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This volume focuses on how colleges can, and must, help its faculty with the challenge of balancing careers and family. This is a challnege for colleges and universities if they are to recruit and retain the most able faculty. In particular, as long as women are at a structural disadvantage in pursuing faculty careers to the full extent of their abilities, colleges and universities will not be drawing from the complete pool of potential faculty members. The Challenge of Balancing Faculty Careers and Family Work is an instructive and informative issue for both college faculty and administrators, filled with important analysis of the current collegiate working climate, recent studies, and innovative ideas, written by experienced and thoughtful contributors. This is the 130th issue of the Jossey-Bass quarterly report series New Directions for Higher Education.
Book Synopsis The Challenge of Balancing Faculty Careers and Family Work by : John W. Curtis
Download or read book The Challenge of Balancing Faculty Careers and Family Work written by John W. Curtis and published by Jossey-Bass. This book was released on 2005-07 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on how colleges can, and must, help its faculty with the challenge of balancing careers and family. This is a challnege for colleges and universities if they are to recruit and retain the most able faculty. In particular, as long as women are at a structural disadvantage in pursuing faculty careers to the full extent of their abilities, colleges and universities will not be drawing from the complete pool of potential faculty members. The Challenge of Balancing Faculty Careers and Family Work is an instructive and informative issue for both college faculty and administrators, filled with important analysis of the current collegiate working climate, recent studies, and innovative ideas, written by experienced and thoughtful contributors. This is the 130th issue of the Jossey-Bass quarterly report series New Directions for Higher Education.
The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.
Book Synopsis The Professor Is In by : Karen Kelsky
Download or read book The Professor Is In written by Karen Kelsky and published by Crown. This book was released on 2015-08-04 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.
The impact of changing demographics in higher education, and the importance of family-friendly policies, is well documented. There is an urgent need to keep PhDs in the higher education sector, to recruit talented scholars into academia, and retain them over the course of their academic careers. The key is instituting policies to enable all constituencies to balance work and personal responsibilities.This book covers the range of issues faced by all generations in academe, from PhD students, to the “sandwich generation” (those caring for children and aging parents simultaneously) through to older faculty and administrators. It addresses the causes for women faculty with children leaving the academy at a disproportionately higher rate than men, the conflicts women face between academic work and motherhood, and the difficulties they encounter in reentering the academy after having left the professoriate. In examining the need for family-friendly policies, this book documents the “best practices” currently in use at institutions across the United States. Each chapter highlights practices and programs from a variety of institutions and institutional types that address the needs of a more inclusive family-friendly campus and offers suggestions to others who are implementing similar change on their campuses. These examples provide context so that readers no longer have to develop practices in isolation, and without evidence of their effectiveness.The editors suggest that the most successful campuses are those that utilize a work-life systems framework to meet the needs of its employees. They also point to future growth trends, including expanding the focus from faculty and staff to incorporate all in the campus communityThis book offers guidance to department chairs, deans, faculty, administrators, and graduate students on setting a family-friendly agenda, and models for implementation.Contributors include: Emily Arms -- Kathleen Beauchesne -- Jill Bickett -- Sharon A. Dannels -- Mariko Dawson Zare -- Karie Frasch -- Marc Goulden -- Jeni Hart -- Caryn Jung -- Jaime Lester -- Sharon A. McDade -- Jean McLaughlin -- Mary Ann Mason -- Sharon Page-Medrich -- Kate Quinn -- Margaret Sallee -- Randi Shapiro -- Angelica Stacy -- David L. Swihart -- Gloria D. Thomas -- Darci Thompson
Book Synopsis Establishing the Family-Friendly Campus by : Jaime Lester
Download or read book Establishing the Family-Friendly Campus written by Jaime Lester and published by Taylor & Francis. This book was released on 2023-07-03 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of changing demographics in higher education, and the importance of family-friendly policies, is well documented. There is an urgent need to keep PhDs in the higher education sector, to recruit talented scholars into academia, and retain them over the course of their academic careers. The key is instituting policies to enable all constituencies to balance work and personal responsibilities.This book covers the range of issues faced by all generations in academe, from PhD students, to the “sandwich generation” (those caring for children and aging parents simultaneously) through to older faculty and administrators. It addresses the causes for women faculty with children leaving the academy at a disproportionately higher rate than men, the conflicts women face between academic work and motherhood, and the difficulties they encounter in reentering the academy after having left the professoriate. In examining the need for family-friendly policies, this book documents the “best practices” currently in use at institutions across the United States. Each chapter highlights practices and programs from a variety of institutions and institutional types that address the needs of a more inclusive family-friendly campus and offers suggestions to others who are implementing similar change on their campuses. These examples provide context so that readers no longer have to develop practices in isolation, and without evidence of their effectiveness.The editors suggest that the most successful campuses are those that utilize a work-life systems framework to meet the needs of its employees. They also point to future growth trends, including expanding the focus from faculty and staff to incorporate all in the campus communityThis book offers guidance to department chairs, deans, faculty, administrators, and graduate students on setting a family-friendly agenda, and models for implementation.Contributors include: Emily Arms -- Kathleen Beauchesne -- Jill Bickett -- Sharon A. Dannels -- Mariko Dawson Zare -- Karie Frasch -- Marc Goulden -- Jeni Hart -- Caryn Jung -- Jaime Lester -- Sharon A. McDade -- Jean McLaughlin -- Mary Ann Mason -- Sharon Page-Medrich -- Kate Quinn -- Margaret Sallee -- Randi Shapiro -- Angelica Stacy -- David L. Swihart -- Gloria D. Thomas -- Darci Thompson
