Female faculty underrepresentation in higher education is
perpetuated by gender-based social and professional practices and
roles. Existing research confirms gender disparities in faculty
recruitment, retention, salary, tenure, and mentorship. This book
explores how female, tenure-track faculty navigate the process of
balancing their personal and professional lives. Utilizing a
qualitative phenomenological approach, the stories of nine female,
full-time tenure-track and tenured faculty as well as four
administrators employed in faculty diversity, development, and
work-life are explored. With a blended application of
poststructuralist feminism and work-family border theoretical
framework, the book illustrates gender norms, roles, and boundaries
as experienced and interpreted by female faculty navigating their
work, family, and community spheres of influence. This book
highlights the first known study to explore a "new Ivy"
institution, and there are no other known studies that incorporate
both the qualitative perspectives of female faculty as well as
those of the faculty diversity and development administrators who
oversee and develop the very programs and policies that support
those faculty. A key chapter in the book,"Baby, It's Cold Inside:
Faculty Context & Campus Climate" offers unique insight into
what female faculty, and those who love them, face on the path to
tenure today. Five thematic findings are overviewed and explored:
faculty support comes in many forms; seeking clarity in job
elements and teaching, research, service (TRS) ratios; coping
strategies in the wake of an overloaded TRS ratio ("Quick meals,
late nights, and what gym?"); family borders in the academy, and
work-life-family fit: stability, not balance. This work aims to
stimulate faculty gender norm consciousness and acknowledge and
relay the unique challenges in faculty's pursuit of
work-life-family stability, career path navigation, and role
negotiation. The author offers an insider's glimpse of modern
faculty and administrator lives for the benefit of tenure-track
faculty, their departments, their families, and higher education
institutions at large. This work aims to better inform university
and departmental policy planning and enhance institutional
understanding and subsequent support in and of the faculty
experience, and thus the experiences of the increasingly diverse
students whom educational institutions aim to serve.
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