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140122 ||| eng |
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|a 9789401000079
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|a Hornig, Lilli S.
|e [editor]
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|a Equal Rites, Unequal Outcomes
|h Elektronische Ressource
|b Women in American Research Universities
|c edited by Lilli S. Hornig
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|a 1st ed. 2003
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 2003, 2003
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|a 394 p. 58 illus
|b online resource
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|a 1 Dreaming and Scheming: Moving Towards Our University -- 2 The Current Status of Women in Research Universities -- 3 A National Profile of Academic Women in Research Universities -- 4 Gender, Faculty, and Doctoral Education in Science and Engineering -- 5 You've Come a Long Way: Data on Women Doctoral Scientists and Engineers in Research Universities -- 6 The Presence and Participation of Women in Academic Science and Engineering: 1973-1995 -- 7 Explaining Sex Differences in Publication Productivity among Postsecondary Faculty -- 8 Women in the Academy: Confronting Barriers to Equality -- 9 Organizational Change to Support Success of Women: A Model and Its Lessons -- 10 Primatology, Archaeology, and Human Origins: Feminist Interventions -- 11 Transforming Knowledges: Anthropology’s Encounters with Feminism(s) -- 12 Women’s Uneven Progress in Academia: Problems and Solutions -- 13 Work/Family/Life Issues and Programs in Higher Education—What’s New -- Old Issues, New Solutions: Family and Work Response to Kathleen Sullivan -- Conclusions -- 14 Conclusions -- Contributors
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|a School administration
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|a School management and organization
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|a Administration, Organization and Leadership
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|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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|a Innovations in Science Education and Technology
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|u https://doi.org/10.1007/978-94-010-0007-9?nosfx=y
|x Verlag
|3 Volltext
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|a 371.2
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|a Thirteen years ago, in June 1988, the Radcliffe Classof1953 celebrated its 35th Reunion. Amidst the festivities, we who participated repeatedly asked ourselves the same two questions: Is Harvard as sexist as it was when we were undergraduates? If not, what is the status ofwomen at Harvard today? To find the answers we formed an ad hoc committee and charged the members to report back to the class in five years. The committee interviewed selected senior and junior Harvard faculty, Harvard and Radcliffe administrators, students, and alumni/ae. We identified and studied Harvard and Radcliffe reports on their institu tions and on their student organizations. We contributed to and participated in a 1990 Radcliffe Focus Group, "ASurveyofAlumnae and Undergraduate Perceptions. " We found that the University was not as sexist in 1988 as it had been in 1953. Yet the status ofwomen, though improved, remained quite unequal to thatofmen. (Radcliffe College was organizationally separate from Harvard University until 1977, when a "non-merger merger" was implemented. However, Radcliffe had no fac ulty of its own and employed Harvard faculty to teach its students, in strictly separate classes until World War II. The merger effort was com pleted in 1999 with the complete integration ofthe two institutions and the formation ofthe Radcliffe Institute for Advanced Study, a "tub on its own bottom" like other Harvard graduate and professional schools. ) In 1993 the Class of'53 voted unanimously to form the Commit tee for the EqualityofWomen at Harvard (CEWH)
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