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1 – 10 of over 22000
Article
Publication date: 5 October 2010

Laura M. Crothers, Ara J. Schmitt, Tammy L. Hughes, John Lipinski, Lea A. Theodore, Kisha Radliff and Sandra Ward

The purpose of this paper is to examine the salary and promotion negotiation practices of female and male school psychology practitioners and university instructors of school…

3886

Abstract

Purpose

The purpose of this paper is to examine the salary and promotion negotiation practices of female and male school psychology practitioners and university instructors of school psychology practitioners in order to determine whether salary differences exist between male and female employees in the field of school psychology, which has become a female‐dominated profession.

Design/methodology/approach

A total of 191 female and 115 male faculty members and 148 female and 56 male school psychologists completed a survey regarding salary, negotiation practices, and job satisfaction.

Findings

Results suggest that females earn less than male colleagues, controlling for years of experience and degree attainment. No gender differences were found regarding faculty participants' willingness to negotiate for increased salary; however, males were more likely to negotiate for promotion. Likewise, no gender differences were evident in practitioners' salary and promotion negotiation attempts, although none were expected, given the salary schedule constraints unique to occupations in the field of education.

Research limitations/implications

The paper is limited to one profession, albeit both university faculty and school psychology practitioners, and was conducted in the USA, so the findings may have limited generalizability to other professions and/or in other countries.

Practical implications

The paper demonstrates that gender pay differences exist despite no differences in males' and females' willingness to negotiate for salary. Consequently, it is likely that pay differences between men and women are due to reasons other than individuals' education levels, years in position, and negotiation practices.

Originality/value

This is the first paper that tracks salaries and the negotiating practices of school psychologist trainers and practitioners. It also finds that male/female salary differences carry over into a female‐dominated profession.

Details

Gender in Management: An International Journal, vol. 25 no. 7
Type: Research Article
ISSN: 1754-2413

Keywords

Article
Publication date: 1 November 2000

Steve Buchheit, Allison Collins and Denton Collins

We examine whether female faculty in US universities have a higher tenure benchmark relative to their male counterparts. Using survey data from 317 accounting faculty, we compare…

Abstract

We examine whether female faculty in US universities have a higher tenure benchmark relative to their male counterparts. Using survey data from 317 accounting faculty, we compare the role of gender for both favorable and unfavorable tenure decisions. Specifically, we compare: the research output of female faculty who are awarded tenure to that of similarly successful male faculty, and the research output of female faculty who are not awarded tenure to that of similarly unsuccessful male faculty. Contrary to past research investigating gender bias at upper ranks within organizations, we find no evidence that female faculty must achieve higher research output than male faculty in order to be awarded tenure.

Details

Women in Management Review, vol. 15 no. 7
Type: Research Article
ISSN: 0964-9425

Keywords

Book part
Publication date: 7 September 2011

Norma T. Mertz

Myra Gordon (2004) argues that “the real reason for a general failure to diversify lies in the culture and practices typically associated with faculty hiring” (p. 184). This…

Abstract

Myra Gordon (2004) argues that “the real reason for a general failure to diversify lies in the culture and practices typically associated with faculty hiring” (p. 184). This chapter examines the faculty hiring process and how it contributes to the underrepresentation of female faculty of color and to what happens to them if they are hired. Drawing on the existing literature and insights from critical theory and signal theory, the dissection of the process considers how institutionalized norms characteristic of the dominant group in the academy (white, males) play a role in the exclusion (oppression) of nontraditional candidates, and signal their fit with those norms.

Details

Women of Color in Higher Education: Changing Directions and New Perspectives
Type: Book
ISBN: 978-1-78052-182-4

Article
Publication date: 15 February 2011

Keith J. Bowman

The purpose of this paper is to establish greater understanding of changes in gender diversity at the undergraduate, graduate and faculty levels for a small engineering…

1177

Abstract

Purpose

The purpose of this paper is to establish greater understanding of changes in gender diversity at the undergraduate, graduate and faculty levels for a small engineering discipline, materials science and engineering (MSE), and how it may be related to different cultures across the variety of engineering disciplines.

