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AAUP Faculty Gender Equity Indicators 2006 Martha S. West and John W. Curtis

Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

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Page 1: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

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AAUP Faculty GenderEquity Indicators 2006

Martha S. West and John W. Curtis

Page 2: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

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Martha S. West is Professor of Law at the University of California, Davis, teaching EmploymentDiscrimination, Labor Law, and Sex Discrimination. She is co-author of the law school textbook, Sex-Based Discrimination (Sixth ed. 2006), with Prof. Herma Hill Kay of University of California, Berkeley.She currently serves as a consultant to AAUP’s Committee on Women in the Academic Profession, andpreviously served as a member of Committee A on Academic Freedom and Tenure.

John W. Curtis is AAUP Director of Research and Public Policy. He directs the Association’s annualFaculty Compensation Survey, and pursues a research agenda on topics of importance to faculty and highereducation: the increasing use of contingent faculty, gender equity issues, and trends in institutional budgetallocation to instruction. He holds a Ph.D. in sociology from Johns Hopkins University.

Committee on Women in the Academic Profession2004-05 through 2006-07

Ann R. Higginbotham (History), Eastern Connecticut State University, chair, 2005-presentMartha E. Chamallas (Law), Ohio State UniversityBarbara Curry (Education), University of DelawareMary Gibson (Philosophy), Rutgers UniversityAnn Green (English), Saint Joseph’s UniversityCarla H. Hay (History), Marquette UniversityGretchen Lemke-Santangelo (History), Saint Mary’s College of CaliforniaJane McCandless (Sociology), State University of West GeorgiaRebecca S. Mullen (English), Vincennes UniversityNiame (Sociology), University of New MexicoRosa Maria Pegueros (History and Women’s Studies), University of Rhode IslandMuriel Poston (Biology), Skidmore College, chair, 2004-05Georganne Rundblad (Sociology), Illinois Wesleyan UniversityMartha S. West (Law), University of California, DavisJanice D. Yoder (Psychology), University of AkronAnita Levy, staff, 2005-presentJulie Schmid, staff, 2004-05

Layout and design by Monica F. Jacobe

Copyright 2006 American Association of University Professors (AAUP)The AAUP is a nonprofit 501(c)(3) organization.

American Association of University Professors1012 14th Street NW, Suite 500

Washington, DC 20005(202) 737-5900www.aaup.org

This report was made possible through the generous assistanceof a grant from the Alfred P. Sloan Foundation.

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Table of Contents

Organizing Around Gender Equity, Martha S. West and John W. Curtis......................................................4

Figure 1: Earned degrees, percent women, 1960-61 to 2010-11.......................................................5

Figure 2: Faculty Employment Status by Gender and Institutional Category, 2005-06...................6

Figure 3: Trends in Faculty Status, 1975-2003.................................................................................7

Figure 4: Tenure Status of Full-Time Faculty by Gender and Institutional Category, 2005-06..........8

Figure 5: Full Professors, by Gender and Institutional Type, 2005-06.............................................10

Figure 6: Full-Time Faculty, Women's Average Salary as a Percent of Men's, 2005-06.................11

A Note on the Data........................................................................................................................................18

Aggregate Tables

Table 1: Indicator 1 - Employment Status........................................................................................20

Table 2: Indicator 2 - Tenure Status.................................................................................................21

Table 3: Indicator 3 - Full Professor Rank.......................................................................................23

Table 4: Indicator 4 - Women's Average Salary as a Percent of Men's.............................................24

Appendices: Gender Equity Indicators 2006, by institution

Appendix 1: Doctoral universities....................................................................................................26

Appendix 2: Master’s degree universities.......................................................................................35

Appendix 3: Baccalaureate colleges................................................................................................52

Appendix 4: Associate degree colleges with faculty rank...............................................................71

Appendix 5: Associate degree colleges with no faculty ranks.........................................................79

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The last two years have seen renewed and vigorousdebate regarding the opportunities for women’sadvancement as faculty at American colleges anduniversities. Some of the recent increase in attentionto this issue can be attributed to the reaction toremarks by Lawrence Summers, then president ofHarvard University, in January 2005. (For example,see the statement of AAUP’s Committee on Womenin the Academic Profession published in the July-August 2005 issue of Academe.) Although theconcern with equity for women faculty precededSummers’s statement by many years, in the wake ofthe controversy several major universities announcedsignificant new initiatives to support women faculty.In recent months the National Academy of Scienceshas issued two reports: To Recruit and Advance:Women Students andFaculty in U.S.Science andEngineering andBeyond Bias andBarriers: Fulfillingthe Potential ofWomen in AcademicScience andEngineering. Inaddition, the last two years have seen increasingattention to policies and practices designed to enablefaculty to balance their career goals with familyresponsibilities—a challenge that has longdisproportionately impacted women.

Beginning with the establishment of CommitteeW in 1918, continuing with the statement OnDiscrimination and collection of gender-specificfaculty salary data in the late 1970s, and morerecently in its Statement of Principles on FamilyResponsibilities and Academic Work (2001), theAAUP has long worked toward the goal of achievingequity in appointments and salary for women faculty.The present report represents both a continuation andan expansion of this effort. It provides data on facultygender equity that are specific and comparable for awide range of college and university campuses, with

the goal of invigorating collaborative discussions atthe local level. Our hope is that faculty will jointogether to review—based on these data and otherlocally produced information—the status of genderequity efforts on their campuses, and that they willinitiate discussions with their institutionaladministrations on ways to make further progress.

