Exploring women faculty's experiences and perceptions in higher education: the effects of feminism?

Midkiff, Brooke

doi:10.1080/09540253.2015.1028902

Cited by 9 publications

(3 citation statements)

References 24 publications

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“…Faculty who stop the tenure-clock for family reasons are no less likely to become promoted, although they have lower salary increases over time regardless of their scholarly productivity, suggesting a negative bias towards them (Manchester, Leslie, & Kramer, 2013). However, women faculty are less likely than men to request a tenure-clock stop even when they believe it would benefit them (Drago et al, 2006) and are reluctant to see themselves as affected by gender biases in academia (Midkiff, 2015). These findings suggest that implementing policy change is insufficient to encourage faculty to take advantage of policy options.…”

Section: Discussionmentioning

confidence: 99%

Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty

Elliott¹,

Blithe²

2020

IJHE

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Gender inequalities in salary, rank and access to leadership positions characterize institutions of higher education and disadvantage women faculty. Differential exposure to noxious working conditions and restricted access to social resources may underlie these inequalities by detracting from women faculty’s well-being, thereby perpetuating the status quo. This study applies stress process theory to analyze this inequitable state of affairs, treating gender as a social status in higher education that predicts differential exposure to stressors and access to resources. Stressors and resources, in turn, predict faculty well-being. Stressors include micro-aggressions and work-life conflict, and resources include collegiality with peers and support from administrators. Survey data were collected from academic faculty at a mid-sized Western university in the U.S. Results indicate that women faculty experience micro-aggressions and work-life conflict more often than men, and report less supportive relationships with their deans. Moreover, micro-aggressions and work-life conflict are positively associated with psychological distress and job dissatisfaction, while dean support has the opposite associations. Open-ended responses supplement the quantitative findings with vivid examples of how these phenomena play out in individual faculty members’ lives. Implications for how institutions of higher education might introduce change to address these findings are discussed.

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Section: Discussionmentioning

confidence: 99%

Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty

Elliott¹,

Blithe²

2020

IJHE

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“…Most research suggests teaching and service should be evenly distributed between men and women faculty members to reduce the influx of additional administrative responsibilities which often fall on women (Ward & Eddy, 2013). However, the complexities of work-life and home-life balance are variables on the list of obstacles many women must overcome to attain leadership positions in higher education institutions (Midkiff, 2015). Potentially, Dr. Nyland found it difficult to balance her career goals with her home-life responsibilities as some theories suggest raising children and other domestic duties, which have historically fallen on women, may prevent career growth (Parker, 2015).…”

Section: Career Validationmentioning

confidence: 99%

To Dean, or Not To Dean?

Baker

Osanloo

2022

Journal of Cases in Educational Leadership

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The lack of women holding high-level leadership positions in higher education institutions is problematic. From a historical standpoint, women face several more obstacles while working toward obtaining leadership roles in higher education than men do. In addition, from a societal lens, women are judged differently in regard to leadership style, emotion, and success in higher education leadership. This case follows a woman who obtained the position of interim dean and was unceremoniously removed from the role. Authors make suggestions regarding factors for her success, how her emotions affected her performance, and variables leading to her accepting the role of interim dean.

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“…Some ascribe observed gender differences to an implicit “tax” on childbearing and rearing, the burden of which disproportionately falls on women, but a recent study detailing career paths for academics showed the following: if you are a man with children, you are more likely to hold higher professorial rank than a man without children, followed by a woman without children, and then, at the rear, by women with children . Clearly, something more is at play here than childbearing and rearing tax or else the group order in terms of academic success would have been different.…”

Section: Louise: Gender and Who Gets To Be A Heromentioning

confidence: 99%

Beyond the cultural myth of medical meritocracy

et al. 2019

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Background We examine the cultural myth of the medical meritocracy, whereby the “best and the brightest” are admitted and promoted within the profession. We explore how this narrative guides medical practice in ways that may no longer be adequate in the contexts of practice today. Methods Narrative analysis of medical students’ and physicians’ stories. Results Hierarchies of privilege within medicine are linked to meritocracy and the trope of the “hero's story” in literature. Gender and other forms of difference are generally excluded from narratives of excellence, which suggests operative mechanisms that may be contributory to observed differences in attainment. We discuss how the notion of diversity is formulated in medicine as a “problem” to be accommodated within merit, and posit that medical practice today requires a reformulation of the notion of merit in medicine, valorising a diversity of life experience and skills, rather than “retrofitting” diversity concerns as problems to be accommodated within current constructs of merit. Conclusions Three main action‐oriented outcomes for a better formulation of merit relevant to medical practice today are suggested: (a) development of assessors’ critical consciousness regarding the structural issues in merit assignment; (b) alignment of merit criteria with relevant societal outcomes, and (c) developing inclusive leadership to accommodate the greater diversity of excellence needed in today's context of medical practice. A reformulation of the stories through which medical practitioners and educators communicate and validate aspects of medical practice will be required in order for the profession to continue to have relevance to the diverse societies it serves.

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Exploring women faculty's experiences and perceptions in higher education: the effects of feminism?

Cited by 9 publications

References 24 publications

Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty

Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty

To Dean, or Not To Dean?

Beyond the cultural myth of medical meritocracy

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