In the prestige economy of higher education, research productivity is highly prized. Previous research indicates, however, a gender gap with respect to research output. This gap is often explained by reference to familial status and responsibilities. In this article, we examine the research productivity gender gap from an international perspective by undertaking a gendered analysis of the Changing Academic Profession Survey. We suggest that family is not, in all cases, operating as a form of negative equity in the prestige economy of higher education. In addition, we argue that an over-reliance on an explanatory framework that positions family-related variables as central to the research productivity gender gap might well be drawing our attention from significant structural and systemic discriminatory practices within the profession.

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Academic women experience working in higher education differently to their male counterparts. This article argues that the unequal position of women academics is unethical, irrespective of whether one takes a consequentialist or deontological ethical position. By drawing on a range of international studies, the article explores the reasons for this inequity, suggesting that the 'cult of individual responsibility', the positioning of women academics as 'other' and the impact of having a family are significant factors. Having identified the reasons why university women experience the system differently, the article then reflects on how the ethical university can move towards bringing about greater equity between male and female colleagues.If there is anywhere that women professionals should be successful, it is in the universities. We think of teaching as a woman's forte and universities as meritocratic institutions. Yet there is ample evidence that the career patterns of women university teachers differ to those of men. (Acker 1994, 125) Introduction Women academics experience working in higher education differently to their male colleagues. Despite reports that women appear to be 'taking over' at the lower levels of the academy, women face discrimination and struggle to break into the 'top jobs'. In the UK, in 2007-2008, men were just over three times more likely than women to be in the most senior grades (i.e. Professorial or Head of Department levels). Women had a lower representation in science, engineering and technology and were more likely than men to be working part-time. Furthermore, men were more likely to be earning a higher salary, with a median pay gap of 10% (Equality Challenge Unit 2009). The unequal position of women in the academy is not unique to the UK, but is an issue of international concern. This article will argue that this inequality is unethical, irrespective of whether one takes a consequentialist or deontological

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