Section I.A National Portrait of Faculty Women

It is now thirty-four years since Congress passed TitleIX in 1972, prohibiting sex discrimination ineducation. Yet women still find themselves strugglingto be admitted to the top faculty ranks in collegesand universities. Women hold only 24 percent of full

professor positions inthe U.S., despite theo v e r w h e l m i n gpresence of womenstudents on campusfor the past twenty-five years. Women areobtaining doctoraldegrees at recordrates, but their

representation in the ranks of tenured faculty remainsbelow expectations, particularly at researchuniversities. Women face more obstacles as facultyin higher education than they do as managers anddirectors in corporate America.

The barriers for women in higher education notonly raise questions of basic fairness, but placeserious limitations on the success of educationalinstitutions themselves. Colleges and universities arenot taking advantage of the widest talent pool whenthey discriminate on the basis of gender in hiring orpromoting faculty. When women are hired, they areoften paid lower salaries than men of equal rank,again shortchanging both women faculty andeducational institutions by discouraging womengraduate students from pursuing academic careers.The nature and scope of academic research is, in turn,

Organizing Around Gender Equity

Martha S. West and John W. Curtis

The barriers for women in highereducation . . . place serious limitations

on the success of educationalinstitutions themselves.

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affected by the lack of gender equity. When womenare missing from faculty ranks, the research questionsthey would raise—whether or not those questionsrelate to matters of gender—are not asked and thecorresponding research is not undertaken. Americanhigher education as a whole suffers because of thelack of gender equity in the faculty.

The increased participation of women in highereducation as students was well underway before TitleIX was enacted in 1972 (see Figure 1). Yet, with TitleIX’s explicit prohibition of sex discrimination ineducation, that date marks a good starting point toexamine the rapid expansion of women’s graduateenrollment in higher education in the United States.In 1972, women earned 41 percent of Master’sdegrees awarded by U.S. universities, 6 percent offirst professional degrees, and 16 percent ofdoctorates. Thirty-two years later, in 2004, womenearned more than half of all graduate degrees: 59percent of Master’s degrees, 49 percent of firstprofessional degrees, and 48 percent of doctorates.1

Among U.S. citizens, 53 percent of PhD recipientsin 2004 were women.2 The predominance of women

in the student populations of American colleges anduniversities is so great that the American Council onEducation’s recent Gender Equity in HigherEducation: 2006 focuses on the “gender gap” in maleachievement at the undergraduate level.

With this extraordinary expansion of women’senrollment in graduate programs, one would expectwomen’s presence on university and college facultiesto follow suit. Women’s integration into the facultyranks, however, has occurred much more slowly. In1972, women made up 27 percent of all faculty inhigher education.3 By 2003, women comprised 43percent of all faculty, 39 percent of full-time and 48percent of part-time faculty.4 Women occupied about9 percent of full professor positions at four-yearcolleges and universities in 1972,5 and still only 24percent of all full professors in 2003.6

The AAUP has been tracking this unevenprogress of women in the academy for many yearsand reports faculty data by gender as part of its annualcompensation survey. Due to the persistence offaculty gender inequity at U.S. colleges anduniversities, it is time to look more deeply into the

Figure 1.Earned degrees, percent women, 1960-61 to 2010-11*

0%

10%

20%

30%

40%

50%

60%

70%

Associate Bachelor's Master's First Professional Doctoral

Five-year intervals

*2005-06 and 2010-11 ProjectedSource: US Department of Education, Digest of Education Statistics 2005 (Table 246)

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situation women face on individual campuses andamong different types of institutions. Reviewingcomparative data across a large number of highereducation institutions, it becomes more obvious thatwomen’s status varies greatly. Accordingly, AAUPhas developed a new set of numbers, gender equityindicators, for individual colleges and universitiesto illustrate women’s progress (or lack thereof) inpursuing academic careers. The four indicatorsrepresent different aspects of the overall status ofwomen faculty, which at current levels amount to aseries of accumulated disadvantages: Women facultyare less likely than men to hold full-time positions.Women in those full-time positions areunderrepresented in tenure-track positions, and havenot attained senior faculty rank (represented here bythe full professor rank) at the same rates as men. Ateach full-time faculty rank, women earn less thanmen, and the accumulated disadvantages of positionare exemplified by the comparison of overall averagesalary in the final indicator.

The next sections provide a national context foreach of these indicators, followed by discussion ofhow to make use of the institution-specific data listedin the appendix.

Faculty Gender Equity Indicator 1:Employment StatusThe first step on the faculty career ladder is obtaininga full-time position. As noted in the AAUP’s 2006Annual Report on the Economic Status of theProfession, the proportion of full-time appointmentsamong all faculty positions has been declining overthe last thirty years.7 However, throughout thisperiod, women have more frequently held part-timepositions than have men. At the national level, womenconstituted 39 percent and men 61 percent of full-time faculty in 2005-06.8 Thirty years ago, womenwere 22 percent of full-time faculty, and ten yearsago they made up 32 percent. This gradual increasein the representation of women among full-timefaculty does indicate some progress, and some

Institutional Type

Figure 2.Equity Indicator 1 - Faculty Employment Status by Gender and Institutional Category, 2005-06

34.1

42.3 41.9

50.8

0%

20%

40%

60%

80%

100%

Doctoral Master's Baccalaureate Associate

Women Men

Full-Time

46.5 49.8 50.8 51.0

Doctoral Master's Baccalaureate Associate

Part-Time

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observers have suggested it is just a matter of timeuntil women faculty reach parity with men. Asophisticated recent analysis of hiring and retentiontrends at one research university suggests, however,that parity is unlikely to emerge without significantchanges in employment patterns.9 Based on completedata for the 1990s, the model analysis found thatwithout any change in current hiring and retentiontrends, women would never make up more than 34percent of full-time tenure-track faculty at thatuniversity—with that progress requiring 40 years toachieve. Even given an extremely optimistichypothetical projection based on equality of hiringand retention rates between men and women, theresearchers concluded that it would take 57 yearsfor women to reach parity with men and make up 50percent of the full-time faculty.

