Despite over thirty years of activism and legislation to eliminate
discrimination, parity has yet to be achieved for women in academe.
Enrollment growth, changes in undergraduate and graduate majors and
baccalaureate degree attainment indicate improvement in women's
status since the early 1970s. However, persistent salary
differentials between male and female tenured faculty members,
underrepresentation of women in leadership roles, senior faculty,
chilly classroom and campus climates are some indicators of the
persisting inequities for women in postsecondary education
This book describes policy discourse analysis as a framework for
considering how those involved in policy-making efforts make use of
discourses that inadvertently undermine the intended effect of the
policies they set forth. Allan illustrates the methods of policy
discourse analysis by describing their use in a study of 21 women's
commission reports produced at four research universities in the
U.S. from 1971-1996. In so doing, she highlights the important work
of university women's commissions while uncovering policy silences
and making visible the powerful discourses framing gender equity
policy initiatives in higher education. Her findings reveals how
dominant discourses of femininity, access, professionalism, race,
and sexuality contribute to constructing women's status in complex
and at times, contradictory ways.
This important volume will interest researchers across a number
of disciplines including policy studies, educational leadership,
higher education and cultural studies of education.
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