Academic employment decisions and gender

Teevan, James J.; Pepper, Susan; Pellizzari, Joseph R.

doi:10.1007/bf00973576

Cited by 12 publications

(5 citation statements)

References 24 publications

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“…Another explanation for these disparities is that women could be less mobile than men, due to family responsibilities, which can limit their careers (Marwell, Rosenfeld, and Spilerman 1979). Yet Teevan, Pepper, and Pellizari (1992) find that there are no significant differences between men and women in the effects of "family needs" in accepting, declining, or resigning from full-time academic positions. Similarly, in our sample, approximately 10% of both men and women negotiated for job possibilities for their spouses.…”

Section: Discussionmentioning

confidence: 82%

Employment Chances in the Academic Job Market in Sociology: Do Race and Gender Matter?

Misra¹,

Kennelly

Karides³

1999

Sociological Perspectives

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Do employment chances for academics differ based on the gender or race/ethnicity of the job seeker? We use data from a sample of positions in sociologyfilled during the 1991-92 school year to determine whether European-American women, minority women, and minority men are advantaged, disadvantaged, or similarly placed in relation to European-American men. Wefind no evidence suggesting that European-American men are significantly disadvantaged, or disadvantaged in systematic or serious ways, vis-a-vis these groups. Among our most interestingfindings is the discovery that minority men and women tend to be hired in positions newly created by the university while European-American women are significantly more likely to be hired in positions created when someone has been denied tenure. We conclude that disadvantages are beginning to level off, but they still existfor European-American women, minority men, and most especially minority women.

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Section: Discussionmentioning

confidence: 82%

Employment Chances in the Academic Job Market in Sociology: Do Race and Gender Matter?

Misra¹,

Kennelly

Karides³

1999

Sociological Perspectives

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“…Collegiality is a driving force of faculty members' intentions to remain with an organization. 86 Draugalis underscored this when she added ''respect'' as a fourth ''R'' to recruitment, retention, and renewal. 87 What has yet to be determined are the implications of respect and collegiality on effectiveness for recruiting students and residents into faculty careers and how organizational citizenship behaviors by faculty members make a job in academia more appealing.…”

Section: Faculty Recruitment and Retentionmentioning

confidence: 99%

Pharmacy Faculty Workplace Issues: Findings From the 2009-2010 COD-COF Joint Task Force on Faculty Workforce

Desselle

Peirce

Crabtree

et al. 2011

American Journal of Pharmaceutical Education

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Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

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“…Academic women may have different and perhaps lower career goals than men, influencing advancement. But the evidence in general, and for academics in particular, does not indicate women have lower career motivation than men [see Teevan et al (1992) for a review]. Indeed, female academics aspire to leadership positions as much as men, and to as high level positions (Bowker, Hinkler and Vol.19, No.2 Note Worner 1983).…”

Section: The Important Question Is Why?mentioning

confidence: 94%

“…Or perhaps female academics refuse job offers of advancement more than men. But gender differences do not occur in the reasons academics accept offers of positions (Teevan, Pepper and Pellizari 1992), although female rejecters do so primarily because of family needs and the length and type of contract, and less than men because of university reputation. As well, advancement in academia may require relocation, and Australian women are less willing to relocate for advancement than men, and do so less Conroy 1988, 1994).…”

Section: The Important Question Is Why?mentioning

confidence: 96%

“…The evidence is consistent with discrimination as an explanation, whether unintentional because women do not fit the academic stereotype or through a complex interplay of factors related to experience and performance. But in some cases, discrimination against women has not been found in hiring, promotion, tenure, and salary of academics [e.g., see Teevan et al (1992) …”

Section: The Important Question Is Why?mentioning

confidence: 99%

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