The success of women in achieving full-timefaculty status has differed greatly depending oninstitutional type. At universities that awarddoctorates, women have filled graduate programs as

indicated above, but have not been welcomed intothe faculty ranks at comparable rates. Gender EquityIndicator 1, depicted in figure 2, shows that womenconstituted 34 percent of all full-time faculty atdoctoral institutions in 2005-06, while men made up66 percent. Doctoral universities play a crucial rolein gender equity, not only because of their status andprestige, but because they employ such a significantpercentage of faculty members: 47 percent of full-time faculty teach at doctoral universities. Bycontrast, at colleges and universities that awardprimarily master’s or baccalaureate degrees, womenheld 42 percent of full-time faculty positionscompared to men’s 58 percent. At associate degree-granting institutions—predominantly publiccommunity colleges—women have already reachedparity, comprising 51 percent of the full-time faculty.Contrast the data on full-time faculty to that on part-time faculty. Women occupy a significantly higherpercentage of part-time faculty slots than full-timepositions. In 2005-06, women held 48 percent of part-

36.5%

33.1%

24.1%

20.3%

13.7%

11.0%

13.0%

16.9%

30.2%

36.4%

46.3%

18.7%

10%

20%

30%

40%

50%

1975 1989 2003

FT Tenured FT Tenure TrackFT Non-Track Part-time

Source: US Department of Education, IPEDS Fall Staff Survey

Figure 3.Trends in Faculty Status, 1975-2003

All degree-granting institutions, national totals

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time positions, compared to 39 percent of full-timefaculty slots. As figure 2 indicates, women comprisea consistent proportion of part-time faculty acrossinstitutional types, making up only a slightly lowerproportion of those positions at doctoral universities.

Faculty Gender Equity Indicator 2: Tenure StatusThe second hurdle for women pursuing a facultycareer is securing a tenure-track appointment. Figure3, utilizing U.S. Department of Education censusdata, shows that alongside the growth in part-timefaculty jobs, full-time non-tenure-track positionshave increased over the last three decades. AsSchuster and Finkelstein have documented, themajority of new full-time faculty hires since 1990have been off the tenure track.10 The impact of thistrend has not been equal for men and women,however. Figure 4 presents Gender Equity Indicator2, the breakdown of full-time faculty positions bytenure status and type of institution. It demonstrates

that while women occupy the majority of non-tenure-track positions, they are still underrepresented amongthe ranks of tenured faculty.

Non-Tenure-Track FacultyAs figure 4 shows, we find a significantly higherproportion of women among non-tenure-track facultythan among tenured faculty. Most full-time non-tenure-track positions are “term” or “contract”appointments, usually extending for one to threeacademic years with no assurance of reappointmentat the end of the contract term. Nationwide in 2005-06, women occupied 52 percent of the non-tenuretrack positions, and men 48 percent. Further analysisindicates that women held 57 percent of full-timeinstructor or lecturer positions in 2005-06; these arenearly all positions that do not lead to considerationfor tenure. Looking at this phenomenon in anotherway, we find 30 percent of full-time women facultyin non-tenure track jobs, compared to only 18 percent

Institutional Type

Figure 4.Equity Indicator 2 - Tenure Status of Full-Time Faculty by Gender and Institutional Category,

2005-06

52.2 54.148.6

52.9

0%

20%

40%

60%

80%

100%

Doc Master Bac Assoc

40.947.3 47.4

53.1

Doc Master Bac Assoc

Women MenNon-Tenure-Track Tenure-Track

25.8

35.0 36.1

47.4

Doc Master Bac Assoc

Tenured

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of full-time male faculty members. Women aresignificantly over-represented in these non-tenure-track positions, the least secure, least remunerative,and least prestigious jobs among the full-time faculty.

Among non-tenure-track faculty we do not findsignificant differences between types of highereducation institutions. Women hold a majority ofthese poorly-compensated, insecure positions: 52percent at doctoral institutions, 54 percent at master’sinstitutions, 49 percent at baccalaureate colleges, and53 percent at two-year colleges. As indicated in figure3, the ranks of the non-tenure-track faculty have beenexpanding over the last three decades, while the ranksof the tenured and tenure-track faculty have beendecreasing.

It is interesting that this nationwide phenomenonis occurring just as women are obtaining PhDs inlarge numbers and thereby qualifying for tenure-trackfaculty jobs. There is little mobility from non-trackpositions into tenure-track jobs. Anecdotal reportsreflect the unfortunate truth: If one begins teachingin a non-track position, there is very little chancethat one’s application for a tenure-track job will betaken seriously on that same campus. Schuster andFinkelstein’s carefully constructed analysisconcludes as follows:

The preliminary evidence suggests that for themost part these fixed-term, full-timeappointments seem to constitute a discerniblydifferent career track from that of traditional,tenure-eligible appointments. That is, the modalpattern discernible among current full-timefaculty is one of movements among off-trackappointments or among on-track appointments.11

Consequently, the opportunities for advancement interms of position or salary are severely limited in anon-tenure-track appointment. That women areoverrepresented in these positions indicates acontinuing gender inequity not easily overcome, ifat all, in the course of faculty careers.

