Handbook of Research on Promoting Women’s Careers
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Handbook of Research on Promoting Women’s Careers

Edited by Susan Vinnicombe, Ronald J. Burke, Stacy Blake-Beard and Lynda L. Moore

In a changing world where women have dominated as graduates from universities in the West, recent research has shown that the same trend is also strikingly evident in the newly emerging markets. Tapping into this female talent pool is extremely important and advancing women’s careers has become a key business issue. This Handbook lays out a number of promising approaches. First the business case for doing so is presented. The challenges facing women are reviewed, followed by various programs that address particular needs such as mentoring, leadership development programs for women, work and family initiatives, and succession planning. Finally, case studies of award-winning organizational initiatives are described.
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Chapter 14: Gender differences in the academic work experiences of faculty at early, middle and late career stages

Diana Bilimoria, Xiangfen Liang, Shani D. Carter and Jeffrey M. Turell


In the United States, 578 302 people worked as full-time faculty at post-secondary institutions in 2009, representing about 0.38 percent of the labor force (US Department of Education, 2010). Of faculty members in 2009, 43.8 percent were women, a 39 percent increase from 31.5 percent in 1988. Although there have been significant differences in the changes in the numbers and percentages of female and male faculty over the past two decades, to date, there has been limited study of faculty careers, particularly whether and how female and male faculty careers differ. Importantly, while faculty career development, encompassing progression through career stages, is a critical determinant of a faculty member’s academic and professional life (Austin, 2010), the role of faculty career stages has not been extensively studied in the literature on academic career development, and not much is known definitively about whether faculty careers systematically differ for female and male faculty. In the present chapter, we address these gaps in the literature by examining career stage differences by gender in a national sample of faculty members.

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