Are Women Faculty Just “Worrywarts?” Accounting for Gender Differences in Self-Reported Stress

Hart, Jennifer; Cress, Christine M.

doi:10.1080/10911350802171120

Cited by 48 publications

(39 citation statements)

References 17 publications

(21 reference statements)

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“…Women cited a clash between a research career and a family, as well as 'disillusionment with academia' because of its 'low pay, political infighting, and harsh competition for money,'" (Wilson, 2004, p. 7). Further, an investigation by Hart and Cress (2008) revealed women faculty were more likely to indicate committee work was a source of stress and reported they were expected to do more service than their male colleagues and were not rewarded for their work.…”

Section: Work Life Satisfactionmentioning

confidence: 99%

2011

ASHE Higher Education Report

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POLICY INITIATIVES, CURRICULAR REFORM, RESEARCH, and grassroots organizing have all contributed to advancing equity and shaping women's status in U.S. higher education. Nearly four or more decades have passed since key legislation, including the Equal Pay Act, Title VII, and Title IX, was passed and efforts were begun to broaden and create more inclusive curricula. Significant gains have been made in women's access to and representation in higher education as evidenced by enrollment figures and graduation rates. Yet these measures are only part of the full gender equity picture. For instance, when taken in the aggregate, enrollment data do not portray the persistent lack of gender parity among students studying engineering, computer science, and other science and technology fields, nor do they depict the quality of classroom and campus experiences. Even today, data reveal that women studying and working in postsecondary institutions bump up against glass ceilings and sticky floors, experience pay disparities linked to gender, and experience the threat and reality of sexual harassment and violence on campus.Since 1988 more than half of all undergraduate students have been women, and 60 percent of students in graduate and professional programs in 2007-08 were women (King, 2010). These improvements in women's access to and representation in higher education are indeed impressive and worthy of note. Headlines based on these data alone, however-that is, drawing conclusions that equity has been achieved based on the overall proportion of faculty or students who are female-fail to acknowledge ways in which gender representation tends to be stratified across types of institutions and by rank Published online in Wiley Online Library (wileyonlinelibrary.com) •

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Section: Work Life Satisfactionmentioning

confidence: 99%

2011

ASHE Higher Education Report

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“…These differences were only partly attributable to differences in job settings, the discrepancies being most marked in universities where proportionately twice as many women as men taught only undergraduate classes (p. 335). Relatedly, Hart and Cress (2008) found that in comparison with male faculty, female faculty actually bear more of the workload. Research shows that female faculty devote more time to teaching than male faculty (Allen 1998;Bellas and Toukoushian 1999), and that service assignments are a heavier burden on female faculty than on male faculty (Hart and Cress 2008).…”

Section: Introductionmentioning

confidence: 98%

“…Relatedly, Hart and Cress (2008) found that in comparison with male faculty, female faculty actually bear more of the workload. Research shows that female faculty devote more time to teaching than male faculty (Allen 1998;Bellas and Toukoushian 1999), and that service assignments are a heavier burden on female faculty than on male faculty (Hart and Cress 2008).…”

Section: Introductionmentioning

confidence: 98%

He’s Smart and She’s Nice: Student Perceptions of Male and Female Faculty

Burke¹,

Head-Burgess²,

Siders³

2017

IJGWS

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Women have advanced considerably in academia in the past several decades, however, even though the job duties for professors are the same, male and female professors are seen and treated differently. Many studies have examined student perceptions of faculty members only to find a clear existence of gender bias. The current study surveyed N=544 students from a small, Pacific Northwest liberal arts university. The results reveal that students assign very different attributes to their professors based on gender. Consequences of these biases are discussed.

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“…There is also evidence of larger gender gaps in salaries and job satisfaction in economics compared with other math‐intensive fields (Ceci et al ., ; Bandiera, ). The commonly offered reason for the lack of female academics at higher ranks, or delays in the tenure process, is stress related to work–life issues in the areas of teaching, research, service (Hart and Cress, ) and family issues that include pregnancy decisions and caring for children (Ginther and Kahn, ; Ceci et al ., ). Women often teach classes with heavier student loads and spend more time on mentoring and advising responsibilities, which leaves them less time for research.…”

Section: Introductionmentioning

confidence: 99%

Work–life policies and female faculty representation in US doctoral‐granting economics departments

Juraqulova

McCluskey

Mittelhammer

2019

Industrial Relations Journal

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This article examines the relationships between work-life policies and female faculty representation and promotion at US doctoral-granting economics departments. The data were collected in 2012 on tenure-track and tenured full-time faculty from 125 departments and updated in 2018 to include promotion status. Variables include individuals and their educational backgrounds, professional experience and publications. Only publications and experience are statistically significant for predicting academic rank for the female subsample, and the impact of publications is much larger for women compared with men. Work-life policies differ in explaining the representation of women across academic ranks. Dual-career policies have a positive effect on female representation at the assistant and associate levels but do not have a statistically significant impact at the full professor level. National Science Foundation ADVANCE grantee universities have increased female representation across all ranks, but the effect is the smallest at the full professor level. Work-life policies are insignificant in predicting promotion.

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Are Women Faculty Just “Worrywarts?” Accounting for Gender Differences in Self-Reported Stress

Cited by 48 publications

References 17 publications

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He’s Smart and She’s Nice: Student Perceptions of Male and Female Faculty

Work–life policies and female faculty representation in US doctoral‐granting economics departments

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