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A Gender Gap in Publishing? Women's Representation in Edited Political Science Books

Published online by Cambridge University Press:  16 May 2002

A. Lanethea Mathews
Affiliation:
Doctoral candidate in political science at Syracuse University. Her research concerns women's civic activities and political power, gender and American political development, and women and electoral politics.
Kristi Andersen
Affiliation:
Professor and chair, department of political science, Maxwell School of Citizenship and Public Affairs, Syracuse University. Her most recent book is After Suffrage: Women in Partisan and Electoral Politics Before the New Deal. She has written on women and politics, public opinion, and political parties.

Extract

Academic publishing is tightly connected to college and university faculty members' prospects for promotion, tenure, salary increases, and professional recognition, and is often regarded as an index of one's scholarly contribution to a given field (Blackburn and Lawrence 1995). This is problematic because, as many researchers have clearly documented, women publish less than men. Because female faculty produce fewer publications on average than their male counterparts, they also receive lower pay and are more likely to hold the ranks of assistant and associate professor (Blackburn and Lawrence 1995; Creamer 1998; Dinauer and Ondeck 1999; Roland and Fontanesi-Seime 1996; Schneider 1998). And, although gender differences in publishing have narrowed in most disciplines over the past two decades, in most cases, men still outpublish women by a ratio of two to one (Roland and Fontanesi-Seime 1996). Among the factors cited as being important to publishing regularly are ambition, reputation, merit, institutional support and resources, professional networks and collegial/mentoring relationships, research topic and methodology, and time.

Type
Research Article
Copyright
© 2001 by the American Political Science Association

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Footnotes

*The research presented here was supported by the Graduate School at Syracuse University through its participation in the Preparing Future Faculty program, sponsored by the Council of Graduate Schools and the Association of American Colleges and Universities and made possible with funding from participating institutions and a grant from the Pew Charitable Trusts. The authors also wish to thank Elizabeth D. Miller, who completed some of the data collection for this study, and Nancy Burns, who had the original idea to examine edited volumes.
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