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What kind of solution do you resolve the problem?

Shattering the Myths: Women in Academe

From what sources? Well, there are so many questions that we utter every day. No matter how you will get the solution, it will mean better.

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View PDF. Glazer-Raymo announces that she intends to examine the causes of women's lack of progress in entering higher academic ranks, but she offers little analysis or insight.

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  • The suggestion that universities and disciplines must be reorganized to conform to a vaguely expressed feminist model seems not only unrealistic but also ill advised. In particular, the notion that 11 equal opportunity and merit pay are contradictory remedies" is anathema to those women faculty members who think that women are not inherently less meritorious than men.

    It is analogous to the theme expounded by feminist critics of science, who are not scientists themselves and who have little understanding of the field, but who nonetheless insist that science must somehow change its fundamental nature if women are to succeed as scientists. Glazer-Raymo, a professor of education at the C. Post campus of Long Island University, writes from a personal perspective, having entered academe relatively late in life after years in local school-board politics.

    She has assembled statistics about women faculty members from many sources, including Academe. While it is convenient to have this information in one place, it would have been more useful had the data been integrated to portray the overall situation of women faculty members, or at least been put into similar formats for purposes of comparison; the latter problem is particularly acute in the chapter on women in the professions.

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    Also, one would expect to see data more recent than those included in the book, given that it was published in Glazer-Raymo's skepticism about internal mechanisms meant to improve the status of women in academe is well founded. Add to Cart.

    Panel session: Women’s Leadership in Higher Education and Research

    Leadership in universities is physically, intellectually and emotionally demanding work. Leadership has the capacity to be deeply seductive yet it is not an immediately attractive option for women, particularly for those who carry the burden of family and domestic responsibilities, for whom finding a space for leading is no easy task.

    Yet despite the almost pessimistic research evidence, women are in senior leadership positions in higher education, however precarious their numbers. There can be little doubt that universities benefit from diversity in their student and staff population This book addresses the central questions; Who are the women who survive and occupy elite leadership roles in universities? How might their leadership be shaped by and a consequence of institutional climate?

    What strategies do they learn and adopt and how do they lead and manage their female colleagues? Research Into Higher Education series

    The chapters overview the changing policy landscape in higher education; provide a critical commentary on the interplay between gender, leadership, higher education, and organisational diversity, and draw on education and critical management literatures in order to offer a broader understanding of gender and elite leadership;. This book will be essential reading for anyone involved or interested in higher education policy and management, academic leadership, organisational diversity and gender studies.

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