Aren?t You Satisfied Yet? Women Faculty Members? Interpretations of Their Academic Work

2000 ◽  
Vol 2000 (105) ◽  
pp. 21-32 ◽  
Author(s):  
Becky Ropers-Huilman
PMLA ◽  
1971 ◽  
Vol 86 (3) ◽  
pp. 459-468
Author(s):  
Florence Howe ◽  
Laura Morlock ◽  
Richard Berk

In the spring and summer of 1970 the Commission on the Status of Women of the Modern Language Association conducted a comprehensive, nationwide survey on the position of women in English and modern foreign language departments. We collected information on types of appointments, ranks, teaching patterns, and salary levels of men and women faculty members and the proportion of women among graduate enrollments and recent degrees awarded. In addition, the Commission asked for information about nepotism regulations and practices of departments in the Association. This report presents some results of the survey.


Sex Roles ◽  
2008 ◽  
Vol 59 (11-12) ◽  
pp. 765-775 ◽  
Author(s):  
Zazie Todd ◽  
Anna Madill ◽  
Nicky Shaw ◽  
Nicola Bown

2015 ◽  
Vol 37 (3) ◽  
pp. 44-45
Author(s):  
Christopher Penny

According to NIH statistics, only 8% of people that begin a biology PhD in the USA become tenure-track faculty members. Anecdotally, this number can vary between 1 and 10%, depending on the institution and field. For those young scientists who want a career within academia, these statistics can be both daunting and depressing. For those who can't wait to leave, or for those who choose to leave with perhaps less enthusiasm, there is a world of opportunities in a diverse range of sectors. However, many non-academic jobs require experience or skills that are difficult to obtain or apply while studying for a PhD. Recently, the research councils within the UK, and in particular the Biotechnology and Biological Sciences Research Council (BBSRC), have made some large investments to provide PhD students with additional skills and experience beyond their academic work.


PEDIATRICS ◽  
1983 ◽  
Vol 71 (4) ◽  
pp. 693-698

Over the past decade, the number of women medical students in this country has risen substantially; however, there has not been a parallel rise in the proportion of women faculty members with MD degrees. In 1967 to 1968 women comprised 13.3% of the 17,801 full-time faculty at medical schools in the United States; only 8.9% of these women faculty members had MD degrees. Ten year later in 1977 to 1978, women were 15.2% of the 41,161 full-time medical school faculty with only 10.5% of the women with MD degrees (Table 1). The largest number of female faculty members was found in the following departments: physical medicine, pediatrics, public health, anesthesiology, and psychiatry. The smallest number of women faculty members was found in surgery and orthopedic surgery.1 A national statistical survey by Farrell et al2 from catalogs from 102 medical schools in the United States provides the first comprehensive report of the extent and pattern of underuse of women physicians in medical academia. In this study, women were found to be clustered in the untenured, and/or lower faculty positions. Witte et al,3 in a report of women physicians in the US medical schools in 1976 found that women professors comprised only 2.9% and associate professors 4.4% of the tenured and/or senior faculty positions. Even in the field of pediatrics, where there are a larger number of women faculty, only 11.7% held a tenured faculty appointment. The status and problems of women in medicine and women in academia have been the subject of several recent reports.4-8


2019 ◽  
Vol 9 (S1) ◽  
pp. 104-107
Author(s):  
M. A. Deepamala ◽  
K. S. Shivraj

This article is an attempt to present and publish different aspects of doctoral Thesis awarded by Anna University in the year 2018. The concept of this article is self perception of women faculty member’s information literacy skills and their confidence level in using information for their teaching and research practices. Data and analysis have been compiled as per the aspect of taken topic. Sample size 364 based on primary data collected through well structured questionnaire from 41 Engineering colleges affiliated to Anna University in Coimbatore region. Data have been tabulated and applied suitable statistical tools. Women faculty members self perceived that they do have the confident in evaluating the quality, Interpretation, use of e-format and information retrieval skills. Their confidence level on skills to handle the information is positively significantly correlates with information literacy skills towards information seeking attitudes and the same on internet sources. It is concluded that the faculty member’s information seeking attitude and the same attitude on the internet sources influences to increase effectively confidence level of their skills to handle the information. It has been proved qualitatively and quantitatively. The author suggested to requiring more course integrated information literacy program, motivation and appreciation for research, presentation and publication among women faculty members.


2019 ◽  
Vol 27 ◽  
pp. 139 ◽  
Author(s):  
Fred M. Hayward ◽  
Razia Karim

The struggle for gender equity in Afghanistan has been a long and difficult one under war conditions. Nonetheless, amazing progress has been made both in transforming higher education and in improving the situation for women students and women faculty members over the last few years. What is particularly striking about this effort is the level of success in a very challenging environment. Part of the success, as we suggest, is a consequence of the focus on gender policy in higher education, which operates in an amazingly free environment. That has allowed the kind of analysis and discussion of traditional views about women to be examined and new policies put in place moving toward the MoHE goal of gender equity. Higher education has moved from a situation of virtually no women students, faculty, or staff in 2001 to 28% women students and 14% women faculty members in 2017. The atmosphere for women has changed remarkably with a Higher Education Gender Strategy to continue the process of change and a range of other policies and actions designed to create an open, comfortable, and equal environment for women. What is striking about these changes is that we think their success is due in large part to the narrow focus of change on higher education – a process that probably would not have succeeded if tried at the national level. Nonetheless, it is a first step in expanding improved conditions for women broadly in Afghanistan and is suggestive of a successful approach for other countries with serious problems of gender discrimination.


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