Equal Rites, Unequal Outcomes: Women in American Research by Lilli S. Hornig (auth.), Lilli S. Hornig (eds.)

By Lilli S. Hornig (auth.), Lilli S. Hornig (eds.)

Thirteen years in the past, in June 1988, the Radcliffe Classof1953 celebrated its thirty fifth Reunion. Amidst the festivities, we who participated time and again requested ourselves a similar questions: Is Harvard as sexist because it used to be after we have been undergraduates? If now not, what's the prestige ofwomen at Harvard at the present time? to discover the solutions we shaped an advert hoc committee and charged the contributors to report to the category in 5 years. The committee interviewed chosen senior and junior Harvard school, Harvard and Radcliffe directors, scholars, and alumni/ae. We pointed out and studied Harvard and Radcliffe studies on their institu­ tions and on their scholar corporations. We contributed to and took part in a 1990 Radcliffe concentration team, "ASurveyofAlumnae and Undergraduate Perceptions. " We chanced on that the college was once now not as sexist in 1988 because it have been in 1953. but the prestige ofwomen, although more advantageous, remained particularly unequal to thatofmen. (Radcliffe university used to be organizationally break free Harvard collage till 1977, whilst a "non-merger merger" used to be carried out. notwithstanding, Radcliffe had no fac­ ulty of its personal and hired Harvard school to educate its scholars, in strictly separate periods until eventually global conflict II. The merger attempt was once com­ pleted in 1999 with the total integration ofthe associations and the formation ofthe Radcliffe Institute for complicated learn, a "tub by itself backside" like different Harvard graduate faculties. ) In 1993 the category of'53 voted unanimously to shape the dedicate­ tee for the EqualityofWomen at Harvard (CEWH).

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Extra info for Equal Rites, Unequal Outcomes: Women in American Research Universities

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Tenure status may be one of the factors to examine. The proportion of women with tenure continues to lag a long way behind men; at one The Current Status of Women in Research Universities 41 institution after another, many more men hold full professorships than other ranks, while most of the female faculty are assistant professors. In part, of course, that is a result of women's relatively late entry into the field, although there is also plentiful evidence that women are promoted more slowly. A few of these universities acknowledge this problem in their reports.

Does your institution facilitate access to daycare? Do you encourage the hiring/tenucing ofcouples? Are there other "family-friendly" policies in place, such as provision for extending probationary periods for young parents, or for assistance with caring for ill or elderly family members? 5. Which of the initiatives you have taken do you consider most successful? Which least? 6. If increasing the proportions of women faculty is a priority at your institution, how is this conveyed to departments?

Still, one must wonder skeptically about the human connections between teacher and students and among students. Will these classrooms be anything more than a tyrannical machine for punching out credits and credentials of ultimately uncertain worth? Because on-line classrooms promise comparatively cheap, convenient courses, I predict that they will infiltrate even the research university more and more aggressively, at first in the professions and then in the arts and sciences. What will traditional education be seen to offer in this newly competitive environment?

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