THE FACULTY WE WANT
THE FACULTY WE NEED
Susan Albertine
AAC&U
January 17, 2017
IPEDS 2013
•
While women held nearly half (48.4%) of all tenure-track
positions in 2013, they held just 37.5% of tenured positions.
•
Women were more likely to be found in lower-ranking
academic positions.
•
32.5% of women faculty are in non-tenure track positions
compared to 19.6% of men faculty.
•
Women held 56.8% of all instructor positions, among the
lowest ranking positions in academia.
http://www.catalyst.org/knowledge/women-academia
• Raising a family negatively
impacts women’s academic
careers.
• Among tenured faculty, only
44% of women were
married with children,
compared to 70% of men.
http://www.catalyst.org/knowledge/womenacademia
http://www.aacu.org/peerreview/2014/spr
ing
WHERE IS BRADLEY?
BRADLEY FACULTY*
Associate Profs
Assistant Profs and
Fulltime
Instructors
Full Profs
Male
Female
Male
Female
Male
Female
BUS
8
8
9
4
11
3
CFA
12
11
3
7
13
1
EHS
3
24
4
20
6
8
EGT
12
3
7
3
21
1
LAS
27
25
30
20
26
5
Total
62
71
53
54
77
18
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
Percent Assistant Professor/FT Instructor
100
89
90
80
80
70
60
50
50
50
52
52
48
48
40
30
20
20
11
10
0
BUS
CFA
EHS
Assistant Male
EGT
LAS
Assistant Female
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
Percent Associate Professor
90
83
80
70
70
69
70
60
60
50
40
40
31
30
30
30
17
20
10
0
BUS
CFA
EHS
Associate Male
EGT
LAS
Associate Female
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
Percent Full Professor
100
95
93
90
80
84
79
70
57
60
50
43
40
30
21
16
20
7
10
5
0
BUS
CFA
EHS
Full Male
EGT
LAS
Full Female
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
WHY DOES ALL THIS MATTER?
Think, Pair, Share
• Fairness
• Opportunity
• Talent Development
• Societal Benefit—Bradley, US, and World
https://www.hastac.org/blogs/superadmin/2015/01/26/gender-bias-academeannotated-bibliography-important-recent-studies
The absence of female scientists in the professoriate is a threat
to American productivity.
Nicholas Wolfinger, “For Female Scientists, There’s No Good Time to Have
Children,” THE ATLANTIC, Jul 29, 2013
Collections of people with diverse perspectives and heuristics
outperform collections of people who who rely on
homogeneous perspectives and heuristics.
Scott E. Page, The Difference: How the Power of Diversity Creates Better Groups, Firms,
Schools, and Societies (Princeton 2007)
We now know a thousand ways not to make a light bulb.
--Thomas Edison
TAKING THE LEAD ON EQUITY AND
OPPORTUNITY:
EQUITY-MINDEDNESS
Equality is about sameness; it focuses on making sure everyone gets
the same thing. Equity is about fairness; it helps educators take an
ethical, evidence-based approach to opportunity.
DISCUSSION QUESTIONS
• Research: Is research support and assessment equitable for men and women?
• Service: Is service handled equitably?
• Teaching: Is teaching the highest priority? Does assessment of teaching address bias?
• Mentoring: Does the institution have a mentoring process?
• Campus Culture: Does the community address campus culture with respect to gender?
• Bureaucratic Procedures: Are procedures adding to inequity?
• Work-Life Balance: How are parenthood and family responsibilities being addressed?
• Targeted Outcomes: Is it possible to set outcomes for gender diversity, including salary
gap?
RECOMMENDATIONS
Consider the continuity/continuum of experience across
our careers, from baccalaureate to full professor
Start by focusing on benefits to students
Work with the concept of culturally responsive
teaching and learning
• Own the effort across intersecting groups.
• Empower cross-functional leadership groups.
• Sponsor intergroup dialogue.
Left to our own devices, we humans seem incapable of judging without
prejudice; corrections need to be built into our systems.
--Savonick and Davidson
Left to our own devices, we humans seem incapable of judging without
prejudice; corrections need to be built into our systems.
WE CAN OWN UP TO THIS, TAKE ENERGY FROM THE CHALLENGE,
AND HAVE A GOOD HOPEFUL TIME WORKING TO MAKE BRADLEY
STRONGER FOR FUTURE FACULTY AND FUTURE STUDENTS
DISCUSSION QUESTIONS
• Research: Is research support and assessment equitable for men and women?
• Service: Is service handled equitably?
• Teaching: Is teaching the highest priority? Does assessment of teaching address bias?
• Mentoring: Does the institution have a mentoring process?
• Campus Culture: Does the community address campus culture with respect to gender?
• Bureaucratic Procedures: Are procedures adding to inequity?
• Work-Life Balance: How are parenthood and family responsibilities being addressed?
• Targeted Outcomes: Is it possible to set outcomes for gender diversity, including salary
gap?
• Teaching assignments and Scheduling: Are they equitable
Improved global economies and opportunities abroad will no longer allow this
country to rely on foreign-born talent to meet its STEM workforce demands. To
remain competitive, America must aggressively pursue the full participation of all
of its college-age population—and most especially the women and women of
color who embody an untapped source of talent for meeting the nation’s needs.
Kelly Mack and Patrice McDermott. “The Twenty-First-Century
Case for Inclusive Excellence in STEM. Peer Review AAC&U
http://www.aacu.org/peerreview/2014/spring/mcdermott
In the world of the internet of things, in the world of artificial
intelligence and genetic engineering, as the US population changes,
we also need to think beyond STEM:
Improved global economies and opportunities abroad will no longer allow this
country to rely on foreign-born talent to meet its STEM workforce and citizenship
demands.To remain competitive, America must aggressively pursue the full
participation of all of its college-age population—including all women and people
of color, who embody an untapped source of talent for meeting the nation’s
needs.
COMPLETING COLLEGE IMPROVES ECONOMIC
MOBILITY
US STUDENTS WILL VERY SOON BE MAJORITY
STUDENTS OF COLOR
TOO FEW LOW-INCOME STUDENTS COMPLETE COLLEGE