A Report on Gender and Gender-Related Issues in the Accounting Professoriate

Lanier, Patricia A.; Tanner, John F.

doi:10.1080/08832329909598994

Cited by 19 publications

(8 citation statements)

References 16 publications

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“…Consequently, academic women often do nothing formally to resolve perceived problems (e.g. Lanier and Tanner, 1999).…”

Section: Change Effortsmentioning

confidence: 99%

“…With current hiring, however, it will take many decades for women's representation in academic employment to reach parity with men overall. There is concern that a disproportionate share of women are hired for positions with less security, less prestige, and less access to resources (Lanier and Tanner, 1999; Roos and Jones, 1995; Valian, 1998).…”

Section: Women's Representation and Experiences In The Usamentioning

confidence: 99%

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Intertwined Discourses of Merit and Gender: Evidence from Academic Employment in the USA

Krefting¹

2003

Gender Work & Organization

137

138

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In the USA women currently gain about 44% of doctoral degrees and a similar share of initial academic appointments. However, overall women hold about 33% of faculty positions and are slower to earn tenure and be promoted to full professor. Academic achievements have lower salary payoff for women, and they earn less than men with comparable qualifications and accomplishments. In the micropolitics of academic life, women remain on the margin trying to prove they have the skills to 'play the game at all' while men realistically presume support and focus on strategizing reputation (Gersick et al., 2000). The gendered nature of academic life in the USA is interpreted in terms of Glick and Fiske's 'ambivalent sexism'. In this view, gender stereotypes are ideological and prescriptive rather than simply descriptive; their influence on academic employment processes is unlikely to diminish simply with the passage of time or accumulating evidence on women's capabilities. While insightful, alone this framing leads to the pessimistic view that ambivalent attitudes toward women are intractable. Adding a feminist perspective on discourse allows a somewhat more optimistic view: intertwined discourses of gender and merit are sufficiently complex and heterogeneous to provide openings for resistance, renegotiation, and rewriting.Keywords: gender in academic employment, discourse and academic merit, discourse and gender, ambivalent sexism.

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“…Consequently, academic women often do nothing formally to resolve perceived problems (e.g. Lanier and Tanner, 1999).…”

Section: Change Effortsmentioning

confidence: 99%

Section: Women's Representation and Experiences In The Usamentioning

confidence: 99%

Intertwined Discourses of Merit and Gender: Evidence from Academic Employment in the USA

Krefting¹

2003

Gender Work & Organization

137

138

View full text Add to dashboard Cite

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“…First, there is of course the possibility of blatant discrimination. In a survey study by Lanier and Tanner (1999) of female accounting faculty throughout the United States, 50.8 per cent reported that they had experienced gender discrimination. The three most reported areas of discrimination were remuneration (less pay for the same work: 41.7 per cent), job progression (not promoted, poor assignments: 17.7 per cent), and relations with co-workers (12.5 per cent).…”

Section: Explanations Of the Gender Gapmentioning

confidence: 99%

Male Hierarchies and Gender-balanced Boards

Åhmansson

Öhlund

2008

Indian Journal of Gender Studies

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The aim of the present study is to examine whether the established fact that men by far outnumber women in leading positions is an inherent unintentional characteristic of a hierarchy where appointments happen one by one on an individual basis, as opposed to boards where the members are appointed as a group. The sample consists of those appointed to the hierarchies as well as the boards of 36 state universities in Sweden. The main finding is that significantly more men are appointed in hierarchies than to group-composed boards. When the gendered distribution of those in leading positions becomes fully apparent, the last and final position in the hierarchy is significantly more often given to a woman. However, these women are much older than their male counterparts, a fact that makes it harder for them to reach the final step of the ladder. The article concludes with a discussion of whether the higher probability of appointing a woman as vice-president when both chair and president are men is a fair acknowledgement of an unfair gender distribution, or if there are other possible explanations.

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“…Organizational norms are a significant predictor of whether sexual harassment victims report harassment (Gruber & Bjorn, 1986). Most targets of sexual harassment and sex discrimination do not report their experiences (Brooks & Perot, 1991;Fitzgerald et al, 1988;Lanier & Tanner, 1999) because of fears of retaliation (Swim & Stangor, 1998), as well as skepticism regarding the efficacy of harassment policies and filing a complaint (Maypole & Skaine, 1982;Rudman et al, 1995). One result of low reporting is that organizational problems like sex discrimination continue (Morrison & Milliken, 2000), such as in academia, which is characterized by low rates of reporting but high rates of sexual harassment experiences (Adams et al, 1983;Brooks & Perot, 1991;Lanier & Tanner, 1999).…”

Section: Abstract Fairness Grievances Informal Appeals Sex Discrimination Voicementioning

confidence: 99%

Women’s appeals for equity at American universities

Goltz

2005

Human Relations

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Statistics indicate that sex discrimination is still very evident at American universities. To explore whether inadequate university responses when individuals complain of inequities may be a factor, a qualitative study was conducted using individual interviews with 14 students and faculty who experienced sex discrimination. Results indicated the women first made attempts to address their situations informally and were hopeful that changes would result. Although changes sometimes occurred, responses to these informal appeals were generally characterized by non-response, denial of responsibility, or retaliation. Fewer of the women reported hopes for the formal processes they used following the informal ones and many had difficulty accessing these processes. For the most part, the universities responded to the formal complaints in the same way as they had responded to the informal ones, stimulating the women to seek justice outside the university.

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A Report on Gender and Gender-Related Issues in the Accounting Professoriate

Cited by 19 publications

References 16 publications

Intertwined Discourses of Merit and Gender: Evidence from Academic Employment in the USA

Intertwined Discourses of Merit and Gender: Evidence from Academic Employment in the USA

Male Hierarchies and Gender-balanced Boards

Women’s appeals for equity at American universities

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