Winner of the Outstanding Publication Award of the Post-secondary Education Division of the American Educational Research Association In Shattering the Myths, Judith Glazer-Raymo uses a critical feminist perspective to examine women's progress in higher education since 1970. She contrasts the activism of the 1970s, the passivity of the 1980s, and the ambivalence and antipathy demonstrated toward feminism in the 1990s. These waves of change, she explains, were brought about by external forces, by generational differences among women, and by intellectual and (...) ideological struggles within the women's movement and the larger academic culture. In tracing three decades of women's progress in the academy, the author provides data from a variety of sources on women's rank, salary, employment status, and education. The book also draws on the experience of women faculty and administrators as they articulate and reflect on the social, economic, political, and ideological contexts in which they work and the multiple influences on their professional and personal lives. (shrink)

Although women have made important inroads in science and engineering since the early 1970s, their progress in these fields has stalled over the past several years. This study looks at women in science and engineering careers in the 1970s and 1980s, documenting differences in career outcomes between men and women and between women of different races and ethnic backgrounds. The panel presents what is known about the following questions and explores their policy implications: In what sectors are female Ph.D.s employed? (...) What salary disparities exist between men and women in these fields? How is marital status associated with career attainment? Does it help a career to have a postdoctoral appointment? How well are female scientists and engineers represented in management? Within the broader context of education and the labor market, the book provides detailed comparisons between men and women Ph.D.s in a number of measures: financial support for education, academic rank achieved, salary, and others. The study covers engineering; the mathematical, physical, life, and social and behavioral sciences; medical school faculty; and recipients of National Institutes of Health grants. Findings and recommendations in this volume will be of interest to practitioners, faculty, and students in science and engineering as well as education administrators, employers, and researchers in these fields. (shrink)