Over the Edge? Women and Tenure in Today's Academic Environment

DiNitto, Diana M.; Aguilar, Marian A.; Franklin, Cynthia; Jordan, Catheleen

doi:10.1177/088610999501000304

Cited by 10 publications

(4 citation statements)

References 12 publications

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“…Specifically, as culture and environment are a reflection of equity and welcome, to what extent is the academy supportive of those who bring a different perspective to the faculty role? Past research has suggested a host of organizational policies and programs for universities and colleges to institute with the goal of retaining a more diverse faculty (DiNitto et al 1995;Gappa and MacDermid 1997;Smith et al 1996;Tierney and Bensimon 1996;Ward and Wolf-Wendel 2004). From anticipatory socialization to formal mentoring and orientation programs, to work-family balance and tenure clock stoppage policies, higher education institutions are replete with recommended policies and programs.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

2007

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This study applies Kalleberg's framework to better understand the effects of diverse demographic faculty characteristics on dimensions of job satisfaction. We also extend his work and the work of others to explore the contextual effects of academic disciplines on faculty job satisfaction. We find that women are consistently less satisfied than their male colleagues and that the effect of being female varies by discipline on levels of job satisfaction. We also find race/ethnicity has mixed effects on dimensions of job satisfaction but the effects of race/ethnicity tend to be constant across discipline. Our findings hold important implications for those seeking to understand the experiences of college faculty from diverse demographic backgrounds. Warrant for the StudyAs the college student population has become increasingly more diverse, colleges and universities have-though at varying paces and at varying levels of institutional commitment-sought to diversify their faculty. Because retention of a diverse professoriate plays a critical role in fostering an intellectual environment reflective of the diversity of students and the broader society, it is imperative to understand the factors, which contribute to faculty retention. Job satisfaction is a key predictor of intention to remain in or leave an academic position (

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Section: Discussionmentioning

confidence: 99%

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

2007

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“…In addition to structured mentorship relationships, other forms of social contact may also be critical to job advancement. A study of female faculty revealed that they rated fellow colleagues as the most helpful factor in their academic environment (DeNitto et al, 1995). Social contact may also come in the form of company support for attending seminars, workshops, and conferences.…”

Section: Mentoring and Social Contactsmentioning

confidence: 99%

Position power and women’s career advancement

Kelly

Marin²

1998

Women in Management Review

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In the late 1990s when over 47 percent of the labor force consists of women, and women's educational attainments are increasingly matching those of men, women's individual human resource deficits are less and less the source of stalled careers. As a recent Catalyst (1994) report puts it, "Rather than encountering a 'glass ceiling' as they try to reach the top, women encounter the glass wall in the form of intangible barriers, largely based on the organization's culture and traditions, and less on the abilities and true desires of the person aspiring to an executive position" (see Executive Summary, "On the line … "). Increasingly it is recognized that both women and organizations need improved mechanisms for monitoring progress in dealing with these barriers. The purpose of this study was to develop an assessment tool which is a reliable and valid means of determining the power and fast-track potential of particular positions, a tool which can uncover the structural barriers embedded in a particular job that might block its incumbent's career mobility. The development of this tool will also advance our theoretical knowledge about structural barriers to career advancement.

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“…Beyond these numbers are the challenges and struggles experienced by women of color faculty, which include intentional and unintentional discrimination, individual and institutional racism, salary gaps, and other personal and professional barriers (DiNitto, Aguilar, Franklin, & Jordan, 1995;DiNitto, Martin, & Harrison, 1982). The lack of commitment to increasing the number of women of color faculty, combined with the daily struggles relative to issues of gender and race/ethnicity, often translate to health and mental health issues, leaving the academy prematurely, and subsequently the lack of proper mentoring and role modeling for students of color who may be potential faculty members (Nelson, 2007).…”

Section: Women Of Color Across Disciplinesmentioning

confidence: 99%

The Complexities of Becoming Visible: Reflecting on the Stories of Women of Color as Social Work Educators

Vakalahi

Starks

2010

Affilia

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This article is part of a lifelong commitment to bring the experiences of women of color to the forefront of academic discussion. It is a reflection on the struggles, sustaining forces, and legacy passed on by women of color, who are social work educators to future generations of women. Framed by feminist theory and the theory of intersectionality, the narratives of 16 women of color are points of reflection. The findings of their narratives affirm multiple barriers and challenges, sustaining forces, and the legacy passed on by these pioneers to future generations. Implications for policy, practice, and research are also discussed.Keywords feminist theory, social work educators, theory of intersectionality, women of color As Billingsley (1968, p. 113) said, ''And to deny the history of a people is to deny their humanity.'' The history of women of color in the academy is a significant contribution to humanity that has been undervalued, unrecognized, and often denied. The plea to recognize this history as legitimate and relevant is reiterated in the diverse experiences of women of color in social work education. According to Vakalahi, Starks, and Ortiz Hendricks (2007), women of color in social work education possess unique gender and racial/ethnic-based qualities and competencies that, when garnered and embraced, have humanized the academy. Unfortunately, institutions often suppress or ignore women of color and their unique qualities and competencies. Even with progress in obtaining rights and opportunities for women, as well as entering a new century, gender and race/ethnicity remain enormous barriers to the advancement of women of color in academia.Women of color in social work education is a recent phenomenon but with much breadth and depth. This phenomenon is grounded in social justice and a commitment to equality for women from diverse walks of life. Although the literature does not truly reflect the richness of the experiences of

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Over the Edge? Women and Tenure in Today's Academic Environment

Cited by 10 publications

References 12 publications

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

Position power and women’s career advancement

The Complexities of Becoming Visible: Reflecting on the Stories of Women of Color as Social Work Educators

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