Tenure-Track FacultyThe crucial data that reflect full-time faculty hiringpatterns over the past seven or eight years are thepercentages of women and men not yet tenured, butin tenure-track positions. It typically takes from sixto eight years to earn tenure, so these entry-leveltenure-track positions reflect relatively recent hires.

At the national level among all institutions in 2005-06, women occupied 45 percent of these tenure-trackpositions.

As figure 4 indicates, at doctoral universitieswomen held 41 percent of these jobs. This proportionof women in tenure-track positions can be comparedto the percentage of women among recent PhDrecipients, which first reached the 40 percent levelin 1995-96 and was 48 percent in 2004.12 A doctoraldegree is generally a prerequisite for a tenure-trackposition at a doctoral university. Therefore, ifuniversities had been hiring women at a rate equalto their availability in the PhD pool over the last fiveto seven years, the percentage of women in thesetenure-track positions would be higher than itcurrently is.

This comparison to the PhD pool may not be asrelevant for community colleges as it is for doctoraluniversities, because a PhD is often not required toteach at an associate degree college. No doubt, thisis reflected in the fact that in 2005-06 women held53 percent of tenure-track positions at communitycolleges. On the other hand, the community collegedata may also reflect the fact that women with PhDsare not being hired at equitable rates at doctoraluniversities, and, instead, are finding teaching jobsat other types of higher education institutions, wherethey also find significantly higher teaching loads andlower salaries.

At both baccalaureate and master’s degreeinstitutions, 47 percent of tenure-track faculty arewomen. The hiring rates for women among tenure-track faculty at these schools reflect the rate at whichwomen have been obtaining PhDs in the U.S. for thepast ten years.

Tenured FacultyAfter securing employment in a tenure-track job, oneexpects to achieve tenure after six or seven years atmost colleges and universities, assuming adequateperformance in teaching, service, and research.However, when we move from the tenure-track datato the data on tenured faculty in figure 4, we find asubstantial drop in the percentage of women. Thisdifference indicates that the tenure process representsa further inequitable hurdle for women in theacademic career progression. In 2005-06, womenheld only 31 percent of the tenured positions, andmen held 69 percent. The differences among

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institutional types on tenure achievement are alsostriking. At associate degree colleges, women havenearly reached parity and are 47 percent of tenuredfull-time faculty. The proportions of women amongtenured faculty decrease to a little more than one-third at master’s and baccalaureate colleges. It is atdoctoral universities that the tenure disparity is moststriking, however: only one-fourth of tenured facultythere are women. This means that full-time womenfaculty are only half as likely as men to have tenure.

Again, it might be argued that the lower tenureachievement rates for women reflect a lag inacademic employment practices that will be remediedgiven sufficient time. Data from the AAUP surveydo not support this contention, however. Separatedata by gender on tenure status of full-time positionsare available beginning from 1980. At that time, 49percent of all women full-time faculty had tenure,compared with 70 percent of men. The proportionamong women reached 52 percent in 1998-99, buthas fallen off to 43 percent for 2005-06 (and 61

percent among men). As tenure rates have fallen offgenerally, the gap between men and women has notclosed. And with the number of tenured and tenure-track positions apparently now stagnating or evendecreasing (see figure 3), prospects for women donot appear especially bright in the future without asignificant change in hiring and tenure practices.

Faculty Gender Equity Indicator 3:Full Professor RankIn sharp contrast to non-tenure-track positions, whenwe turn to the most prestigious and highest paidfaculty jobs in higher education we find the lowestpercentages of women. Among full professors at allinstitutions nationwide in 2005-06, women held 24percent of the positions and men held 76 percent. Asdepicted in figure 5, Gender Equity Indicator 3reflects differentials among categories of institutionssimilar to the differentials found in indicators 1 and2: women are much closer to equality with men inachieving full professor status at community colleges

Institutional Type

Figure 5.Equity Indicator 3 - Full Professors, by Gender and Institutional Type, 2005-06

19.3

28.3 29.3

46.9

0%

20%

40%

60%

80%

100%

Doctoral Master's Baccalaureate Associate

Women Men

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than at doctoral institutions. In 2005-06, womencomprised 47 percent of full professors at communitycolleges and men 53 percent, almost at parity. Bycontrast, at doctoral universities the percentage ofwomen among full professors was less than one-fourth of men’s, 19 percent compared with 81percent. Baccalaureate and master’s degreeinstitutions were in between, with 29 and 28 percentwomen respectively, but still with substantially lowerproportions of full professor positions than atassociate degree colleges.

At the full professor rank, the increase in theproportion of women has been relatively rapid overthe years. Women were 10 percent of all fullprofessors in 1974-75 and 24 percent in 2005-06.13

However, this is a relatively rapid increase from avery low starting point. At this rate of change it doesnot appear that women faculty will attain equity infull professorships for many years. Thus, promotionto full professor constitutes a further point whereinequities persist in the career progression of facultywomen.

Faculty Gender Equity Indicator 4:Average SalaryThe final Gender Equity Indicator compares averagesalaries of men and women by rank and across allacademic ranks. In 2005-06, across all ranks and allinstitutions, the average salary for women facultywas 81 percent of the amount earned by men. Thiscomparison has remained virtually unchanged sincethe AAUP began collecting separate salary data forwomen and men faculty in the late 1970s. When menand women faculty at the same rank are compared,women’s relative salary is somewhat higher. Amongall full professors at all types of institutions in 2005-06, women earned on average 88 percent of whatmen earned. For associate and assistant professors,the overall national figure for women was 93 percent.However, these numbers are actually slightly lowerthan they were thirty years previously, down from90 and 96 percent respectively.

