Factors Related to Organizational Change and Equity for Women Faculty in Ontario Universities

Stewart, Penni; Drakich, Janice

doi:10.2307/3551341

Cited by 9 publications

(6 citation statements)

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“…I also found significant disadvantages for women and minorities in Canadian universities, both in terms of the probabilities of placement into higher ranks, and the effect of publication and degree on rank placement. Such evidence is consistent with Ornstein, Stewart and Drakich's (1998) study that women in Canadian universities are still discriminated against (see Stewart and Drakich, 1995;Paul and Herringer, 1996;Mather, 1996). Although visible minorities are disadvantaged in the academy, the results consistently point more to the disadvantaged position of women (see Whiteworth, 1991;Henry andTator, 1994, Ng, 1994;Kobayashi, 2002).…”

Section: Liberal Arts Sciences Sciences Sciences A-a F-a A-a F-a A-a supporting

confidence: 81%

“…They showed that in any given year, the odds of being promoted from assistant professor to associate professor are 23% lower for women than for men. Ornstein, Stewart and Drakich's (1998) Canadian study showed that although a significant convergence occurred in the age of women in the same rank, women are generally less likely to be promoted than men and tend to be promoted much later than men between the same ranks (for Canada see Stewart and Drakich, 1995;Bankier, 1996;Mather, 1996; for the U.S., see 1986;Clark and Corcoran, 1987;Misra, Kennelly and Karides, 1993;Jacobs, 1996: Toren andMoore, 1998;Long, 2001).…”

Section: Achievement and Ascription In Universitiesmentioning

confidence: 99%

“…Kobayashi (2002: 44) suggested that the university has long been "a zone of white privilege." Similarly, Ornstein, Stewart and Drakich (1998) showed evidence of discrimination in Canadian universities for promotion of women (see also Henry and Tator, 1994;Ng, 1994; Stewart and Drakich, 1995;Marchack, 1996).…”

mentioning

confidence: 96%

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Universalism, Ascription and Academic Rank: Canadian Professors, 1987–2000*

Nakhaie

2007

Canadian Review of Sociology

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L'auteur se penche sur le classement par rang des professeurs canadiens en s'appuyant sur deux enquêtes réalisées en 1987 et en 2000. Il émet cinq hypothèses: a) les publications, l'expérience et l'obtention d'un Ph.D. sont les principaux éléments influençant le classement par rang; b) les hommes blancs et ceux qui sont nés au Canada sont avantagés dans le classement par rang; c) les femmes et les membres des minorités visibles ont été moins désavantagés au cours des derniéres années; d) l'interaction de l'avancement et de l'attribution favorise les Blancs, les hommes et les personnes qui sont nées au Canada, mais dans une moindre mesure pour les deux premiers groupes depuis quelques annees; et e) finalement, de telles interactions avantagent les professeurs enseignant les sciences naturelles plus que les autres disciplines. Les résultats appuient (a) et (b), mais sont mitigés concernant (c) et (d). Ils ne corroborent pas (e). This paper examines rank placement of Canadian professors based on two surveys conducted in 1987 and 2000. Five hypotheses are pursued: a) publication, experience and possession of Ph.D. are the main ingredients of placement in ranks; b) males, Whites and those born in Canada are advantaged in rank placement; c) women and visible minorities have been less disadvantaged in recent years; d) the interaction of achievement and ascription favours Whites, males and those born in Canada, but less so for the first two groups in recent years; and finally e) such interactions favour professors in the natural sciences more than in other disciplines. Results support (a) and (b) but are mixed regarding (c) and (d). They do not support (e).

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Section: Liberal Arts Sciences Sciences Sciences A-a F-a A-a F-a A-a supporting

confidence: 81%

Section: Achievement and Ascription In Universitiesmentioning

confidence: 99%

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Universalism, Ascription and Academic Rank: Canadian Professors, 1987–2000*

Nakhaie

2007

Canadian Review of Sociology

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“…Leck and Saunders (1992) found that the presence of formalized equity programs, those characterized by goals, timetables, plans, audits, and a responsible person, was related to increases in the representation of minorities in both management and nonmanagement jobs; the same was found to be true in universities (Stewart & Drakich, 1995). Another factor leading to responsible employment practices is the implementation of actions designed to remove discriminatory barriers and systemic obstacles.…”

Section: What Needs To Be Done?mentioning

confidence: 95%

Are Less-Educated Women in the Blind Spot of Pay Equity?

Legault¹

2009

Journal of Workplace Rights

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In this article I will show two things: first, that the labour market is still very divided with respect to gender; and second, that the material impact of this division differs sharply by level of education. Among occupations that require the least education, women pay a very high price for this gender-based division of employment. In contrast to occupations where more education is needed, occupations requiring the least education show a huge difference in wages according to whether they are predominantly male or predominantly female. This difference is a widespread phenomenon that favours so-called male occupations. The corresponding pay gap, in men's favour, in occupations requiring a high school diploma (Secondary V in Quebec) or less, is shrinking only slightly, whereas the gaps between men and women in occupations requiring more education are clearly closing. The article then demonstrates that three often-mentioned options for action at present offer little hope of countering this particular phenomenon: these options are the application of Quebec's Pay Equity Act, collective bargaining, and internal promotion. The problem still affects approximately 500,000 women, after 25 years of equal access programs and close to 15 years of implementation of the Pay Equity Act. Employment equity programs are the most promising initiatives, provided that they can find their way into the affected employment sectors.

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“…Agocs (1991) found federal contractors had an underrepresentation of the designated groups compared to census data, and women showed little change from 1986 to 1991. In another study, Stewart and Drakich (1995) examined the recruitment and integration of women faculty in 17 universities and found that being a federal contractor for the federal government was not associated with any gains in the hiring of women at all. Instead, universities with the most rigorous employment equity practices had the highest level of recruitment of women into entry-level faculty positions.…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%