Helping Faculty Find Work-Life Balance gives voice to faculty and reveals the myriad personal and professional issues faculty face over the span of their academic careers. Based on years of in-the-field research and two gender-based studies, Maike Ingrid Philipsen and Timothy Bostic give the issue of work-life balance a fresh perspective by taking a comparative approach to the topic in regard to both gender and career stage. The authors' research reports on the experiences of male and female faculty at early-, mid-, and late-career stages. In addition, the book goes beyond the typical "family-friendly" approach and takes an all-encompassing "life-friendly" view, recognizing the need to strive for balance in the lives of all faculty members. Philipsen and Bostic describe enablers and obstacles that faculty encounter during their careers and how policies and programs might more effectively address the needs of faculty. Helping Faculty Find Work-Life Balance is filled with illustrative cases from exemplary institutions to showcase what they are doing to reform the system. Praise for Helping Faculty Find Work-Life Balance "As a junior faculty member and father of three, I know that balancing family and work can be a significant challenge. Philipsen and Bostic's research provides a wonderful opportunity to consider different approaches I can take to successfully navigate the road ahead." —Scott J. Allen, assistant professor of management, John Carroll University "The authors have presented a best-practices approach to real work-life dilemmas that they have documented among American faculty. Administrators should find this book of great practical help." —Teresa A. Sullivan, president, University of Virginia
Book Synopsis Helping Faculty Find Work-Life Balance by : Maike Ingrid Philipsen
Download or read book Helping Faculty Find Work-Life Balance written by Maike Ingrid Philipsen and published by John Wiley & Sons. This book was released on 2010-10-19 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Helping Faculty Find Work-Life Balance gives voice to faculty and reveals the myriad personal and professional issues faculty face over the span of their academic careers. Based on years of in-the-field research and two gender-based studies, Maike Ingrid Philipsen and Timothy Bostic give the issue of work-life balance a fresh perspective by taking a comparative approach to the topic in regard to both gender and career stage. The authors' research reports on the experiences of male and female faculty at early-, mid-, and late-career stages. In addition, the book goes beyond the typical "family-friendly" approach and takes an all-encompassing "life-friendly" view, recognizing the need to strive for balance in the lives of all faculty members. Philipsen and Bostic describe enablers and obstacles that faculty encounter during their careers and how policies and programs might more effectively address the needs of faculty. Helping Faculty Find Work-Life Balance is filled with illustrative cases from exemplary institutions to showcase what they are doing to reform the system. Praise for Helping Faculty Find Work-Life Balance "As a junior faculty member and father of three, I know that balancing family and work can be a significant challenge. Philipsen and Bostic's research provides a wonderful opportunity to consider different approaches I can take to successfully navigate the road ahead." —Scott J. Allen, assistant professor of management, John Carroll University "The authors have presented a best-practices approach to real work-life dilemmas that they have documented among American faculty. Administrators should find this book of great practical help." —Teresa A. Sullivan, president, University of Virginia
Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. This book explores how female, tenure-track faculty navigate the process of balancing their personal and professional lives. Utilizing a qualitative phenomenological approach, the stories of nine female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life are explored. With a blended application of poststructuralist feminism and work-family border theoretical framework, the book illustrates gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence. This book highlights the first known study to explore a “new Ivy” institution, and there are no other known studies that incorporate both the qualitative perspectives of female faculty as well as those of the faculty diversity and development administrators who oversee and develop the very programs and policies that support those faculty. A key chapter in the book, “Baby, It’s Cold Inside: Faculty Context & Campus Climate” offers unique insight into what female faculty, and those who love them, face on the path to tenure today. Five thematic findings are overviewed and explored: faculty support comes in many forms; seeking clarity in job elements and teaching, research, service (TRS) ratios; coping strategies in the wake of an overloaded TRS ratio (“Quick meals, late nights, and what gym?”); family borders in the academy, and work-life-family fit: stability, not balance. This work aims to stimulate faculty gender norm consciousness and acknowledge and relay the unique challenges in faculty’s pursuit of work-life-family stability, career path navigation, and role negotiation. The author offers an insider’s glimpse of modern faculty and administrator lives for the benefit of tenure-track faculty, their departments, their families, and higher education institutions at large. This work aims to better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve.