The overall salary disadvantage for women is acombination of two primary factors: women are morelikely to have positions at institutions that pay lower

Figure 6.Equity Indicator 4 - Full-Time Faculty, Women's Average Salary as a Percent of Men's,

by Institutional Type, 2005-06

90.992.7

91.5

78.1

95.2 95.5 95.6

87.3

95.5

98.1 97.4

89.6

95.2 95.997.5

95.5

60

70

80

90

100

Professor Associate Professor Assistant Professor All Ranks

Perc

ent

Doctoral Master's Baccalaureate Associate

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salaries, and they are less likely to hold senior facultyrank. Figure 6 reflects both of these aspects of salarydifferences for 2005-06, but also indicates thatwomen earn lower salaries on average even whenthey hold the same rank as men.

In figure 6, the comparison of average salarieswithin rank shows that women do not reach paritywith men in any of the institutional categories.Women’s proportion of men’s average salary issignificantly lower at doctoral universities for allthree ranks, while the proportions at master’s,baccalaureate, and associate degree institutions aresimilar to one another. The differences in averagesalary reflected in the first three sets of columns offigure 6 may seem small. However, viewed anotherway, the chart indicates that women earn averagesalaries that are two to nine percentage points lowerthan men’s salaries, even when they hold the samerank.

The accumulated salary disadvantage for womenis shown most dramatically in the “All ranks”columns of figure 6. The “All ranks” columns in thechart include salaries for full-time instructors,lecturers, and unranked faculty where these arereported. Because women are overrepresented atthose lower-paying ranks, the overall figures differsubstantially from the figures for each of the upperthree ranks. The “All ranks” figures also point to largevariations between institutional types. The differencebetween institutions reflects two aspects of differentfaculty appointment structures: doctoral universitiesare more likely to employ faculty at the instructorand lecturer ranks, and more unranked faculty.Further, the salary differentials between ranks atdoctoral universities are much larger than those atother types of institutions.

Given these differences, the variations in salarydisadvantage for women between differentinstitutional types are stark. Women have not reachedoverall salary parity with men in any of theinstitutional categories. However, the figure for 2005-06 at associate degree colleges is closest at 96percent. At baccalaureate colleges, women earn anaverage of 90 percent of men’s salary, and at master’sdegree colleges they earn 87 percent. Again, thedifferences between women and men are greatest atdoctoral universities, where the overall nationalgender equity indicator is only 78 percent for 2005-06.

Gender differences in faculty salary have beensubjected to numerous statistical analyses over thelast three decades. Many quantitative analysts wouldargue that the comparison represented by GenderEquity Indicator 4 is too simplistic, because it doesnot take into account myriad individual differencesbetween men and women faculty. For example, ananalysis of data from the National Study ofPostsecondary Faculty for fall 1998 was included inthe U.S. Department of Education’s Condition ofEducation 2002. Based on a multiple regressionanalysis, the study found that men earned 9 percentmore than women, even after controlling for 13 othervariables (institution type, discipline, tenure, rank,degree, age, teaching/research, publications).Toutkoushian and Conley’s comprehensive reviewand extension of various analytical models developedduring the 1990s found that the “unexplained” salarygap between male and female faculty remains atbetween 4 and 6 percent. In a recent article, Umbachfocused on disciplinary labor markets, which areoften cited as a key source of differences in salarybetween men and women.14

Each of these statistical studies finds an“unexplained” disadvantage of several percentagepoints in average salaries for women faculty, evenafter accounting for numerous individual andinstitutional factors. Although it is not appropriateto attribute this remaining differential todiscrimination on the basis of this evidence alone,the statistical analyses clearly leave a series ofquestions unanswered: Why is the proportion ofwomen faculty holding doctorates smaller than theproportion among men? Why are women less likelyto obtain full-time tenure-track positions? Why arethey less likely to be employed in researchuniversities? Why do women faculty generally spendmore of their time on student advising and committeeservice than do men? Why do positions in thedisciplines in which women faculty are concentratedgenerally pay less? Why are women less likely thanmen to earn tenure and promotion to full professor?Why do they earn less on average at every rank thantheir male counterparts?

If we are to achieve equity for women faculty, itis necessary to confront each of these questions atthe local level, and to devise more effective strategiesto remove the disadvantages for women that persisteven after decades of effort to remove them.

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Section II. The Status of Faculty Women atEach College and University

Now it is time to compare the gender equityindicators for each college and university to thenational norms. Listings of the indicators forindividual institutions can be found in the Appendix.The institutional listings are grouped by category tofacilitate comparisons of similar institutions. Withineach institutional category, the listings are organizedby state and then alphabetically within each state.

Look at the gender equity indicators for yourcollege or university. Do they reflect the sameprocesses as the national data? What steps can betaken on your campus to support women as they seekfuller integration into the faculty ranks? As weexamine the data, we would also like to suggeststrategies for change, focusing on some of the mostdifficult problems for women in higher education.

Hiring women into tenure-track faculty positionsOver the past 30 years, as women have obtaineddoctorates in increasing numbers, they have not beenhired into tenure-track positions at doctoraluniversities at equitable rates. The situation seemsto be better for women at master’s and baccalaureateinstitutions, which generally also require thedoctorate for tenure-track positions. Recent hires areindicated by the percentages of women and men intenure-track positions who have not yet obtainedtenure. In examining the data for Gender EquityIndicator 2 (tenure status) at individual doctoralinstitutions, we find the percentages of women amongtenure-track faculty members range, for example,from highs of 63 percent women at AdelphiUniversity, 60 percent at Loyola University ofChicago, and 59 percent at the University ofMissouri-St. Louis, to lows of only 15 percent womenat Cal Tech, 24 percent at MIT, 29 percent women atBrown, Duke, and the University of Chicago, 30percent at Princeton, 32 percent at Stanford, and 34percent at Harvard. Even among master’s andbaccalaureate colleges, there is a wide range of valuesfor women as a proportion of tenure-track faculty.Where does your institution place in this range?

