The Gender and Racial/Ethnic Composition of Postsecondary Instructional Faculty and Staff: 1992-98

Glover, Denise M.; Parsad, Basmat

doi:10.1037/e492172006-016

Cited by 7 publications

(6 citation statements)

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“… 3 We were surprised that a direct comparison of faculty representation in STEM and non-STEM fields is unavailable in the modern academic literature. The most recent comparable information we found is from Glover, Parsad, and Zimbler (2002), who document faculty representation across departments using survey data from the 1999 National Study of Postsecondary Faculty. Several other studies provide related information but do not directly compare STEM/non-STEM faculty representation.…”

mentioning

confidence: 86%

Representation and Salary Gaps by Race-Ethnicity and Gender at Selective Public Universities

Koedel

2017

Educational Researcher

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We use data from 2015–2016 to document faculty representation and wage gaps by race-ethnicity and gender in six fields at selective public universities. Consistent with widely available information, Black, Hispanic, and female professors are underrepresented and White and Asian professors are overrepresented in our data. Disadvantaged minority and female underrepresentation is driven predominantly by underrepresentation in science and math intensive fields. A comparison of senior and junior faculty suggests a trend toward greater diversity, especially in science and math intensive fields, because younger faculty are more diverse. However, Black faculty are an exception. We decompose racial-ethnic and gender wage gaps and show that academic field, experience, and research productivity account for most or all of the gaps. We find no evidence of wage premiums for individuals who improve diversity, although for Black faculty we cannot rule out a modest premium.

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confidence: 86%

Representation and Salary Gaps by Race-Ethnicity and Gender at Selective Public Universities

Koedel

2017

Educational Researcher

146

130

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Section: The Role Of Gender In Evaluating Professorsmentioning

confidence: 93%

“…This assumption may not have been true given the relative advances women have made in the academy in the recent decades (Glover & Parsad, 2002). Women professors have increased their visibility in social science fields in particular (Glover & Parsad, 2002). Given this advancement, women professors in our study may not have been seen as out of context, at least not to the extent that students would express significantly different expectations of them in their evaluations for the study.…”

Section: The Role Of Gender In Evaluating Professorsmentioning

confidence: 95%

“…The gender bias aspect of our study depended to a large extent on students' expectations of women to contrast the context of the professoriate and/or with the leadership role of the instructor. This assumption may not have been true given the relative advances women have made in the academy in the recent decades (Glover & Parsad, 2002). Women professors have increased their visibility in social science fields in particular (Glover & Parsad, 2002).…”

Section: The Role Of Gender In Evaluating Professorsmentioning

confidence: 99%

“…Having said this, men continue to outnumber, outrank, and outearn women in social science fields (Glover & Parsad, 2002), and women themselves have reported their dissatisfaction with the differential treatment they receive from students because of their gender (Owen, Blakemore, Switzer, DiLorio, & Fairchild, 1997). Therefore, we are not fully satisfied with this explanation.…”

Section: The Role Of Gender In Evaluating Professorsmentioning

confidence: 99%

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Students’ Preconceptions of Professors: Benefits and Barriers According to Ethnicity and Gender

Anderson

Smith

2005

Hispanic Journal of Behavioral Sciences

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The present study examined the influence of professor and student characteristics on students' preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender, and professor ethnicity. A total of 633 (44% Latino; 34% African American; 22% Anglo) undergraduates rated the course and the instructor on professor warmth, professor capability, and political bias. Among several findings associated with professor ethnicity and teaching style, Latina professors were viewed as more warm when they had a lenient teaching style and less warm when they had a strict teaching style when compared with Anglo women professors with respective styles. Anglo men students perceived professors as more politically biased than did other students. Results are discussed in the context of aversive racism and a double standard of evaluation for Latino professors.

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The status of equity for black faculty and administrators in public higher education in the south

et al. 2006

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The Gender and Racial/Ethnic Composition of Postsecondary Instructional Faculty and Staff: 1992-98

Cited by 7 publications

References 0 publications

Representation and Salary Gaps by Race-Ethnicity and Gender at Selective Public Universities

Representation and Salary Gaps by Race-Ethnicity and Gender at Selective Public Universities

Students’ Preconceptions of Professors: Benefits and Barriers According to Ethnicity and Gender

The status of equity for black faculty and administrators in public higher education in the south

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