Design/methodology/approach

The paper assesses publicly available data on the demographics of US MSE programs to explore expectations of correlation between increased gender diversity at the graduate level and among faculty versus undergraduate gender diversity.

Findings

The number and percentage of women increased substantially in graduate programs and within faculties whereas the percentage of women receiving bachelor's of science degrees in engineering (BSE) in MSE, and nearly all other engineering disciplines, was significantly lower in 2009 than in 2000. Diversity advances at graduate, postdoctoral and faculty levels in the interdisciplinary field of MSE, and likely other relatively young engineering disciplines, have been achieved via a continuous migration of individuals from other science and engineering disciplines as well as from international science and engineering programs.

Research limitations/implications

The paper does not explore cause‐and‐effect, but rather provides a case study of trends occurring within a specific discipline. When evidence for a “leaky pipeline” is found within one generalized context (i.e. engineering), the assumption has been that every discipline (i.e. MSE, biomedical engineering) within that context has leaky pipelines that must be fixed. Given the present data, such assumptions may be inappropriate and perpetuate an understanding of how to improve gender diversity that is not helpful and, in fact, may be harmful to achieving diversity.

Originality/value

The paper provides an assessment of gender diversity for a smaller discipline and explores applicability of conventional pipeline models for career progression.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 30 no. 2
Type: Research Article
ISSN: 2040-7149

Keywords

Open Access
Article
Publication date: 1 June 2016

Abbas Zare-ee, Zuraidah Mohd Don and Iman Tohidian

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even…

Abstract

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 13 no. 1
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 15 June 2015

Carol Isaac and Lindsay Griffin

Because stereotypically masculine behaviors are required for effective leadership, examining female chairs’ leadership in academic medicine can provide insight into the complex…

Abstract

Purpose

Because stereotypically masculine behaviors are required for effective leadership, examining female chairs’ leadership in academic medicine can provide insight into the complex ways in which gender impacts on their leadership practices. The paper aims to discuss this issue.

Design/methodology/approach

The author interviewed three female clinical chairs and compared the findings to interviews with 28 of their faculty. Grounded theory analysis of the subsequent text gathered comprehensive, systematic, and in-depth information about this case of interest at a US top-tier academic medical center.

Findings

Four of five themes from the faculty were consistent with the chair’s narrative with modifications: Prior Environment (Motivated by Excellence), Tough, Direct, Transparent (Developing Trust), Communal Actions (Creating Diversity of Opinion), and Building Power through Consensus (an “Artful Exercise”) with an additional theme, the Significance (and Insignificance) of a Female Chair. While faculty members were acutely aware of the chair’s gender, the chairs paradoxically vacillated between gender being a “non-issue” and noting that male chairs “don’t do laundry.” All three female chairs in this study independently and explicitly stated that gender was not a barrier, yet intuitively used successful strategies derived from the research literature.

Originality/value

This study suggests that while their gender was highlighted by faculty, these women dismissed gender as a “non-issue.” The duality of gender for these three female leaders was both minimized and subtly affirmed.

Details

Journal of Health Organization and Management, vol. 29 no. 4
Type: Research Article
ISSN: 1477-7266

Keywords

Article
Publication date: 20 September 2021

Mohamed Mousa

By studying four public universities in Egypt, the author of this paper aims to identify how male faculty perceive the representation and status of their female colleagues.

Abstract

Purpose

By studying four public universities in Egypt, the author of this paper aims to identify how male faculty perceive the representation and status of their female colleagues.

Design/methodology/approach

The author employed a qualitative research method via semi-structured interviews with 40 male academics in addition to five focus group discussions with an additional 20 male academics. The author subsequently used thematic analysis to determine the main ideas in the transcripts.

Findings

The findings confirmed that women faculty are not under-represented at professorial levels, but they are denied administrative academic positions, such as rectors and deans in universities. The author also discovered that the social norms shaping both national and organizational culture in Egypt create a cultural bias against women faculty.

