Gender and Higher Education

1. Gender and Higher Education
Champa Das,
University of Hartford
Proposal Presentation.
EDD 834: Higher Education Foundations
Fall 2021.
University of Hartford
Guided by : Dr. Karen Case

2. 2005-2006: A HISTORIC YEAR FOR WOMEN IN
HIGHER EDUCATION
62.1
57.5 59.7
50.1
0
10
20
30
40
50
60
70
Associate's Bachelor's Master's Doctoral
Percentage of Degrees Earned by Gender 2005-2006
Women earned more degrees at all levels
Men Women
National Center for Education Statistics
Dr. Keisha M.
Love
Licensed
psychologist

3. FACULTY STATISTICS
42.7
57.3
National Center for Education Statistics
In 2015, across public institutions, for profit institutions (e.g. DeVry), and not-for-profit (private)
institutions, women represented 42.4% of full-time faculty at institutions with a tenure system, despite
earning more degrees.
Men Women

4. MICHEL FOUCAULT PROPOSED THAT GENDERED SOCIAL PRACTICES ARE SO
NORMALIZED THAT THE INJUSTICES THEY PERPETUATE ARE LARGELY
TRANSPARENT.
THIS GENDERED "TRANSPARENCY" OCCURS WHEN THE EVERYDAY PRACTICES OF
GENDERED HEGEMONY ARE SO TAKEN-FOR-GRANTED THAT IT CAN OCCUR EVEN
WHEN ITS VERY EXISTENCE IS BEING QUESTIONED OR DIRECTLY ADDRESSED AND
THUS WHAT DEVELOPS IS AN ENTRENCHED VIEW OF INSTITUTIONS OF HIGHER
EDUCATION AS GENDER NEUTRAL ORGANIZATIONS.
AUSTRALIAN RESEARCHERS, COLLEEN CHESTERMAN, ANNE ROSS-SMITH AND
MARGARET PETERS ASKED MALE ACADEMICS ABOUT THE ROLE THAT GENDER
PLAYED IN THEIR SUCCESS.
MICHEL FOUCAULT.
THE FRENCH PHILOSOPHER

5. (RESEARCHER) WHAT ROLE, IF ANY, DO YOU THINK GENDER HAS PLAYED IN YOUR SUCCESS?
(MALE ACADEMIC) WHAT ROLE HAS GENDER ...? (PAUSES)
(RESEARCHER) YES. YOUR GENDER BEING A MALE.
(MALE ACADEMIC) OH, MY GENDER, I HAVEN’T BEEN ASKED THAT QUESTION BEFORE.
(RESEARCHER) WOMEN OFTEN GET ASKED IT.
(MALE ACADEMIC) UM... I DON’T. IN ENGINEERING, I DON’T THINK IT HAS BEEN A MAJOR ISSUE BECAUSE THERE’S
NO FEMALES AROUND MUCH. SO, IN THAT RESPECT I THINK FOR US IN ENGINEERING AND FROM THE ERA I’M FROM,
THERE WERE AND ARE VERY FEW FEMALES AROUND MY AGE IN ACADEMIA. BEING MALE WAS JUST PART OF IT ALL. I
GUESS IN SOME RESPECTS IT HAD A LOT TO DO WITH MY GETTING A JOB. AND IN OTHER RESPECTS, IT WASN’T A
COMPETITIVE SITUATION WITH FEMALES.
HERE IS AN EXCERPT:

6. JILL BLACKMORE ELUCIDATED THE MEANING OF 'MASCULINIST CULTURE'
MAINTAINING THAT ORGANIZATIONS ARE CONTESTED CULTURAL SITES IN WHICH
CERTAIN CULTURES BECOME HEGEMONIC AND OTHER CULTURES ARE SUBORDINATE
AND POSITIONED AS 'OTHER.’
SHE WRITES OF THE EMERGENCE OF A NEW FORM OF MASCULINITY EPITOMIZED IN
THE NOTION OF THE 'MULTI-SKILLED MANAGER.' THIS DOMINANT HEGEMONIC
MASCULINITY WAS ASSOCIATED WITH INDIVIDUALISM, COMPETITIVENESS,
AUTHORITY AND TECHNICAL COMPETENCE.
FOR ALL ACADEMICS, THE INDIVIDUALISTIC NATURE OF AN ACADEMIC CAREER PUTS
US UNDER PRESSURE TO MANAGE OUR OWN CAREER ADVANCEMENT.
SIMULTANEOUSLY IT REINFORCES THE BELIEF THAT WE ARE PERSONALLY RESPONSIBLE
FOR EVERYTHING THAT HAPPENS TO US IN THE HIGHER EDUCATION ARENA.
THIS MISSING AGENCY MAY TAKE THE FORM OF A PERCEIVED LACK OF SELF-
CONFIDENCE OR AMBITION, WHICH LEADS WOMEN TO MAKE DECISIONS TO OPT OUT
OF APPLYING FOR SENIOR LEVEL POSITIONS IN POSTSECONDARY INSTITUTIONS. THIS
IS IN ESSENCE A PSYCHOLOGICAL GLASS CEILING.
PROF, JILL BLACKMORE.
THE AUSTRALIAN SCHOLAR

7. • COMMUNICATION STYLE CONSTRAINTS .
• CONSCIOUS UNCONSCIOUSNESS .
• PERSONALIZING.
PSYCHOLOGICAL GLASS CEILING UNWILLINGNESS TO APPEAR ASSERTIVE;
UNDERVALUATION OF ONE’S OWN ABILITY
WORK-LIFE CONFLICT CHALLENGES BALANCING PROFESSIONAL
RESPONSIBILITIES WITH PERSONAL OR FAMILY RESPONSIBILITIES
IN ORDER TO LIMIT THE CHANCES OF SELECTING THE WRONG CANDIDATE,
APPOINTMENT PANELS APPEAR TO BE USING EXPERIENCE AS THEIR MAIN
INDICATOR OF QUALITY. BECAUSE THERE IS NO ONE BETTER ABLE TO
DEMONSTRATE EXPERIENCE THAN AN INDIVIDUAL ALREADY UNDERTAKING THE
ROLE, IT FOLLOWS THAT EXISTING ADMINISTRATORS BECOME PRIME
CANDIDATES.
A POSSIBLE EXPLANATION THAT MIGHT WORK AGAINST WOMEN LEADERS ARE
RELATED TO ACADEMIC CONSERVATISM AND RISK AVERSION.
AMY DIEHL,
LEANNE M. DZUBINSKI

8. DISPARITIES FOR WOMEN IN FACULTY POSITIONS
• Fewer women represented at the rank of full professor
• Lower salaries
• Less compensation (e.g. start-up funds, administrative stipends)
• Less positive teaching evaluations
• More service work

9. DISPARITIES FOR WOMEN IN EXECUTIVE POSITIONS
IN HIGHER EDUCATION
• American Association of Colleges and Universities (2013)
• In 2013, roughly 39% of deans across all institutions were women, with 20% being
represented at doctoral or research institutions
• American Council on Education (2017)
• Men outnumber women 2:1 on governing boards (e.g., board of trustees)
• As of 2016, women only held 30% of presidencies across all institutions of higher
education
• From 2008 to 2013, the percentage of women serving as provost at doctoral granting
institutions declined from 33.3% to 26.1%. Conversely, during the same time, more
women became provosts at masters, bachelors, & associate granting institutions

10. WHY DOES THE DISPARITY EXIST?
Individual Reasons
*More family
responsibilities
* Less assertive
*More likely to
sacrifice career for
partner or spouse
Systemic Reasons
* Institutionalized
gender discrimination,
racism, and/or elitism
*Gender stereotypes
*Lack of effective
mentors and
advocates

11. HOW CAN WOMEN ADVANCE ?
PRACTICAL TIPS
• Find mentors who can:
• Provide career guidance
• Assist you with negotiating barriers
• Provide emotional support
• Help develop your administrative savviness

12. HOW CAN WOMEN ADVANCE ?
PRACTICAL TIPS
• Create mental associations and build a reputation for yourself
• Cultivate a reputation as an independent thinker who is not afraid to lead
• Be mindful of the double standard regarding assertiveness
• Seize opportunities to collaborate with executive leaders

13. Thank you!