Why has it been difficult for women to obtaintenure-track jobs, particularly at doctoral institutions?The answers are, no doubt, complex, but weencourage interested faculty members to examine the

situation on their campus and determine whetherwomen are being steered into the non-tenure-trackranks instead of being hired as tenure-track faculty.At your college or university, are women obtainingtenure-track positions at rates comparable to theirrepresentation in the PhD pool? The cohort of recentPhD recipients has reached gender equity, 53 percentwomen among U.S. citizens and 48 percent of allPhDs in 2004. Is your campus hiring women intotenure-track positions at higher or lower rates thanother comparable institutions? If the percentage ofwomen among tenure-track positions at your campusis below the national figure on Gender EquityIndicator 2 for your institutional category, then wesuggest that interested faculty form a committee oruse an existing committee structure to examinefaculty hiring on campus.

The process of hiring tenure-track faculty differssignificantly from that used to fill non-tenure-trackpositions. For tenure-track positions, a faculty searchcommittee is formed, applications are solicitednationwide, short lists are compiled, and candidatesare invited to campus for in-depth interviews. Thehiring decision is then made at the department levelby the faculty collectively, which submits itsrecommendation to the campus for final approval.By contrast, the more informal processes used forhiring non-tenure-track positions have not presenteddifficult hurdles for women to cross. On manycampuses, non-tenure-track jobs are informally filledby department chairs without a search, using a localpool of available candidates. Often non-tenure-trackjobs are not even advertised or posted. Are womenPhD recipients encouraged to take these non-tenuretrack positions and discouraged from seeking tenuretrack jobs? Do women themselves pursue non-tenure-track positions because these positions are perceivedto be more flexible to accommodate familyresponsibilities?

To conduct a study of tenure-track faculty hires,faculty members should begin by examining nationalPhD data by field. As one may expect, women’spercentages among PhD recipients in English orpsychology have been very high, above 60 percentfor the past 15-20 years. In biological science, womenhave received over 45 percent of PhDs for almost 15years. But in physics, women have obtained only 17percent of recent PhDs. National data by field areavailable from the Survey of Earned Doctorates

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compiled each year by the National Opinion ResearchCenter (NORC) on behalf of six federal governmentagencies. Most campuses have the data availablelocally as part of their federally required affirmativeaction plans. Faculty should request these data,broken down into PhD fields relevant for eachdepartment.

Once faculty have the PhD data by field, theycan compare the data to each department’s hiringrecord over the past five to ten years. If significantdifferences are found between the percentage ofwomen among PhDrecipients and thepercentage of womenamong tenure-trackhires, a problem mayexist and furtherexamination iswarranted.

On campuses thathave conductedstudies of recent hire data, one often finds that thepercentage of women among applicants for tenure-track faculty jobs does not match the percentage ofwomen among PhD recipients. There seems to be asignificant drop-off among women between receiptof the PhD and application for tenure-track facultypositions. One problem is the way colleges anduniversities identify applicants. When senior facultycall their peers at other institutions and ask foroutstanding graduates to consider for faculty jobs,they often do not get a gender-balanced list of names.One department chair reported that when hiscolleagues made such calls, they got only men’snames. When they called back, and asked specificallywhether or not there were any women candidates toconsider, the response was often, “oh, yes, I justdidn’t think of (fill in a woman’s name).” Theyeventually ended up with an appropriate short list ofboth men and women candidates. So one goodpractice is to make sure search committeesspecifically solicit the names of women candidateswhen they make such requests. It also helps, ofcourse, to have gender-balanced committeesconducting faculty searches.

Another reason for the gap between women’srepresentation among PhD recipients and theirpresence in applicant pools is women’s perceptionthat it is too difficult to pursue a tenure-track faculty

career and raise children. In one study at theUniversity of California, Davis, among graduatestudents in the sciences, women’s interest in pursuingacademic careers decreased significantly more thanmen’s during their years in graduate school.15 A majorreason women cited for no longer being interestedin academia was the difficulty of integrating familyresponsibilities with a tenure-track faculty position.As faculty work to adopt “stop the clock” and otherfamily-friendly policies, many modeled on theAAUP’s Statement of Principles on Family

Responsibility andAcademic Work, it iscrucial that thesepolicies be well-advertised anddistributed to graduatestudents, so women ingraduate school realizethat it is possible toremain in academia

while raising children.16 The academy must makefurther efforts to convey to women that they no longerneed to make a choice between raising children andbecoming tenure-track faculty members.

Another reason that tenure-eligible hiring rateshave remained below women’s PhD rates is that manyresearch universities hire a significant proportion offaculty into tenured positions as associate or fullprofessors, not at the tenure-track entry level ofassistant professor. Among faculty hired with tenure,the percentage of women falls significantly. One wayto increase the proportion of women in tenure-eligiblepositions is to limit the number of hires with tenure.For example, at the University of California, Davis,the campus adopted a policy in 2000-01 to limit hiresat the senior associate or full professor level to 20percent of all ladder-rank (tenure-eligible) facultyappointments. Traditionally, 40 percent of newladder-rank faculty appointments within theUniversity of California system have been withtenure, one reason California’s rates for hiringwomen faculty have remained relatively low. Iffaculty are interested in increasing the appointmentsof women, they need to work with administrationsto limit the number of direct hires into tenuredappointments.

