Abstract
Academic advancement and in particular female academic advancement appears to be shaped by the institutional culture of academies. Some systems have more positions relative to the size of the population—Finland, S. Korea, Norway, and the U.S. are the most expanded. Some systems have a greater proportion of senior positions than others—Japan, Canada, and Mexico are notable. Some systems may be more gender biased than others—Mexico and possibly some of the Western European systems. Women have made impressive advances in the academies of most of the countries for which chronological data is available both overall and at the professorial rank. While overall female academics are not as advanced as male academics, the difference can be explained away by the liabilities women face in academe (as seen in interactions).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
According to the CAP survey to be introduced below, in some of the emerging countries such as Argentina, Brazil, and Malaysia women appear to be outpacing men in the academic marketplace.
- 2.
The interaction variables were computed by multiplying the gender variable times each of the other independent variables. For example gender with values of 1 and 0 times doctorate with values of 1 and 0 ends up with three products of 0 and one product of 1, the latter being the combination of being female and having a doctorate.
- 3.
As the China was not part of the 2000 analysis and it does not resemble the Japanese and Korean patterns, we decided to create separate dummy variables for the Chinese and East Asian cases.
References
Altbach, P. G. (Ed.). (1997). The international academic profession: Portraits of fourteen countries. Princeton: Carnegie Foundation.
Aquirre, A. (2000). Women and minority faculty in the academic workplace: Recruitment, retention, and academic culture. San Francisco: Jossey-Bass.
Bain, O., & Cummings, W. K. (2000). Academe’s glass ceiling: Societal, professional-organizational, and institutional barriers to the career advancement of academic women. Comparative Education Review, 44(4), 493–514.
Becher, T. (1989). Academic tribes and territories. Great Britain: St. Edmundsbury Press.
Bellas, M. L., & Toutkoushian, R. K. (1999). Faculty time allocations and research productivity: Gender, race, and family effects. The Review of Higher Education, 22(4), 367–390.
Ben-David, J. (1977). Centers of learning. New York: Wiley.
Chamberlain, M. (1991). Women in academe: Progress and prospects. New York: Russell Sage.
Clark, B. R. (Ed.). (1987). The academic profession: National, disciplinary, and institutional settings. Berkeley: University of California Press.
Cummings, W. K. (1999). The institutions of education: Compare, compare, compare. Comparative Education Review, 43, 413–437.
Gappa, J. M., Austin, A. E., & Trice, A. G. (2007). Rethinking faculty work: Higher education’s strategic imperative. San Francisco: Jossey Bass.
Lie, S. S., & O’Leary, V. E. (Eds.). (1990). Storming the tower: Women in the academic world. London: Kogan Page.
Lie, S. S., Malik, L., & Harris, D. (Eds.). (1994). The gender gap in higher education. London: Kogan Page.
McElrath, K. (1992). Gender, career disruption, and academic rewards. Journal of Higher Education, 63(3), 269–281.
National Center for Education Statistics. (2010). Integrated Postsecondary Education Data System (IPEDS). Tables, Retrieved from http://nces.ed.gov/ipeds/
Perna, L. W. (2001). The relationship between family responsibilities and employment status among college and university faculty. Journal of Higher Education, 72(5), 584–611.
Porter, S. R., & Umbach, P. D. (2001). Analyzing faculty workload data using multilevel modeling. Research in Higher Education, 42(2), 171–196.
Reskin, B. F., & Roos, P. A. (Eds.). (1990). Job queues, gender queues: Explaining women’s inroads into male occupations. Philadelphia: Temple University Press.
Sax, L. J., Hagedorn, L. S., Arredondo, M., & Dicrisi, F. A., III. (2002). Faculty research productivity: Exploring the role of gender and family-related factors. Research in Higher Education, 43(4), 423–446.
Smeby, J. C., & Try, S. (2005). Departmental contexts and faculty research activity in Norway. Research in Higher Education, 46(6), 593–619.
Tiechler, U. (1996). The conditions of the academic profession: An international comparative analysis of the academic profession in Western Europe, Japan, and the U.S. In P. A. M. Maassen & F. A. Van Vught (Eds.), Inside academia: New challenges of the academic profession (pp. 15–65). Utrecht: Center for Higher Education Policy Studies.
Tierney, W. G., & Bensimon, E. M. (1996). Promotion and tenure: Community and socialization in academe. Albany: SUNY Press.
Ward, K., & Wolf-Wendel, L. (2004). Academic motherhood: Managing complex roles in research universities. The Review of Higher Education, 27(2), 233–257.
Xie, Y., & Shauman, K. (1998). Sex differences in research productivity: New evidence about and old puzzle. American Sociological Review, 63, 847–870.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix
Appendix
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Cummings, W.K., Bain, O. (2016). Academic Advancement and Gender: A Comparative Analysis. In: Galaz-Fontes, J., Arimoto, A., Teichler, U., Brennan, J. (eds) Biographies and Careers throughout Academic Life. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-27493-5_16
Download citation
DOI: https://doi.org/10.1007/978-3-319-27493-5_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-27491-1
Online ISBN: 978-3-319-27493-5
eBook Packages: EducationEducation (R0)