This study examined differences in the conditions of higher education faculty by gender, captured the dynamic nature of such differences over time, and should serve as a guide into the complexity of the changing reality of faculty equity to future researchers. The research used quantitative methods on a primary data source from a private, urban, and AAU-member research university. Cross-disciplinary theory from feminist thought, economics, and sociology guided and informed the research. The analysis used descriptive statistics, ordinary least squares regression and logistic regression to assess equity in (1) compensation across time and (2) tenure attainment across time.
The study found an environment more equitable in 2008, than in 1996. Regarding compensation, an existing gap between men and women in 1996 fell to nearly zero in 2008; and when controlling for relevant other characteristics, was not statistically significant in 2008. This pattern held across ranks. There were increasing proportions of women in both the Associate Professor and Professorial ranks and women increased their presence in the Social Sciences, the highest paid division.
The tenure attainment analyses showed conditions between men and women were more equitable in more recent time periods. For all faculty hired on the tenure track, there was no significant relationship between tenure attainment and gender. However, more men left on their own before the tenure review than women, and more women were denied tenure.
For those who came to a tenure decision, a negative relationship existed between women and tenure attainment over the entire time period. Disaggregating the data into three time periods showed the negative relationship was largely confined to the group hired pre-1995. No statistically significant relationship existed between gender and division, or gender and "book oriented department versus journal oriented department."
Recommendations for research include national-level studies that are repeated frequently to understand if the trends in this research are occurring at aggregate levels and more qualitative research to understand whether the experiences of individuals are consistent with aggregate trends suggesting increasing equity. Recommendations for practice include the establishment of institutional-level policies of measuring equity and publishing the results among the faculty.
|School:||New York University|
|School Location:||United States -- New York|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||Womens studies, Economics, Organizational behavior, Higher education|
|Keywords:||Faculty equity, Gender differences, Gender equity, Higher education, Human capital, Tenure|
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