Despite efforts to attract Black women in the professoriate, higher education has historically excluded marginalized populations, specifically Black women. This qualitative case study investigated the problem of insufficient representation of tenured Black women in the academy at Historically White Colleges and Universities (HWCUs). Additionally,…

Despite institutional claims to value increased racial diversity in higher education, Black women in faculty roles perpetually navigate oppressive cultures across all institutional types. The ability to build and foster mutually beneficial interracial mentoring relationships is vitally important to move beyond performative diversity and build…

Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the "chilly climate" to the "old boys' club," women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine…

Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of…

Substantial amounts of research and data detail the challenges female faculty face in the academy. These include unequal pay for similarly situated individuals, disparities between female representation within the professoriate and student population, and perceptions and accepted modes of behavior that have the effect of disenfranchising women as…

The freshmen writing faculty at DePaul University (Illinois) was comprised of 10 female non-tenure track instructors in the spring term of 1990. The core program for freshmen taking the introductory writing course pairs the English course with a history course, thus combining a study of civilization with a study of writing and rhetoric, and…

Studies conducted in 1979 and 1981 show that although almost all tenured faculty face insecurities, pressures, and a sense of isolation, women face more and different problems and perceive their situations differently, due to both socialization practices and social strictures. (GC)

Examines how women's representation on the faculty of mathematical science departments has changed across ranks and institutional settings in the 1990s. Finds that the proportion of women faculty has increased but the proportion of tenure-track and tenured women has not grown. (Contains 16 references.) (Author/WRM)

Many faculty members were optimistic about their economic prospects for 2004-05. They saw signs of--or at least hope for--economic recovery all around and were ending a year in which overall average faculty salaries had grown by the smallest percentage in decades. Following the pattern of recent years, this annual report first examines the…

Since the early 1970s the composition of faculty in communication departments and in higher education in general has changed dramatically. A review of the literature shows that increasingly, part-time instructors have come to dominate faculties in roles that have shifted from occasionally offering an outside specialty to regularly replacing…

Non-tenure-track (NTT) faculty represent a significant and growing element of the American academic profession. In the fall of 1992 there were 110,227 full-time faculty working in non-tenure eligible positions. Data from the 1993 National Study of Postsecondary Faculty (NSOPF-93) illustrate where and in what program areas NTT faculty work, and…

While numerous surveys have shown that women academics are being hired in increasing numbers, white women from working class backgrounds are disadvantaged in obtaining tenure track university positions, because they have degrees from less prestigious universities, and their backgrounds have not prepared them for the publish or perish atmosphere of…

Concerns of tenure-line, nontenured faculty regarding retention, professional development, and quality of life were studied in 1979 at Indiana University. Study objectives were to identify obstacles to tenure level performance, conditions that might influence faculty to seek positions elsewhere, demographic data, appointment data, and information…

A study was conducted to describe the characteristics of teacher educators in career and technical education (CTE) programs, including the following: demographics; professional development activities; and methods, models, and approaches currently used within teacher preparation programs. Study respondents included 359 teacher educators from…