Book Synopsis Gender, Tenure, and the Pursuit of Work-Life-Family Stability by : Kristen E. Willmott
Download or read book Gender, Tenure, and the Pursuit of Work-Life-Family Stability written by Kristen E. Willmott and published by IAP. This book was released on 2020-10-01 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Female faculty underrepresentation in higher education is perpetuated by gender-based social and professional practices and roles. Existing research confirms gender disparities in faculty recruitment, retention, salary, tenure, and mentorship. This book explores how female, tenure-track faculty navigate the process of balancing their personal and professional lives. Utilizing a qualitative phenomenological approach, the stories of nine female, full-time tenure-track and tenured faculty as well as four administrators employed in faculty diversity, development, and work-life are explored. With a blended application of poststructuralist feminism and work-family border theoretical framework, the book illustrates gender norms, roles, and boundaries as experienced and interpreted by female faculty navigating their work, family, and community spheres of influence. This book highlights the first known study to explore a “new Ivy” institution, and there are no other known studies that incorporate both the qualitative perspectives of female faculty as well as those of the faculty diversity and development administrators who oversee and develop the very programs and policies that support those faculty. A key chapter in the book, “Baby, It’s Cold Inside: Faculty Context & Campus Climate” offers unique insight into what female faculty, and those who love them, face on the path to tenure today. Five thematic findings are overviewed and explored: faculty support comes in many forms; seeking clarity in job elements and teaching, research, service (TRS) ratios; coping strategies in the wake of an overloaded TRS ratio (“Quick meals, late nights, and what gym?”); family borders in the academy, and work-life-family fit: stability, not balance. This work aims to stimulate faculty gender norm consciousness and acknowledge and relay the unique challenges in faculty’s pursuit of work-life-family stability, career path navigation, and role negotiation. The author offers an insider’s glimpse of modern faculty and administrator lives for the benefit of tenure-track faculty, their departments, their families, and higher education institutions at large. This work aims to better inform university and departmental policy planning and enhance institutional understanding and subsequent support in and of the faculty experience, and thus the experiences of the increasingly diverse students whom educational institutions aim to serve.
Work and family concerns are increasingly on the radar of colleges and universities. These concerns emerge out of workplace norms suggesting that for employees and students to be successful, they must be “ideal workers”. This volume explores work norms in higher education, focusing on the ways that employees and students interpret and experience ideal worker expectations in light of family responsibilities. Chapters address how the ideal worker norms vary for tenured and non-tenure track faculty, administrators, undergraduate and graduate students, and offers recommendations for modifying work norms to promote work-family balance for all constituents. This is the 176th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Book Synopsis How Ideal Worker Norms Shape Work-Life for Different Constituent Groups in Higher Education by : Lisa Wolf-Wendel
Download or read book How Ideal Worker Norms Shape Work-Life for Different Constituent Groups in Higher Education written by Lisa Wolf-Wendel and published by John Wiley & Sons. This book was released on 2017-01-10 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Work and family concerns are increasingly on the radar of colleges and universities. These concerns emerge out of workplace norms suggesting that for employees and students to be successful, they must be “ideal workers”. This volume explores work norms in higher education, focusing on the ways that employees and students interpret and experience ideal worker expectations in light of family responsibilities. Chapters address how the ideal worker norms vary for tenured and non-tenure track faculty, administrators, undergraduate and graduate students, and offers recommendations for modifying work norms to promote work-family balance for all constituents. This is the 176th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
The case for a flexible work schedule for faculty has been repeatedly made, with one policy recommendation being part-time positions for tenure-track/tenured faculty (PTTT). Despite some of the benefits of this approach for both faculty and institutions, the PTTT concept is the least implemented policy for faculty flexibility and is poorly understood. This report offers the first comprehensive treatment of PTTT, suggesting that this mode of flexibility enhances recruitment, retention, and engagement of faculty, while offering value-added productivity, planning potential, and faculty loyalty for the institution. Herbers provides data that explore how a PTTT policy can lead to faculty success and satisfaction across the lifespan of a career, and likewise offers analogies and examples of well-established practices that administrators across institution types can adapt to create their own policies. Administrators and faculty will find the author’s policy recommendations, best practices, and solutions to common challenges to be a roadmap for stimulating change in their institutions. This is the 5th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Book Synopsis Part-Time on the Tenure Track by : Joan M. Herbers
