human tendency to typecast is so powerful - and apparently so automatic."

Bertrand, Marianne, Dolly Chugh, and Sendhil Mullainathan. "New Approaches to Discrimination: Implicit Discrimination." The American Economic Review 95, no. 2 (May 2005): 94-98.
Available online
Notes: Relies ofnpyschological evidence to suggest that implicit associations may unintentionally cause discrimination.
Abstract: "What drives people to discriminate? Economists focus on two main reasons: "taste-based" and "statistical" discrimination. Under both models, individuals consciously discriminate, either for a variety of personal reasons or because group membership provides information about a relevant characteristic, such as productivity. Motivated by a growing body of psychological evidence, the authors put forward a third interpretation: implicit discrimination. Sometimes, they argue, discrimination may be unintentional and outside of the discriminator's awareness. Most modern social psychologists believe that . . . people can think, feel, and behave in ways that oppose their explicitly expressed views, and even, explicitly known self interests. One of the most important recent research insights is that implicit attitudes can be measured."

Bertrand, Marianne and Sendhil Mullainathan, Are Emily and Brendan More Employable than Lakisha and Jamal?: A Field Experiment on Labor Market Discrimination, (unpublished).2002.
Notes: Job applicants with "white names" were more likely to receive callbacks for interviews than job applicants with African American names.
Abstract: We perform a field experiment to measure racial discrimination in the labor market. We answer help-wanted ads in Boston and Chicago newspapers by sending resumes. To manipulate perception of race, each resume is randomly assigned either a very African American sounding name or a very White sounding name. This manipulation produces a significant gap in the rate of callbacks for interviews. White names elicit about 50% more callbacks than African American names. We also investigate how improvements in credentials affect discrimination. For each employment ad, we send resumes of higher and lower quality. For Whites, the higher quality resumes elicit 30 percent more callbacks. For African Americans, however, the higher quality resumes do not elicit significantly more callbacks. The extent of discrimination is also remarkably uniform across occupations and industries. Similarly, Federal contractors (for whom affirmative action is better enforced) and employers who list "Equal Opportunity Employer" in their ad discriminate as much as other employers. In Chicago, we find that employers located in more African American neighborhoods discriminate less.

Bertrand, Marianne and Mullainathan Sendhil. "Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination." American Economic Review 94, no. 4 (2004): 991-1013.
Available online
Notes: Provides evidence of discrimination on the basis of assumed race identified with the name of job applicants.
Abstract: "We study race in the labor market by sending fictitious resumes to help-wanted ads in Boston and Chicago newspapers. To manipulate perceived race, resumes are randomly assigned African-American- or White-sounding names. White names receive 50 percent more callbacks for interviews. Callbacks are also more responsive to resume quality for White names than for African-American ones. The racial gap is uniform across occupation, industry, and employer size. We also find little evidence that employers are inferring social class from the names. Differential treatment by race still appears to be prominent in the U. S. labor market."

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."

Bickel, Janet, Good Books on Women's Advancement, (unpublished).2003.
Notes: Bibliography of books offering advice on leadership and career advancement for women
Abstract: Janet Bickel - career development coach developed this bibliography of books focusing on advice on leadership and career advancement for women.

________. "Tip Trove: The Culture of Mentors." The Scientist 18, no. 6 (Mar. 2004): 43.
Notes: Successful mentoring begins by understanding a protégée's perspective; a mentor should be cognizant that women and minorities' perspectives are likely to be different.

________. "Whose Mission Are You Living?: The Whys and Wherefores of Goal-Setting." Academic Physician & Scientist (Mar. 2004): 3-5.
Available online
Notes: Advice on goal-setting and self-awareness strategies for long-term career success, emphasis on academic medicine.
Abstract: "Many, if not most, physicians and scientists consider their profession a vocation -- a calling that will never be just a 'job.' Career building starts with 'know-how' (i.e., technical skills), but that is only the beginning. Successful careers also depend on 'knowing why,' that is [on developing] continuing insights into the sources of your motivation and energy. It is never too early or too late to work at expanding this understanding of yourself, but this work is especially critical for early-career professionals."

Bielby, William T. "Minimizing Workplace Gender and Racial Bias." Contemporary Sociology 29, no. 1 (Jan. 2000): 120-129.
Available online
Notes: Article argues that bias must be reduced not by eliminating stereotypical thinking, but by lessening its impact. EEO accountability is proposed as a solution.
Abstract: Article summarizes finding from social science research about "factors that typically generate and sustain gender and racial bias in modern organizations" and discusses "the policy implications of this research for minimizing bias." Addresses sources of resistance to interventions for reducing bias and discusses "prospects for meaningful change."

Bielby, William T. and James N. Baron. "Men and Women at Work: Sex Segregation and Statistical Discrimination." The American Journal of Sociology 91, no. 4 (Jan. 1986): 759-99.
Available online
Notes: Statistical discrimination and gendered workplace sex segregation
Abstract: This article develops and tests hypotheses about the determinants of sex segregation in occupations employing both men and women, analyzing data on a diverse sample of California establishments. In the few instances in which men and women perform similar work roles, the jobs are typically done in distinct organizational settings, and when an enterprise employs both sexes in the same occupation, men and women are usually assigned different job titles. The findings are consistent with the theory of statistical discrimination, which posits that employers reserve some jobs for men and others for women. However, little evidence is found that employers' practices reflect efficient and rational responses to sex differences in skills and turnover costs. Alternative explanations for gender segregation within and among organizations are suggested and the research necessary to develop a more accurate account of the sexual division of labor in the workplace is outlined.

Biernat, Monica. "Toward a Broader View of Social Stereotyping." American Psychologist 58, no. 12 (Dec. 2003): 1019-27.