The Balancing Act: Gendered Perspectives in Faculty Roles and Work Lives (Higher Education)

* Of interest to all women in faculty ranks* Extensive academic marketingWhy are women not entering academic careers at a rate proportional to their degree attainment? And once they enter academe, why are they are not achieving tenure or gaining promotion at the same rate as men? How can deeper understanding of attitudes toward academic women combined with research on their experiences within the academic environment, in particular those balancing family and academic careers, help us to shape more responsive institutional policies and environments?These questions are all the more urgent at a time when institutions recognize the need to recruit more women and faculty of color to meet their changing missions and student demographics. This book argues that creating healthy and equitable work environments for women is good for the whole academic community. Indeed, the authors make the point that, as the feminization of academe continues, failure to implement gender equity and family-friendly initiatives could be perilous. This book brings together new and original research--representing a broad range of institutional types--that reveals the pressures women face to postpone childbirth and limit the size of their families; that exposes the often the inequitable treatment of their scholarship when women are part of a dual-career couples; and that identifies other tacit and structural barriers to women’s advancement. This book challenges assumptions about how men and women manage the boundaries between their personal and professional lives and suggests new ways to creatively and collaboratively combine productive work lives and satisfying personal lives. It shows how women have agency in structuring their careers and describes a multiplicity of solutions that they and institutions can adopt to create new couple- and family-friendly structures and practices that will encourage women to stay in the pipeline.This book, and its companion volumes in the Women in Academe series, offers compelling data and ideas both for women scholars seeking fulfillment in their professional and personal lives, and for adminstrators who recognize the need to transform their work places.

Susan J. Bracken is Assistant Professor of Adult Education, North Carolina State University.

Jeanie K. Allen is Visiting Assistant Professor, Interdisciplinary Studies, Drury University.

Diane R. Dean is Assistant Professor of Higher Education Administration and Policy, Illinois State University.

Ann E. Austin is Professor of Higher, Adult, and Lifelong Education at Michigan State University, where she twice has held the Mildred B. Erickson Distinguished Chair (from 2005-2008, and again in 2014 until taking a leave in 2015 to assume another role). She is now serving as a Program Director in the Division of Undergraduate Education at the National Science Foundation (on leave from MSU). Her research concerns faculty careers and professional development, teaching and learning in higher education, the academic workplace, organizational change, doctoral education, and reform in science, engineering, and mathematics (STEM) education. She is a Fellow of the American Educational Research Association (AERA) and the Past-President of the Association for the Study of Higher Education (ASHE), and she was a Fulbright Fellow in South Africa (1998). She is a founding co-leader of the Center for the Integration of Research, Teaching, and Learning (CIRTL), and was the Principal Investigator of an NSF-funded grant to study organizational change strategies that support the success of women scholars in STEM fields. Her work is widely published, including Educating Integrated Professionals: Theory and Practice on Preparation for the Professoriate (co-edited with C. Colbeck and K. O’Meara, 2008), Rethinking Faculty Work: Higher Education's Strategic Imperative (co-authored with J. Gappa and A. Trice, 2007), Creating the Future of Faculty Development (co-authored with M. D. Sorcinelli, P. L. Eddy, and A. L. Beach, 2006), and Developing New and Junior Faculty (co-edited with M. D. Sorcinelli, 1992), as well as other books, articles, chapters, and monographs concerning faculty issues and other higher education topics in the United States and in international contexts. She served as a member of the study team for the Asian Development Bank’s project and monograph series on Higher Education in Dynamic Asia.