The academy must make further effortsto convey to women that they no longer

need to make a choice betweenraising children and becomingtenure-track faculty members.

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Difficulties in Obtaining TenureAs is evident from examining the appendix data forspecific institutions, the proportion of women amongtenured faculty also varies substantially. Amongdoctoral universities, for example, only 8 percent oftenured faculty members at the University ofMissouri, Rolla are women, as are only 10 percentof tenured North Dakota State University faculty. Bycontrast, women comprise 43 percent of tenuredfaculty at the University of California, San Francisco,and 41 percent at the University of NorthernColorado and Indiana University of Pennsylvania.There is an even wider range in the proportion oftenured faculty who are women at master’s degreeuniversities and baccalaureate colleges; the majorityof these faculty are women at a number of universitiesand colleges. Even so, women constitute only a littlemore than a third of tenured faculty overall atinstitutions in these categories.

At some schools, women who seek tenure receiveit at the same rates as men; at other schools, this isnot true. AAUP does not have access to tenuredecision data on a national basis, but faculty shouldrequest it for their campus. One needs to ask for thenumbers of both women and men who apply fortenure and then compare those to the numbers whoreceived it. It is more difficult to get numbers forthose faculty who left academia before applying fortenure. Perhaps more women than men drop outduring those pre-tenure years.17 In the absence of alonger-term longitudinal analysis, following facultymembers from initial hire through tenure, it isimpossible to say. Such a study should be possible,however, at the campus level.

Promoting Women to Full ProfessorThe relative lack of women at the full professor levelis the cumulative result of multiple barriers at manypoints along the career path, plus the remaininghistorical legacy of women’s earlier exclusion fromgraduate education prior to the enactment of TitleIX in 1972. Some full professors have held theirpositions for decades. However, as older faculty—predominantly men—retire, historical patterns nolonger explain completely women’s low percentagewithin the full professor ranks.

The first significant barrier women mustovercome on the way to a full professorship is thetenure hurdle discussed above. The second significant

barrier on most campuses is the promotion fromassociate to full professor. Some studies indicate thatwomen spend a longer time than men at the associateprofessor rank. Is this true at your institution? Aremen encouraged by their colleagues to go up forpromotion to full professor earlier than the norm,while women are encouraged to wait? Do womentake longer than men to move to full professorbecause they have greater family responsibilities? AsVirginia Valian discusses in her book Why So Slow?,the accumulation of small disadvantages over thecourse of an entire career may limit women’s abilityto progress at the same rate as men.

Unequal Salaries for Women FacultyThe gap between the average salaries of men andwomen among full-time faculty has remainedconsiderable for three decades with little sign ofimprovement. The overall national value of 81percent on Gender Equity Indicator 4 reflects the factthat a significantly higher percentage of women thanmen are found in the ranks that pay the lowestsalaries. When the salaries of women in the combinedassistant, associate and full professor ranks arecompared to men’s, women earn on average about83 percent of what men earn. A lower percentage ofwomen than men, however, are found in these higher-paid ranks: 78 percent of faculty women comparedto 88 percent of faculty men.

AAUP has been concerned about the gapbetween women’s and men’s salaries for many years.If faculty members are interested in examining paystructures on their campuses, a useful guide to salaryequity studies is Paychecks: A Guide to ConductingSalary-Equity Studies for Higher EducationFaculty.18 In 2002 when the most recent edition ofPaychecks was published, among full professorswomen were earning 88 percent of what men earned.Among associate and assistant professors, womenearned approximately 93 percent of what men earned.Those ratios still held in 2005-06. The persistentsalary differentials at the assistant professor level areof great concern because most of these facultymembers were hired recently, usually within the lastsix or seven years. Slower rates of promotion andcumulative disadvantages over time cannot generallyexplain the gender differences in salary amongassistant professors. The fact that more women arehired in fields that pay less is part of the explanation.

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Another reason is simply that women are hired atlower salaries than men, even within the same fields.Unless higher education institutions have establisheda centralized review of all salaries at time ofappointment to find and remedy gender differentialsat the beginning of academic careers, these salaryinequities will continue far into the future.

The large overall differential between men’s andwomen’ salaries, however, will be eliminated onlywhen women are hired into tenure-eligible facultypositions, instead of non-tenure-track jobs, at ratesequal to men. As long as women hold 57 percent ofthe lecturer and instructor positions, but only 36percent of the assistant through full professorpositions, these significant differences between menand women’s average salaries will remain.

ConclusionBy developing gender equity indicators for eachcollege or university, the AAUP hopes to stimulaterenewed discussion on campus concerning the statusof women faculty. Many questions remainunanswered. After decades of high enrollments ofwomen in most PhD fields, why are so few womenfound on the faculties of doctoral universities? Whyis the percentage of full-time faculty women still onlyabout half the percentage of men on these campuses?Clearly, the master’s and baccalaureate institutionshave been much more welcoming to women over thelast 20 years than the research campuses. Communitycolleges, however, are the only category ofinstitutions where we currently find equity betweenmen and women in terms of total faculty composition.There women have almost reached parity with meneven at the full professor rank, now 47 percentwomen.

