Faculty members weigh in on the gender divide in academia

Black Issues in Higher Education, March 25, 2004

In 2001, a roundtable on gender disparities for female professors in higher education was held at the Massachusetts Institute of Technology. The focus of the roundtable was "how best to ensure women professors experience the same opportunities, recognition and rewards as their male counterparts." Some three years later, a few faculty members from various disciplines weigh in with various perspectives on the current state of the gender gap.

FOCUS ON TENURE-RELATED ACTIVITIES

DR. S. KEITH HARGROVE, CHAIR INDUSTRIAL, MANUFACTURING AND INFORMATION ENGINEERING DEPARTMENT SCHOOL OF ENGINEERING MORGAN STATE UNIVERSITY

According to a study by the American Society of Engineering Education (ASEE), women comprised 8.9 percent of tenure/tenure-track faculty in engineering schools. And for underrepresented minorities, African Americans were 2.1 percent and Hispanics 2.9 percent. America is confronted with not only expanding the technical work force with engineers and scientists for the 21st century, but also with producing educators to train and educate more than 150,000 engineers annually. Many universities have had some success in recruiting more women faculty, but efforts are far more complex for attracting minorities. Especially when women account for approximately 15 percent of doctoral graduates, and minorities less than 4 percent. In 2002, 23 African American women received doctorates in engineering.

Three challenges remain: attract and expand the pipeline or pool in engineering education to produce and increase the nation's work force; encourage women and minorities to pursue graduate study; and encourage women and minorities to pursue academic careers that are rewarding within an environment that ensures their success. The latter appears to have a greater impact on women and minorities when it comes to tenure.

It will require institutions to make firm commitments to hiring, effective mentoring, faculty development and minimizing "over-exposure" of minority faculty on committees for diversity representation.

It is critical that minority faculty focus only on TVAs (tenure valued activities) the first seven years, and receive the support of department chairs and deans to make it so. Yet (these faculty members) are also challenged to play a role in encouraging students to pursue similar careers. Maintaining meaningful balance is the key.

Minority faculty and women should also develop strong networks for professional and personal support throughout their academic careers. Academic socialization, one's ability to network amongst peers, and cultural advantage, which refers to the somewhat biased nature of the antiquated tenure evaluation process that exists in academia, play a role in faculty sustainability.

OVERCOME THE "MAMMY" CONDITION

DR. RICHARD B. PIERCE CARL E. KOCH ASSISTANT PROFESSOR DEPARTMENT OF HISTORY ASSOCIATE DIRECTOR, AFRICAN AND AFRICAN AMERICAN STUDIES UNIVERSITY OF NOTRE DAME

I recently spoke with female faculty from three different universities, and learned of the pervasiveness of what they termed the "mammy" condition. It is a practice whereby students feel emboldened to challenge grades more forcefully, drop into faculty offices to discuss issues both personal and academic, and generally seek more caretaking from female faculty. I do not know of men who are so encumbered. One friend noted that students at her southern university resisted addressing her as Doctor or Professor; instead, they preferred to call her Ms. or Mrs. There are circumstances that most African American faculty share and endure, but there are definitely gendered differences.

LOOK BEYOND THE GENDER QUESTION

DR. STEPHANIE SHONEKAN ASSISTANT PROFESSOR OF HUMANITIES LIBERAL EDUCATION DEPARTMENT COLUMBIA COLLEGE CHICAGO

There is a particular need in a department that encompasses the study of the humanities, history, social sciences, foreign languages, cultural studies and gender studies to include qualified women who can bring thoughtful, intellectual deliberation and a unique sensitivity to study aspects of the world's cultures. It seems that these women have many opportunities for recognition and advancement. So, from my perspective as a faculty member who is female, the gender gap does not yet seem to be apparent. I would not be surprised if monetary rewards are stacked in favor of the men, however, as is the case across the country.

I found a need to look beyond the gender question. My students recently tackled the distinction between the philosophies of feminism and Black womanism. The general consensus was that while Black women share some common issues with White women, they also have different priorities and concerns that confront them from their position in the Black community. Therefore, from the perspective of a faculty member who is female and Black, the question of the gender gap takes on a different, less satisfactory tone.

The problem is not that Black women are not well represented. It is that Black men are not. This should be of concern to the Black community on the whole, and Black women in particular. Throughout college, and in fact I suspect across many segments of education, industry and professional sectors, Black women seem more visible than Black men. In my department, there are three Black women and one Black man. This is probably typical of faculty make-up, but it is a dilemma that begins much earlier in the academic process.