Originality/value

To the best of the author's knowledge, this study is the first of its kind in the context of a developing nation to focus on the status and representation of women faculty from the perspective of male colleagues, and subsequently, it is the first to address the higher education sector in one of the leading developing nations in Africa and the Middle East. This paper contributes by filling a gap in HR management and higher education, in which empirical studies that address male faculty to identify their perceptions of the status and representation of their female colleagues have been limited so far.

Details

International Journal of Educational Management, vol. 35 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 March 1992

Barbara Orser

Investigates employment discrimination in Canadian Schools ofBusiness. A review of Statistics Canada data on student (1971, 1978) andfaculty composition (1980, 1985, 1989…

Abstract

Investigates employment discrimination in Canadian Schools of Business. A review of Statistics Canada data on student (1971, 1978) and faculty composition (1980, 1985, 1989) demonstrates that the number of females as a percentage of undergraduate and graduate students of business has increased significantly as has the total percentage of female faculty. Females are, however, significantly under‐represented in senior academic positions of associate and full professors with little change over the study period. Discusses barriers to academic attainment and the consequences to feminist research in the administrative sciences.

Details

Women in Management Review, vol. 7 no. 3
Type: Research Article
ISSN: 0964-9425

Keywords

Book part
Publication date: 7 September 2011

Edith Wen-Chu Chen and Shirley Hune

Analyzing national statistical 2007 data from the U.S. Department of Education, this chapter examines the current status and trends concerning Asian American Pacific Islander…

Abstract

Analyzing national statistical 2007 data from the U.S. Department of Education, this chapter examines the current status and trends concerning Asian American Pacific Islander (AAPI) women in higher education by looking at their presence at key levels of the higher education pipeline. It considers their representation as doctoral degree holders, assistant professors, tenured professors, and college/university presidents. The findings demonstrate that AAPI women are underrepresented as faculty in contrast to the large and growing numbers of AAPI women students who make up the talent pool to the professoriate. Moreover, despite the in-roads AAPI women have made as faculty members, race and gender disparities still persist and grow as the rank increases. AAPI female faculty representation stalls very early on in the pipeline, namely, in being hired and at tenure, and continues to shrink as the pipeline advances. AAPI male and white female faculty may also face barriers to the top, but Asian American women faculty may experience them sooner. Consequently, the numbers of AAPI women full professors are small and as campus presidents they are miniscule. However, for white men, their representation increases as the pipeline advances.

Details

Women of Color in Higher Education: Changing Directions and New Perspectives
Type: Book
ISBN: 978-1-78052-182-4

Book part
Publication date: 20 November 2015

Jennifer W. Shewmaker and Sarah K. Lee

A recent President’s Council of Advisors on Science and Technology report predicts a shortfall of 1 million college graduates in STEM (science, technology, engineering, and…

Abstract

A recent President’s Council of Advisors on Science and Technology report predicts a shortfall of 1 million college graduates in STEM (science, technology, engineering, and mathematics) fields in the United States over the next several years (2012). Recommendations to address this include diversifying the STEM workforce, which is plagued by a lack of gender diversity (Hill, Corbett, & St. Rose, 2010). University–School partnerships are crucial in developing a pipeline that moves interested primary and secondary students (aged 5-18) into majoring and eventually working in STEM fields. The lower involvement of women in STEM fields is multi-factorial and affects all communities, including Abilene, Texas. Abilene Independent School District’s STEM high school, the Academy for Technology, Engineering, and Science (ATEMS) consistently has a female student population at or below 35%. A local university, Abilene Christian University (ACU), has struggled to increase female undergraduate students in STEM fields. Creating a University–School partnership between ACU and ATEMS aided in building a STEM pipeline for girls in the Abilene community. In this chapter, we describe this collaboration between ACU and ATEMS and highlight the key features that led to success of the collaboration.

Details

University Partnerships for Community and School System Development
Type: Book
ISBN: 978-1-78560-132-3

1 – 10 of over 22000