ACADEMIC WOMEN AND ISSUES OF UNEQUAL TREATMENT.
Item
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Title
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ACADEMIC WOMEN AND ISSUES OF UNEQUAL TREATMENT.
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Identifier
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AAI8203269
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identifier
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8203269
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Creator
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BLUMBERG, AUDREY SUE.
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Date
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1981
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Language
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English
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Publisher
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City University of New York.
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Subject
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Sociology, General
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Abstract
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The purpose of the research is three fold. First, faculty women and men are identified in both their professional and social characteristics. Second, variables that explain variation in academic rewards are defined and an attempt to determine if the distribution of these rewards constitutes unequal treatment by academic institutions is made. Finally, changes in the composition and placement of academic women over time are examined.;Of particular interest is the implication of universities as closed systems. If women are not rewarded to the same extent as men with equivalent qualifications, institutions are guilty of sex discrimination. This issue is at the very core of a study of the position of women in academia, and where possible, attempts are made to distinguish institutional treatment of women from the situation of women in the larger network of social relationships.;The methods employed in the study are a combination of tabular analysis and multiple regression analysis. Crosstabulation of variables provides us with clues to where differentials appear to exist and, also, what independent variables might be expected to explain such differences. Regression analyses, controlling for factors shown to be important in advancement in academic careers (publication productivity, rank, tenure and salary), are then conducted.;The results show that, in fact, women are primarily located in low status disciplines and in the lowest ranks. They tend to be younger than faculty men, while differing very little from their male colleagues in terms of social class origins. Women are considerably less likely than men to hold doctorate degrees, and those who hold such degrees have had them, on the average, for fewer years. Women are also less apt to have had financial support in graduate school along with accompanying professional apprenticeships. Generally, women spend more time in classroom instruction than men, and report considerably less interest and participation in research activities than male faculty. Additionally, women publish less frequently than men.;Regression analyses on Number of Articles Published indicate that Sex does not account for a notable amount of the variance. In fact, Highest Degree Held, Year of Highest Degree and Professional Orientation (whether respondent is primarily interested in research or teaching) are the three key independent indicators of publication productivity.;When we consider the rewards of academe--Rank, Tenure and Salary--we find that Highest Degree Held, Year of Highest Degree, and Number of Articles Published contribute the major explanation to the variation in such rewards. Net of these other variables, Sex does not appear to contribute to the assignment of academic rewards. These findings hold for both the 1969 and the 1975 studies.;In sum, academic women appear to be disadvantaged in attaining the qualifications necessary for career mobility. However, our colleges and universities seem to apply universalistic criteria in assigning rewards to faculty men and women.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Sociology
