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Gender Equality in the Ivory Tower, and How Best to Achieve It

  • Kristen Renwick Monroe (a1), Jenny Choi (a2), Emily Howell (a3), Chloe Lampros-Monroe (a4), Crystal Trejo (a5) and Valentina Perez (a6)...
Abstract
ABSTRACT

Both statistical and qualitative interview data confirm the on-going existence of gender inequality within American academia, with women both underrepresented and underpaid compared to their male counterparts. Surprisingly, what is needed to remedy this situation is not a secret. Most of the policies outlined in this article as good workable solutions are programs that have been tested and described in more than one study. Indeed, evidence suggests that when the nine strategies we identify here are fully implemented, as they have been at a few colleges and universities, the number of women on the faculty increases dramatically. The fact that we do not adopt these policies more widely in academia suggests not a lack of knowledge so much as apathy, prejudice, gender stereotypes, and cultural cues that end by depriving society of some of its best talent and energy.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

Eric Bettinger , and Bridget Terry . 2005. “Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students.” The American Economic Review 95 (2): 152–57.

Henry Etzkowitz , Carol Kemelgor , and Brian Uzzi . 2000. Athena Unbound: The Advancement of Women in Science and Technology. NY: Cambridge University Press.

Kristen R. Monroe , Ted Wrigley , Saba Ozyurt , and Amy Alexander . 2008. “Gender Equality in Academia: Bad News from the Trenches and Some Possible Policy Solutions.” Perspectives on Politics 6(2): 215–34.

Fiona Murray , and Leigh Graham . 2007. “Buying Science & Selling Science: Gender Stratification in Commercial Science.” Industrial and Corporate Change Special Issue on Technology Transfer 16(4): 657–89.

Beril Ulkti-Steiner , Beth Kurtz-Costes , and C. Ryan Kinlaw . 2000. “Doctoral Student Experiences in Gender-Balanced and Male-Dominated Graduate Programs.” Journal of Educational Psychology 92(2): 296307.

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PS: Political Science & Politics
  • ISSN: 1049-0965
  • EISSN: 1537-5935
  • URL: /core/journals/ps-political-science-and-politics
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