Despite the documented negative outcomes accompanying sexual harassment, the experience of sexual harassment among STEM faculty members remains underexamined. In this paper, we explore how two sexual harassment variables--gender harassment and sexual harassment climate--are linked to four facets of faculty well-being: job burnout, turnover…

Grant funding is essential to the advancement of science, technology, engineering and math (STEM) fields with certain grants viewed as especially prestigious and career formative. The goal of this project was twofold: first to describe the gender demographics of the national winners of two prestigious grants and second, to document the impact of…

Emerging data suggests the COVID-19 crisis exacerbated preexisting, long-documented gender inequities among U.S. faculty in higher education. During the initial Spring 2020 'lockdown' in the U.S., 80 students conveyed their experiences with faculty across 362 courses. We evaluated whether students' reports of faculty supportiveness, accommodations…

Mid-career faculty members often seek to advance to the highest faculty rank of "full professor," but research suggests women and Black, Indigenous and Other People of Color (BIPOC) faculty face inequitable patterns in advancement to the full professor rank. This study focuses on associate professors' perceptions of "promotion…

The underrepresentation of women faculty in the STEM fields (Science, Technology, Engineering, and Mathematics) remains a persistent feature of academia, with turnover being a contributing factor. The departmental context is likely implicated in the decision to stay or leave, as it is one of the key defining features of faculty members' work…

In this article I report on the perceptions and attitudes of Christian Black women faculty members in regards to religious difference at both historically Black colleges and universities [HBCUs] and predominantly White institutions [PWIs]. By taking a focused look at "uncomplicated Christian privilege" at HBCUs, the study asked what…

Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

In this article we explore the role of academic discipline on the careers of tenure-line faculty women with children. Longitudinal, qualitative findings show that disciplinary contexts and ideal worker norms shape what it means to be an academic and a mother. Even after achieving tenure, ideal worker norms affect these roles; professional…

Faculty retention is of increasing importance in the current economic climate. We examined the role of an institution's environmental conditions (e.g., climate, collegiality, and administration) in faculty well-being (i.e., job satisfaction, intent to leave, emotional and physical health). Women reported significantly lower well-being and a…

Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships--all of which affect professional identity and advancement. This study presents a sampling of how early career women faculty members learn about and negotiate their participation on dissertation committees. Research questions focused on…

Distributed an open-ended question, requesting advice for women students and women beginning careers in higher education, to senior women faculty and administrators who began their careers around 1970. Categorized advice as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, respondents…

This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests…

Five types of power (reward, coercive, legitimate, referent, and expert) and seven self-development strategies for female African American faculty are discussed. Strategies include: developing a maturing system, transferring results of change to long-term purposes, linking lifelong learning to self-discovery, risking failure to learn, maintaining…

Issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly white college or university are discussed. Positive and negative aspects of both situations are examined, and strategies for empowerment…

The minority label can be a barrier to the female African American faculty member's quest for full standing in a research university. To overcome this, they must find and use the best information available to help them, including finding a good mentor, mastering a variety of information sources, and building a strong personal and professional…