Research, Teaching, and Service: Why Shouldn't Women's Work Count?

Park, Shelley M.

doi:10.2307/2943903

Cited by 194 publications

(157 citation statements)

References 20 publications

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“…In general, women appear to be more stressed about tenure (Park, 2000). Two studies (Rausch et al, 1989;Rothblum, 1988) found the rate of voluntary departure before tenure review was more than two times greater for women than men, and Rausch et al found that women who left cited issues related to the fairness of the tenure process and clarity of tenure guidelines among their reasons for leaving.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, in some cases women in departments with few other women feel pressured to assume heavier committee and student advising loads (Sonnert and Holton, 1995). Women also report that they are assigned heavier teaching loads (Park, 2000;Parson, Sands, and Duane, 1991;Sandler and Hall, 1986;Xie and Shauman, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research indicates that women generally report having access to fewer resources than their male colleagues in terms of start-up equipment, financial assistance, and graduate student support (Astin, 1991;Johnsrud and Wunsch, 1991;Olsen and Sorcinelli, 1992;Park, 2000;Parson et al, 1991;Sandler and Hall, 1986). They also perceive themselves as lacking in a voice of authority among their colleagues (Aisenberg and Harrington, 1988).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty

August

Waltman

2004

Research in Higher Education

222

172

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty

August

Waltman

2004

Research in Higher Education

222

172

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“…Traditional conceptualizations of social isolation are closely linked to expressive connections through the idea of emotional support (House, 1987;Thoits, 1995). At the same time, research is the primary role of faculty jobs within a research-intensive institution (Jacobs and Winslow, 2004;Park, 1996), and as such, should also be important for survey participation (Donald, 1960;Tourangeau et al, 2009). Thus, we expect social network isolation within either relational tie context to lead to feelings of social isolation and, thus, lower survey participation.…”

Section: The Relational Context Of Social Isolationmentioning

confidence: 99%

Social isolation, survey nonresponse, and nonresponse bias: An empirical evaluation using social network data within an organization

Watanabe

Olson

Falci

2017

Social Science Research

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Survey researchers have long hypothesized that social isolation negatively affects the probability of survey participation and biases survey estimates. Previous research, however, has relied on proxy measures of isolation, such as being a marginalized group member within a population. We re-examine the relationship between social isolation and survey participation using direct measures of social isolation derived from social network data; specifically, instrumental research and expressive friendship connections among faculty within academic departments. Using a reconceptualization of social isolation, we find that social network isolation is negatively associated with unit response. Among women (a numerical minority group within the organization), we further find that social group isolation (i.e., lacking instrumental network connections to men, the majority group in the organization) is negatively associated with survey participation. Finally, we show that some survey estimates are systematically biased due to nonparticipation from socially isolated people.

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“…Tenure-track faculty are expected to teach, however outstanding teaching will not by itself guarantee tenure (Park, 1996). Tenure-track faculty, generally, are rewarded more highly for research publications than for teaching.…”

Section: Teachingmentioning

confidence: 99%

Faculty Appointments and Scholarly Activity: A Changing of the Guard?

Bowden

Gonzalez

2012

IJHE

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American institutions of higher education are experiencing a rapid change in academic staffing, leaving the tenure model for a more flexible, contingent workforce. Nearly two in five of all full-time instructional staff holds non-tenure-eligible positions as term-limited academic appointments. This study compared faculty appointment types by traditional areas of teaching, research, and service by utilizing the National Study of Postsecondary Faculty 2004 data. Statistical results indicated tenured and tenure-track faculty far outperform contingent faculty in all three traditional areas: teaching, research, and service. This is of substantial concern. Since contingent faculty are rapidly increasing, it brings into question who is doing the work and how it affects production in areas of teaching, research, and service.

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Research, Teaching, and Service: Why Shouldn't Women's Work Count?

Cited by 194 publications

References 20 publications

Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty

Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty

Social isolation, survey nonresponse, and nonresponse bias: An empirical evaluation using social network data within an organization

Faculty Appointments and Scholarly Activity: A Changing of the Guard?

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