Representation of Women Faculty at Public Research Universities: Do Unions Matter?

May, Ann Mari; Moorhouse, Elizabeth A.; Bossard, Jennifer A.

doi:10.1177/001979391006300408

Cited by 15 publications

(12 citation statements)

References 37 publications

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“…May et al . () found that unionised universities outperformed their non‐unionised counterparts in increasing the percentage of women faculty overall and at the ranks of full and associate professor. Our results question the positive effectiveness of unionisation on the percentage of female academic economists at the associate professor rank.…”

Section: Resultsmentioning

confidence: 98%

“…About one‐third of US college and university faculty are unionised. According to previous work, unionised institutions may perform better in retaining female faculty because of the provision of clearer tenure and promotion review procedures and also procedures to voice complaints in union contracts (May et al ., ). In addition, unions' effort to address work and family issues including childcare services, elder care programs, flexible work schedules and a range of family leave options may exert a positive effect (Crouter and Booth, ).…”

Section: Research Frameworkmentioning

confidence: 97%

“…Research suggests that on‐campus childcare, dual‐career support, parental and family leaves and flexible schedule are the important work–family policies for higher education institutions, and departments, to improve recruitment, retention and promotion of faculty (Raabe, ; Wolf‐Wendel et al ., ; Perna, ). Because academic unions may play an important role in seeking improvements to and expansion of work–family programs, the effects of unionisation on faculty's salary (Barbezat, ; Kesselring, ; Rees, ), retention (Rees, ) and female academics' representation (May et al ., ) have been studied.…”

Section: Literature Reviewmentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 98%

Section: Research Frameworkmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 99%

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

Juraqulova

McCluskey

Mittelhammer

2019

Industrial Relations Journal

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“…Not only were women represented in lower numbers, they were also paid less. Potential reasons for this disparity and unequal representation include women a) spending a greater amount of time in lower ranks and b) being less likely to be promoted (May, Moorhouse, & Bossard, 2010). Additionally, discriminatory attitudes, such as believing women are incapable of being a leader, impeded women's entry into leadership positions as well as limiting the advancement opportunities in such roles (Jakobsh, 2004).…”

Section: Women Leaders In Universitiesmentioning

confidence: 99%

The Lived Experiences of Female Leaders in Two University Settings: Perceived Supports, Barriers, and Challenges

Jakubiec¹

2018

Preprint

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The dearth of women in higher education both as full professors and senior administrators is alarming, and the factors impeding their entrance and limiting their advancement are relatively unknown. The purpose of this research was to document the lived experiences of women leaders who were full professors or who held senior leadership positions in two universities in Atlantic Canada. I researched the perceived supports, challenges, and barriers that women leaders faced in their professional lives, as well as the influence of gender in their leadership positions. I approached the research from a social constructivism standpoint and utilized a phenomenological research design. I used standpoint theory to analyze the data. Data sources included two interviews with each participant and a seven-day leadership journal from each participant. Women noted multiple supports, challenges, and barriers in their personal and professional lives. Supports include husbands, mentors, workshops, and networking. Challenges and barriers included children, colleagues, work/life conflicts, invisibility, and a lack of leadership development programs. Findings indicated that gender equality has not been achieved in the postsecondary setting, and gendered expectations, sexism, and discrimination remain strong barriers for women. Applying standpoint theory, the social location of the participants impacted their lives, opinions, and views of leadership in postsecondary institutions. Their lived realities and experiences changed over time as the academic and institutional culture changed over time, and, as such, their views about women and leadership were altered. Implications of this work are that university leaders need to create supports for women and make them easily accessible, and create a women-friendly environment that will increase the ease with which women can enter, advance, and succeed in the institution.

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“…Since 1980, the proportion of females enrolled in higher education has exceeded the proportion of males (National Center for Education Statistics 2006). Along with an increase in females' educational attainment, including graduate education, an increased number of females have chosen academia as a career path (May, Moorhouse, and Bossard 2010).…”

Section: Female Faculty In the Us Academy Of Higher Educationmentioning

confidence: 99%

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

Seo

Mehdiabadi

Huang

2016

Journal of Further and Higher Education

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This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants' career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one's career, and (6) believing in one's self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education.

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Representation of Women Faculty at Public Research Universities: Do Unions Matter?

Cited by 15 publications

References 37 publications

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

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

The Lived Experiences of Female Leaders in Two University Settings: Perceived Supports, Barriers, and Challenges

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

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