Rank and Representation: A Quantitative Analysis of Female Representation Within Entry Level Faculty Positions

Abstract

The representation of women in leadership positions and as tenured faculty in higher education has been an issue of concern for a number of years across academic disciplines. What remains unclear is whether this trend is also observed all the way down to entry-level positions in the field of education alone. The purpose of this quantitative, correlational study was to determine if women and men occupying the non-tenured track ranks of assistant and associate professor were equally represented in the field of education at post-secondary, credential granting institutions in California (n=46). Between groups comparisons indicated that female, assistant professors significantly outnumbered men at both public and private California universities (p<0.0001), and outnumbered men as associate professors at private universities (p=0.0148). Within groups comparisons indicated that while fewer in number, a greater percentage of men occupied the rank of associate professor, thus outranking their female colleagues at public and private learning institutions (54.5% and 44.8%, respectively). However, the difference was not statistically significant.

Disability, Intersectionality, and the Experiences of Doctoral Students

“…Furthermore, doctoral graduates with TUCGI are underrepresented in faculty positions in higher education (Smith et al, 2012). Although women represent more than half of doctoral graduates since 2006, women continue to be underrepresented in tenure-track and full professor positions (Nicholson, 2020;West & Curtis, 2006). Although there has been some progress in the last 30 years, women and individuals with other TUCGI who hold doctoral degrees continue to be substantially underrepresented in administrative leadership positions in higher education, such as in positions of dean and president (King & Gomez, 2008;Nicholson, 2020).…”