Secret service: Revealing gender biases in the visibility and value of faculty service.

Abstract

Although the demand for faculty service has increased substantially in recent years, the workload is not shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend to spend more time on service activities than men, and they tend to perform important yet less institutionally recognized forms of service like mentoring, committee work, emotional labor, and organizational climate control (Babcock, Recalde, Vesterlund, & Weingart, 2017; Misra, Lundquist, Holmes, & Agiomavritis, 2011). Drawing from the theory of gendered organizations (Acker, 1990), this interview study examined how institutional gender biases impact the visibility and evaluation of faculty service across the tenure-track career trajectory. Our findings reveal how task-oriented forms of service tend to be more visible and valued than relationally oriented service. In addition to addressing a gap in the literature, our study presents practical recommendations to make service more visible, valuable, and equitable across faculty ranks and gender identities.

Sex, Gender Identity, and Perceived Employability Among Spanish Employed and Unemployed Youngsters

“…This theory proposes that pervasive gender inequities are produced and legitimized through institutionalized policies, communication patterns, organizational bodies, social structures, and divisions of labor, perpetuating disparities in power that explicitly and implicitly advantage men over women. This theory has been recently confirmed even in so seemingly gender neutral organizations such as academia (Conesa Carpintero and González Ramos, 2018; Hanasono et al, 2018).…”

Gender Equity Considerations for Tenure and Promotion during COVID‐19

“…2017; El‐Alayli, Hansen‐Brown, and Ceynar 2018; Guarino and Borden 2017; Hanasono et al. 2019; Mitchell and Hesli 2013; O'Meara 2018; Sprague and Massoni 2005). These demands create added obstacles for female faculty while navigating tenure and promotion expectations.…”

“…2012), service demands (Hanasono et al. 2019), implicit biases and stereotypes (King 2008), work climates (Milkman, Akinola, and Chugh 2012), and family and household responsibilities (Mason et al. 2005).…”

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

“…Specifically, their findings indicate that for male faculty, elite publications are correlated with higher student evaluations of teaching; however, this relationship does not hold for female faculty. Hanasono et al (2019) find that female faculty tend to perform more hidden forms of service (e.g., mentoring faculty and/or graduate students and writing letters of recommendation) that are devalued in comparison with the more visible and rewarded forms of service performed by male faculty (e.g., chairing a curriculum committee and serving as editor of a journal).…”

“…To retain faculty, administrative faculty in positions of power should also design reward and incentive systems that recognize not only research accomplishments but also service and teaching ones. Administrators should also increase transparency in terms of teaching and service assignments, by providing open documentation of this information; this type of open communication can aid in increasing perceptions of fairness and equity (Hanasono et al, 2019; Helgesson & Sjögren, 2019). Intradepartmental mentoring can improve faculty retention, increase all types of performance, and lower the detrimental effects of rejection sensitivity (Day & Porter, 2017).…”