Articlebronze1996

Research, Teaching, and Service: Why Shouldn't Women's Work Count?

415 citations0/0 files storedThe Journal of Higher Education

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Gender and Feminist Studies Gender Diversity and Inequality Gender, Sexuality, and Education

Abstract

This article critically examines current university tenure and promotion criteria, suggesting that such criteria are both an effect and a source of gender bias in academia. It argues that current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty, both individually and collectively.

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References

1983In a Different Voice: Psychological Theory and Women's Development.1982In A Different Voice: Psychological Theory And Women's Development 1978Men and Women of the Corporation.1978Men and Women of the Corporation 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind 1985Feminist Theory: From Margin to Center 1984Feminist Theory: From Margin to Center 1986Reflections on gender and science

Cited by

1999Faculty Time Allocations and Research Productivity: Gender, Race and Family Effects 2012Gender, Work Time, and Care Responsibilities Among Faculty 1 2004Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty 2008Metacognitive Awareness and Academic Achievement in College Students.2001Resisting from the Margins: The Coping Strategies of Black Women and Other Women of Color Faculty Members at a Research University 2017Asked More Often: Gender Differences in Faculty Workload in Research Universities and the Work Interactions That Shape Them 1996Doing Good and Feeling Bad: the work of women university teachers 2010Unsettling Universities' Incongruous, Gendered Bureaucratic Structures: A Case-study Approach

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