Gender Transformation in the Academy

• Carving a “Third Path”: Faculty Parents’ Resistance to the Ideal Academic Worker Norm. The New STEM Faculty Profile: Balancing Family and Dual Careers. Community Colleges and the Reproduction of Gender in the Academy: Experiences of Women STEM Faculty. Strategies of Academic Parents to Manage Work-Life Conflict in Research Abroad. Achievement Relative to Opportunity: Career Hijacks in the Academy. Emerging Gender Parity and Persistent Differences: Cultural Shifts among Faculty Cohorts at a Primarily Undergraduate Institution. Department Chairs’ Perspectives on Work, Family, and Gender: Pathways for Transformation. Gendered Networks: Professional Connections of Science and Engineering Faculty. Processes and Pathways: Exploring Promotion to Full Professor at Two Liberal Arts Colleges in the United States. Advancement of Mid-Career Faculty Members: Perceptions, Experiences, and Challenges. Senior Compared to Junior Women Academic Scientists: Similar or Different Needs?. Disproportionate Awards for Women in Disciplinary Societies. Minimizing the Influence of Gender Bias on the Faculty Search Process. Gender Bias in Appointment Procedures for Full Professors: Challenges to Changing Traditional and Seemingly Gender Neutral Practices. Women in Higher Education in South Africa. Organizational Change and Gender Equity in Academia: Using Dialogical Change to Promote Positive Departmental Climates. Critical Mass or Incremental Change? The Effects of Faculty Gender Composition in STEM. Women in Academic Leadership. “Someone Needs to be First”: Women Pioneers as Change Agents in Higher Education Management. Gender Transformation in the Academy. List of Contributors. Gender Transformation in the Academy: An Introduction. About the Authors. Copyright page. Information for Authors. Gender Transformation in the Academy. Advances In Gender Research.

Gender Transformation in the Academy enriches our understandings of the ways that gender shapes higher education and inequalities as well as opportunities, especially in scientific fields. The chapters identify ways and means for realizing gender equality in the academy through practices and policies that resolve work-family conflicts and patterns of bias, and that promote access to peer networks, awards, and positions of leadership. The chapters are distinguished further by the scope of qualitative and quantitative methods used to collect and analyze data, and by attention to a range of types of academic institutions - larger and smaller, more and less research-orientated - in the United States and throughout the world. - Mary Frank Fox, Center for the Study of Women, Science and Technology, Georgia Institute of Technology.