“Good” Places to Work: Women Faculty, Community Colleges, Academic Work, and Family Integration

Ward, Kelly; Wolf‐Wendel, Lisa

doi:10.1002/cc.20261

Cited by 11 publications

(14 citation statements)

References 22 publications

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“…These salary discrepancies are manifested in academics’ assessments of job satisfaction; although women express higher levels of satisfaction with their work and colleagues, men tend to be more satisfied with their pay and promotions (Okpara et al 2005 ; Webber and Rogers 2018 ). Furthermore, the kind of institution where one works—research vs. teaching intensive—does not seem to provide a better experience of “work-life” balance from the perspective of women faculty in both settings (Berheide et al 2020 ; Ward and Wolf-Wendel 2017 ; Webber and Rogers 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Gender differences in the professional experiences of Iran specialists in American academia

Borquez

Amin

2022

SN Soc Sci

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The work on gender differences in academic life spans a wide array of colleges and universities, scholarly disciplines, and countries. Using a survey conducted in 2016 to capture “the state of the field” in Iranian Studies as US–Iran relations were in a brief thaw, this paper draws on some of these perspectives and explores gender differences in the professional experiences of Iranian Studies scholars working in the USA. Iranian Studies has grown and diversified in the USA since the 1960s. This expansion occurred despite disruptions in Iran itself and in US–Iranian relations since 1979, with many US-based Iran specialists having heritage connections to Iran. The survey, which is the first of its kind conducted among this particular academic community, covered a range of topics related to respondents’ academic and professional experiences, career outlook, and political activities. The results spotlight some notable differences—statistically significant differences in several cases—in the professional experiences of men and women in this academic field. Women respondents were more likely to be of junior rank or graduate students and were more likely than men to feel that gender identity influenced their professional milestones. Women were more likely to list the desire for social impact as a professional motivation than men. Women tended to feel less sanguine about the state of their careers, their professional environment, their career prospects, and the state of the Iranian Studies field as a whole. Some of these attitudes varied depending on their self-identification as Iranian, Iranian-American or American, while some held true across self-identification. These results mostly confirmed expectations based on similar research discussed in our literature review.

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Section: Literature Reviewmentioning

confidence: 99%

Gender differences in the professional experiences of Iran specialists in American academia

Borquez

Amin

2022

SN Soc Sci

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“…Research on gender inequality in educational administration has also focused on gender differences in wages (Dowell & Larwin, 2013;Pounder, 1988) and in turnover (Grogan, 2014). Finally, there is significant research regarding women's experiences in higher education as faculty and administration (Hora, 2020;Ward & Wolf-Wendel, 2017;Wheaton & Kezar, 2019).…”

Section: Male Dominance In Educationmentioning

confidence: 99%

Gatekeeping in Educational Administration Hiring Decisions: A Resume Audit Study

Merriweather¹

2021

Proceedings of the 2021 AERA Annual Meeting

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“…The typical community college president was also able to achieve his first presidency at a relatively young age of 41 years. This portrait is at odds with the typical profile of a woman leader who has a nontraditional career path, as it is usually interrupted by family responsibilities (Eddy, 2010;Ward & Wolf-Wendel, 2017). Furthermore, when McFarlin and associates (1999) recommended increasing women and minority participation in leadership they did not question the gendered structures that enable more White men (bearing an uncanny resemblance to the ideal worker) to be outstanding presidents but rather suggested that women and minorities be facilitated to emulate the lead of the White male leaders.…”

Section: Ideal Workermentioning

confidence: 99%

“…A culture of overwork is compounded by the ways in which technology allows individuals to be constantly connected to work (Wajcman, 2015). When the choice becomes work or family, many potential leaders opt out (ACE, 2012;Sandberg, 2013;Ward & Wolf-Wendel, 2017). Over the past 25 years, the discourse of community college leadership still revolves around the ideal worker, legitimating the idea of the mythical disembodied leader (Acker, 1990(Acker, , 2012.…”

Section: The Ubiquitous Ideal Workermentioning

confidence: 99%

What Happened to Re-Visioning Community College Leadership? A 25-Year Retrospective

Eddy

Khwaja

2019

Community College Review

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This research sought to determine if the gendered discourse on community college leadership has changed since Amey and Twombly published their analysis of community college literature in 1992. Argument: More women now lead 2-year colleges than ever before, and conceptions of leadership have evolved over time; but has the language used to discuss gender and leadership in leading community college journals changed as well? This research entailed a discourse analysis of 148 journal articles published between 1990 and 2015 to identify gendered language in literature focusing on community college leadership. The language used in the scholarly examination of leadership is a reflection of the ground realities of the community college setting and provides insight into the persisting gendered constructions of leadership at 2-year colleges. Conclusion: Four main findings emerged from this research. First, masculine-normed leadership approaches remain unquestioned in the literature. Second, participatory leadership rhetoric emerged as a trend at the turn of the century. Third, women do the bulk of the writing about women leaders. Finally, ideal worker norms still prevail. The roots of authoritative leadership retain a strong hold in community colleges and intentional actions are required to achieve real change in constructions of leadership.

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“Good” Places to Work: Women Faculty, Community Colleges, Academic Work, and Family Integration

Cited by 11 publications

References 22 publications

Gender differences in the professional experiences of Iran specialists in American academia

Gender differences in the professional experiences of Iran specialists in American academia

Gatekeeping in Educational Administration Hiring Decisions: A Resume Audit Study

What Happened to Re-Visioning Community College Leadership? A 25-Year Retrospective

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