Demographic Inertia Revisited: An Immodest Proposal to Achieve Equitable Gender Representation among Faculty in Higher Education

Marschke, Robyn; Laursen, Sandra L.; Nielsen, Joyce Mc Carl; Rankin, P.

doi:10.1353/jhe.2007.0003

Cited by 103 publications

(59 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Substantial research has pointed to how women may not be able to access the same resources as men [43,68,73,78,[81][82][83][84][85][86][87]; for example women may receive less investment through research funds, which limits their research productivity. The existing literature also points to the crucial role that relationships play in academic workplaces [6,7,67,74,[88][89][90][91][92][93][94]. If men are more readily integrated into faculty networks, they may find it easier to learn the informal workplace norms and access information that helps them succeed.…”

Section: Discussionmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

View full text Add to dashboard Cite

Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women's careers in academia; and recognition of collaborative work bolsters women's professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect-having multiplicative rather than additive effects.

show abstract

Section: Discussionmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

View full text Add to dashboard Cite

show abstract

“…In North America, female faculty account for little more than one third of all full-time university faculty (AAUP 2006;CAUT 2007;Galaz-Fontes et al 2008). Academic women also tend to occupy lower ranks and hold fewer upper-level administrative positions than their male counterparts (Bain and Cummings 2000;Marschke, et al 2007). This is particularly troublesome at a time when North American women are earning doctoral degrees in record numbers (Schoening 2009;Xu 2008).…”

Section: Introductionmentioning

confidence: 99%

Gender Gaps in North American Research Productivity: Examining Faculty Publication Rates in Mexico, Canada, and the U.S.

Padilla-González

Metcalfe

Galaz-Fontes

et al. 2011

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

“…A number of studies investigated the inequality in gender composition among faculty members, revealing a relatively small portion of female faculty members in institutions (e.g., Chronister et al 2001;Hargens and Long 2002). Marschke et al (2007) showed that, in 2003, 46 % of Ph.D. earners in US are female, but only 30 % of faculty members at research extensive universities are female. The total number of LIS schools 44…”

Section: The Distribution Of Genders and Ranksmentioning

confidence: 99%

Understanding the evolving academic landscape of library and information science through faculty hiring data

2016

View full text Add to dashboard Cite

Using a 40-year (from 1975 to 2015) hiring dataset of 642 library and Information science (LIS) faculty members from 44 US universities, this research reveals the disciplinary characteristics of LIS through several key aspects including gender, rank, country, university, major, and research area. Results show that genders and ranks among LIS faculty members are evenly distributed; geographically, more than 90 % of LIS faculty members received doctoral degrees in the US; meanwhile, 60 % of LIS faculty received Ph.D. in LIS, followed by Computer Science and Education; in regards to research interests, Human-Computer interaction, Digital Librarianship, Knowledge Organization and Management, and Information Behavior are the most popular research areas among LIS faculty members. Through a series of dynamic analyses, this study shows that the educational background of LIS faculty members is becoming increasingly diverse; in addition, research areas such as Human-Computer interaction, Social Network Analysis, Services for Children and Youth, Information Literacy, Information Ethics and Policy, and Data and Text Mining, Natural Language Processing, Machine Learning have received an increasing popularity. Predictive analyses are performed to discover trends on majors and research areas. Results show that the growth rate of LIS faculty members is linearly distributed. In addition, among faculty member's Ph.D. majors, the share of LIS is decreasing while that the share of Computer Science is growing; among faculty members' research areas, the share of Human-Computer interaction is on the rise.

show abstract

Demographic Inertia Revisited: An Immodest Proposal to Achieve Equitable Gender Representation among Faculty in Higher Education

Cited by 103 publications

References 34 publications

Collaboration and Gender Equity among Academic Scientists

Collaboration and Gender Equity among Academic Scientists

Gender Gaps in North American Research Productivity: Examining Faculty Publication Rates in Mexico, Canada, and the U.S.

Understanding the evolving academic landscape of library and information science through faculty hiring data

Contact Info

Product

Resources

About