Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment

Lisnic, Rodica; Zajicek, Anna M.; Kerr, Brinck

doi:10.1080/02732173.2019.1691097

Cited by 9 publications

(3 citation statements)

References 56 publications

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“…Column 6 adds covariates that could explain the effects on tenure (number of non-top-5 and top-5 publications within seven years of receiving a PhD, average number of coauthors on top-5 publications, and children born within five years of PhD completion). 20 While the estimates are generally consistent across specifications, it is important to highlight the smaller female estimate in column 5. As men constitute more than 80 percent of the sample, in the absence of gender-specific time and university fixed effects, the trends and intercepts are essentially male.…”

Section: Resultsmentioning

confidence: 82%

“…While the adoption of gender-neutral tenure clock stopping policies help men and hurt women, these policies do not cause women to leave the profession altogether. Column 1 of Table 5 clearly shows that these policies have little impact on the probability of earning tenure in the profession (at any college or university) for 20 We also include a missing indicator for individuals who did not respond to our fertility survey. either men or women.…”

Section: Resultsmentioning

confidence: 99%

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Equal but Inequitable: Who Benefits from Gender-Neutral Tenure Clock Stopping Policies?

Antecol

Bedard

Stearns

2018

American Economic Review

313

230

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Many skilled professional occupations are characterized by an early period of intensive skill accumulation and career establishment. Examples include law firm associates, surgical residents, and untenured faculty at research-intensive universities. High female exit rates are sometimes blamed on the inability of new mothers to survive the sustained negative productivity shock associated with childbearing and early childrearing in these environments. Gender-neutral family policies have been adopted in some professions in an attempt to “level the playing field.” The gender-neutral tenure clock stopping policies adopted by the majority of research-intensive universities in the United States in recent decades are an excellent example. But to date, there is no empirical evidence showing that these policies help women. Using a unique dataset on the universe of assistant professor hires at top-50 economics departments from 1980–2005, we show that the adoption of gender-neutral tenure clock stopping policies substantially reduced female tenure rates while substantially increasing male tenure rates. However, these policies do not reduce the probability that either men or women eventually earn tenure in the profession. (JEL I23, J16, J24, J32, J44)

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Section: Resultsmentioning

confidence: 82%

Section: Resultsmentioning

confidence: 99%

Equal but Inequitable: Who Benefits from Gender-Neutral Tenure Clock Stopping Policies?

Antecol

Bedard

Stearns

2018

American Economic Review

313

230

View full text Add to dashboard Cite

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“…Scholars and practitioners have published extensively using COACHE’s institutional-level data, covering topics such as work-family and work-life balance for women and faculty of color (Lisnic et al 2019 ; Szelényi and Denson 2019 ), the influence of institutional and academic environments on satisfaction and well-being (Larson et al 2019 ; Webber 2019 ), and faculty leadership (Mathews 2018 ; Norman 2019 ). Relevant to this chapter, scholars recently studied the process through which mid-career faculty advance toward promotion to full professorship, with attention to issues of equity in the advancement process along the academic pipeline (Kulp et al 2019 ).…”

Section: Mid-career Faculty: a Call To Action In 2020 And Beyondmentioning

confidence: 99%

A Mid-Career Faculty Agenda

Baker¹,

Manning²

2021

Higher Education: Handbook of Theory and Research

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Described as the “bridge between faculty generations” (Baldwin and Chang, Liberal Education, 92 (4), 28–35, 2006), mid-career faculty members play an important role in colleges and universities. Mid-career faculty members serve as mentors to early career colleagues and occupy critical leadership roles, formal and informal, on their respective campuses (Baker et al. Developing faculty in liberal arts colleges: Aligning individual needs and organizational goals . New Brunswick: Rutgers University Press, 2017a, 2018). Yet, mid-career faculty members often assume these roles with little to no support to be successful in these roles and often to the detriment of their own career advancement (Baker, Lunsford, Pifer; Ward and Wolf-Wendel, Academic motherhood: How faculty manage work and family . New Brunswick: Rutgers University Press, 2012). Despite the importance of mid-career faculty to a thriving academy, there is an opportunity for those tasked with faculty development responsibilities to better understand the experiences of their mid-career faculties, particularly women and other underrepresented academics, and to provide appropriate and adequate career-stage-specific supports. An important question arises: how can colleges and universities better support their mid-career faculty? This chapter presents a meta-synthesis of four decades of research and practice focused on mid-career faculty and offers an agenda moving forward to better serve this faculty population.

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