This paper examines the relationship of working-class feminist academics to the Academy. Our paper interrogates tensions between resistance and submission from the perspective of four educationally successful working-class women who have become academics. The paper starts with an overview of the state of the Academy at the beginning of the…

This article focuses on the work of three British Women Education Officers (WEOs) in Nigeria as the colony was preparing for independence. Well-qualified and progressive women teachers, Kathleen Player, Evelyn Clark (née Hyde), and Mary Hargrave (née Robinson), were appointed as WEOs in 1945, 1949, and 1950 respectively. I argue that the three…

The metaphors of the ivory tower and ivory basement are used in this chapter to reflect how many women understand and experience the academy. The ivory tower signifies a place that is protected, a place of privilege and authority and a place removed from the outside world (and consequently the rigours of the market place). The ivory tower, by…

The paper explores gender relations in academia and discusses how gender is constructed within academic institutions. It is based upon the study of a business school, part of a British university. The construction of gender relations within this institution was of special interest because the majority of managerial roles were occupied by women.…

Essays include: gentlemen and players, the changing British professoriate (Gareth Williams); the robed baron, the academic profession in the Italian university (Guido Martinotti, Alberto Giasanti); the changing role of the Japanese professor (William K. Cummings, Ikuo Amano); academic staff and academic drift in Australian colleges of advanced…

Notes that these four British women all know that the school is no longer just an institution where children are taught simple literacy and the ability to add and subtract. They believe that social conditions of our times demand that the schoolhouse be an integral part of life. (Author/AM)

Examines the gap between the proportion of women teachers and women students in the universities of Great Britain and discusses the impact of women's qualifications, publications, attitudes, role conflicts, marriages and families, as well as salary levels and contracts on this condition. (LL)

This book contains 17 papers examining the various roles--learner, teacher, researcher, manager--that women have played in the development of lifelong learning. The following papers are included: "Introduction: Women and Continuing Education--Where Are We Now?" (Roseanne Benn, Jane Elliott, Pat Whaley); "Dancing into the Future:…

Inequities between male and female British academics are examined from a number of perspectives, drawing on feminist theory. It is found that different approaches define the problem differently, features of the British university system work to the detriment of women, and no organizational support network exists. Reform strategy is discussed.…

Interviews were conducted with 244 women teaching in universities in Finland, France, East Germany, West Germany, and Great Britain to discover causes for the minority position of women who teach in universities. Women's position appeared to depend not on characteristics of individual educational systems but on common factors--social attitudes,…

The assumption that educational expansion is linked to increased equality of opportunity is discounted in an examination of the status of women faculty in five British universities from 1963 to 1980. It was found that, despite an auspicious social context, but given certain structural and attitudinal resistances, the inequality of women faculty…

Reviews a book that examines women's progress in education during the last 30 years. The book emphasizes the continuity of women's inferior status as students and academics despite advances since the second wave of feminism during the 1960s, describes teacher career structures in England and Wales, and examines women's conflicting role…

A study of 43 British women university faculty suggested that, in general, women faculty are small minorities, feel isolated and excluded, feel their authority challenged by male students, and pressure themselves to perform better than men. Women faculty tend to have fewer support systems, role models or mentors, and have difficulty with work…

This book addresses the impact of women on education, an area historians have largely ignored, by bringing together a wide range of essays by feminist historians. An introduction entitled "The Historiography of Women Teachers: A Retrospect" is followed by three sections. The first, "Women Teaching in the Private Sphere,"…

Surveys of Australian (n=293) and British (n=103) college faculty in 1993 assessed reactions to structural changes in the university systems in those countries. The survey investigated perceptions of institutional culture, resources, advantages, status of women academics, the change process, role of research, workload, faculty evaluation, mission,…