Download or read book Part-Time on the Tenure Track written by Joan M. Herbers and published by John Wiley & Sons. This book was released on 2014-10-28 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The case for a flexible work schedule for faculty has been repeatedly made, with one policy recommendation being part-time positions for tenure-track/tenured faculty (PTTT). Despite some of the benefits of this approach for both faculty and institutions, the PTTT concept is the least implemented policy for faculty flexibility and is poorly understood. This report offers the first comprehensive treatment of PTTT, suggesting that this mode of flexibility enhances recruitment, retention, and engagement of faculty, while offering value-added productivity, planning potential, and faculty loyalty for the institution. Herbers provides data that explore how a PTTT policy can lead to faculty success and satisfaction across the lifespan of a career, and likewise offers analogies and examples of well-established practices that administrators across institution types can adapt to create their own policies. Administrators and faculty will find the author’s policy recommendations, best practices, and solutions to common challenges to be a roadmap for stimulating change in their institutions. This is the 5th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyers four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Book Synopsis Faculty Members' Scholarly Learning Across Institutional Types by : Vicki L. Baker
Download or read book Faculty Members' Scholarly Learning Across Institutional Types written by Vicki L. Baker and published by John Wiley & Sons. This book was released on 2017-09-18 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explore an important, yet understudied concept: faculty scholarly learning. Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyers four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented. This volume answers: What does scholarly learning look like at different types of institutions? What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types? What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types? This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Changing Realities of Work and Family is aninterdisciplinary volume that examines the multiple realities ofwork and family from academic, commercial, and politicalperspectives. The book Brings together works by an extraordinary list of contributors,including Jane Swift, former governor of Massachusetts;practitioners from industry; the leading attorney in discriminationagainst mothers and pregnant women; and outstanding academics frompsychology, business, economics, and human relations Examines work and family in the political arena, gay andlesbian workers, work and family as it relates to age, singlemothers, and the role of culture and community Includes original empirical articles written expressly for thiswork, in which the most current research on the field of work andfamily will be presented Provides “real world” examples of the intersectionof work and family in such fields as business, government, and thelaw
Book Synopsis The Changing Realities of Work and Family by : Amy Marcus-Newhall
Download or read book The Changing Realities of Work and Family written by Amy Marcus-Newhall and published by John Wiley & Sons. This book was released on 2009-01-30 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changing Realities of Work and Family is aninterdisciplinary volume that examines the multiple realities ofwork and family from academic, commercial, and politicalperspectives. The book Brings together works by an extraordinary list of contributors,including Jane Swift, former governor of Massachusetts;practitioners from industry; the leading attorney in discriminationagainst mothers and pregnant women; and outstanding academics frompsychology, business, economics, and human relations Examines work and family in the political arena, gay andlesbian workers, work and family as it relates to age, singlemothers, and the role of culture and community Includes original empirical articles written expressly for thiswork, in which the most current research on the field of work andfamily will be presented Provides “real world” examples of the intersectionof work and family in such fields as business, government, and thelaw
An evidence-based, action-oriented response to the persistent, everyday inequity of academic workplaces. Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can—and must—change. In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including • implementing inclusive recruitment and hiring practices • addressing biased evaluation methods • establishing equitable tenure and promotion processes • strengthening accountability structures, particularly among senior leadership • improving unwelcoming department climates and cultures • supporting dual-career couples • offering flexible work arrangements that accommodate personal lives • promoting faculty professional development and advancement Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies—at Case Western Reserve University, the University of Texas at El Paso, and the University of Wisconsin–Madison—they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.
Book Synopsis Building Gender Equity in the Academy by : Sandra Laursen
Download or read book Building Gender Equity in the Academy written by Sandra Laursen and published by JHU Press. This book was released on 2020-11-24 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: An evidence-based, action-oriented response to the persistent, everyday inequity of academic workplaces. Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can—and must—change. In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including • implementing inclusive recruitment and hiring practices • addressing biased evaluation methods • establishing equitable tenure and promotion processes • strengthening accountability structures, particularly among senior leadership • improving unwelcoming department climates and cultures • supporting dual-career couples • offering flexible work arrangements that accommodate personal lives • promoting faculty professional development and advancement Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies—at Case Western Reserve University, the University of Texas at El Paso, and the University of Wisconsin–Madison—they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.
