The Glass Ceiling is Not Broken: Gender Equity Issues among Faculty in Higher Education

Wood, J

doi:10.36837/chapman.000012

Cited by 2 publications

(2 citation statements)

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“…Mobbing and bullying in academia has been researched by multiple scholars, multiple disciplines, and throughout the world (e.g., Denny, 2014; Minibas-Poussard, 2018). A recent comprehensive literature review by Prevost and Hunt (2018) summarizes specific ways in which mobbing and bullying is enacted can include the following: (a) not recognizing meritorious accomplishments and underplaying professional competence, (b) increasing both administrative and teaching workload, (c) providing less resources for teaching and research, (d) exclusion from social circles and conversations, (e) interrupting or spreading rumors and gossip about a professor, and (f) acrimonious verbal behavior, such as yelling, gaslighting, interrupting, microaggressing, or silencing (Ahmad, Kalim, & Kaleem, 2017; Keashly & Neuman, 2010; May & Tenzek, 2018; Neuman, 2010; Wood, 2016). In the context of business and economics faculty, the most likely victims of mobbing are females between 31 and 50 years old and they mainly suffer from rumors, scrutiny, criticism, discounting of accomplishments, exclusion, and being ganged up against by a group formed by the bully (Raineri, Frear, & Edmonds, 2011).…”

Section: Discussionmentioning

confidence: 99%

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

Krishen

Lee²,

Raschke

2019

Journal of Marketing Education

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In American business schools, the higher the position, the lower the female representation, especially when including additional intersections of identity such as race, sexual orientation, and ethnicity. Our article aims to supplement existing research regarding gender bias and underrepresentation in academia, particularly in business schools. Such research can uncover faculty gender issues, work toward mitigating the existing biases related to diversity and inclusion, and bring a needed voice and discussion for the purpose of moving toward solutions. To build our hypotheses, we provide a literature review regarding academic satisfaction, perceived performance weight–teaching and perceived performance weight–service differences between genders, and gender issues with the academic pipeline to full professor. Next, we utilize data collected from a sample of n = 696 academics from American business schools and find that women faculty have significantly lower academic satisfaction throughout all ranks and institutions. Our results further indicate that there are differences in perceived performance weight–teaching and perceived performance weight–service between female and male academics at the ranks of assistant and full professors at various types of institutions. Last, we offer conclusions and implications, limitations, and future research suggestions that include studies regarding intersectional faculty, academic mobbing and bullying, incivility, and academic satisfaction.

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Section: Discussionmentioning

confidence: 99%

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

Krishen

Lee²,

Raschke

2019

Journal of Marketing Education

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“…The experiences of campus Women of Color, in particular, are often devalued or ignored (Delgado Bernal, 1998Ladson-Billings, 2009;Solórzano & Yosso, 2001;Wood, 2016). In previous studies, Latinx students on higher education campuses have indicated that faculty and administrators demonstrate a lack of interest in their counter-stories (Delgado Bernal, 2002;Solórzano & Yosso, 2001).…”

Section: Now With My Raised Critical Consciousness I Know That Racimentioning

confidence: 99%

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis

Ezell¹

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Your open-heartedness and your trust in me is deeply appreciated. Your lived experiences and counter-stories have made an indelible impression on me. Thank you for agreeing to be part of this process. You are each in your own way changing the world. Three other people in particular deserve special acknowledgement: Jim Lichacz, my husband, for his unconditional love, assistance on several creative projects, and preparation of many family meals; Jane, our fiercely-intelligent daughter and Ivy Leaguer who said I was her inspiration; and Cooper, our keenly-observant and creative son, who begins his own higher education journey soon on this very campus. You three are so dear to me. Thank you for giving me the space and time to do what I thought for so long I could never do. I have one other family member to thank for all her encouragement: my sister, Sandi. Your love sustained me. Thank you for reading the papers I sent you, driving me to that conference in Rhinebeck, listening to me give a presentation, and giving me a "focus" bracelet last Christmas. Every bit has helped. I love you.

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The Glass Ceiling is Not Broken: Gender Equity Issues among Faculty in Higher Education

Cited by 2 publications

References 129 publications

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

The Story Only Few Can Tell: Exploring the Disproportionately Gendered Professoriate in Business Schools

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis

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