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This study, drawn from data about 14,614 full-time faculty, examines total faculty work hours, research productivity, and allocation of work time among teaching, research, and service. Variation in time expenditures and research output are influenced by gender, race/ethnicity, and family (marital/parental) status, but findings are also sensitive to definitions of total work hours and research productivity. These findings have important implications for how administrators and faculty define productivity and for the status of underrepresented groups within the academy.

In this study, we use data from the 1999 National Study of Postsecondary Faculty (NSOPF:99) to measure the unexplained wage gap between men and women in academe. We pay particular attention to how these unexplained wage gaps have changed over time by comparing the results from the 1999 survey to published results from previous national surveys and test for the sensitivity of these findings to the method used for measuring the unexplained wage gap and the type of institution or field being examined. We found that there has been a notable reduction in the overall unexplained wage gap between men and women, and that there is no longer any evidence of a statistically significant pay differential between men and women in doctoral-level or liberal arts institutions. The results also show that significant pay differentials still persist in some segments of academe, and that overall women with comparable qualifications to men have lower salaries.

Academics have long striven to better understand how colleges affect students and whether student gains during their undergraduate careers are influenced by specific characteristics of students and their respective institutions. As Pascarella (1991) noted, "The impact of college on students forms, perhaps, the single largest base of empirical investigations in higher educa-ROBERT K. TOUTKOUSHIAN is the Executive Director of the Office of Policy Analysis for the University System of New Hampshire. In addition to student gains, his research interests include salary equity for faculty by gender and race/ethnicity, models of student choice for higher education, higher education finances, and measuring the reputation of colleges and departments. JOHN C. SMART is Professor of Educational Research and Higher Education at the University of Memphis. His research interests include the influences of academic disciplines on college students and faculty, college effects on students, and the relationships among the leadership, cultures, and effectiveness of two-and four-year colleges.