At most colleges and universities there remainssignificant room for improvement in fully integratingwomen into the faculty. Salary-setting practices mustbe examined periodically in order to eliminate genderbias, whether it manifests itself at the departmentlevel or at the individual faculty level. Moreimportantly, if these gender equity indicators are toimprove in any meaningful way over the next decade,the rate of appointments of women into tenured ortenure-track positions must increase dramatically atresearch universities, to reflect women’s increasedrepresentation among doctoral degree recipients.

Notes1 U.S. Department of Education, Digest of EducationStatistics 2005. Table 246, figures for 1971-72 and2003-04. Available online at http://nces.ed.gov/programs/digest/d05_tf.asp.2 Digest of Education Statistics 2005, Table 267,figures for 2003-04.3 The Carnegie Commission on Higher Education,Opportunities for Women in Higher Education, NewYork: McGraw-Hill, September 1973: 109, based ondata from the National Education Association.4 Digest of Education Statistics 2005, Table 223.5 The figure (8.6 percent) is for 1971-72 from TheCarnegie Commission on Higher Education,Opportunities for Women in Higher Education, NewYork: McGraw-Hill, September 1973: 111, based ondata from the National Education Association. Thesame table gives a figure for 1959-60 of 9.9 percent,perhaps showing the effect of the declining numberof women’s colleges beginning in the 1960s. AnotherCarnegie Commission study gives a figure for allinstitutions in fall 1966 (9.0 percent) based on U.S.Office of Education data that is virtually identical tothe 1965-66 NEA figure (8.7 percent). (Seymour E.Harris, A Statistical Portrait of Higher Education,New York: McGraw-Hill, 1972: 466.)6Digest of Education Statistics 2005, Table 227.7 “The Devaluing of Higher Education: The AnnualReport on the Economic Status of the Profession2005-06.” Academe (March-April 2006) 92, 2: Figure6.8 Unless otherwise specified, figures in the remainderof this article are from the AAUP FacultyCompensation Survey.9 Robyn Marschke, Sandra Laursen, Joyce McCarlNielsen, and Patricia Rankin. “Demographic InertiaRevisited: An Immodest Proposal to AchieveEquitable Gender Representation among Faculty inHigher Education.” Journal of Higher Education(forthcoming).10 Jack H. Schuster and Martin J. Finkelstein, TheAmerican Faculty: The Restructuring of AcademicWork and Careers. Baltimore: The Johns Hopkins University Press, 2006. Figure 7.1, p. 195.11 Schuster and Finkelstein, p. 222. Emphasis inoriginal.12 Digest of Education Statistics 2005, Table 246.13 It should be noted that the increase has not beencontinuous; the proportion of women among full

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professors actually declined during the first years thatseparate data by gender were collected in the AAUPsurvey, from 10.1 percent in 1974-75 to 8.2 percentin 1977-78.14 U.S. Department of Education, National Centerfor Education Statistics. The Condition of Education2002. (NCES 2002-025) Washington, D.C.: 103.Robert K. Toutkoushian and Valerie Martin Conley,“Progress for Women in Academe, Yet InequitiesPersist: Evidence from NSOPF:99.” Research inHigher Education 46, no. 1 (February 2005): 1–28.Paul D. Umbach, “Gender Differences in theAcademic Labor Market: An Analysis of AcademicDisciplines.” Research in Higher Education(forthcoming).15 Anna L. W. Sears, “Image Problems Deplete theNumber of Women in Academic Applicant Pools,”Journal of Women and Minorities in Science andEngineering, vol. 9, no. 2 (2003): 169, 172-173.16 For more information on family-friendly policiesin academia, see: “Balancing Faculty Careers andFamily Work,” special issue of Academe (November-December 2004); John W. Curtis (ed.) The Challengeof Balancing Faculty Careers and Family Work, NewDirections for Higher Education No. 130, Summer2005, San Francisco: Jossey-Bass; Center for theEducation of Women, University of Michigan,Family-Friendly Policies in Higher Education:Where Do We Stand? (2005); and Gilia C. Smith andJean A. Waltman, Designing and ImplementingFamily-Friendly Policies in Higher Education,Center for the Education of Women, University ofMichigan, 2006. A presentation is also available fordownload from the AAUP Web site.17 Some evidence on this issue is discussed in MaryAnn Mason and Marc Goulden, “Marriage and BabyBlues: Redefining Gender Equity in the Academy.”The Annals of the American Academy of Politicaland Social Science, 596 (November 2004): 86-103.18 The second edition of Paychecks was publishedby the AAUP in 2002. Its principal author is LoisHaignere, and it is available for purchase throughthe AAUP Web site.

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The data used in this report come primarily fromthe AAUP’s annual Faculty Compensation Survey(FCS) for the 2005-06 academic year. For Indicator1 (employment status) the FCS data are supple-mented with data from the US Department of Edu-cation IPEDS data collection, as described below.This section provides more specific informationabout the data and how to read each of the indica-tors, and then responds to comments received in re-sponse to preliminary versions of this report.

General InformationFCS data are supplied by institutional administra-tions and are for full-time instructional faculty. Ad-ministrators, librarians, counselors, and medicalschool faculty are not included. Complete definitionsand listings of other data are published as part of the“Annual Report on the Economic Status of the Pro-fession,” which appears in the March-April issue ofAcademe. Many of the data used in this report werepreviously published in the “Economic Status” re-port, although the published data in that report donot include all ranks for which data are collected,due to limited space. Complete data used for thisgender equity report are available through the AAUPWeb site.

The institutions included in this report are thosethat responded to the 2005-06 AAUP survey. Insti-tutional categories are based on highest degreeawarded, according to the AAUP FCS definitions.Data used here include corrections submittedthrough July 20, 2006, and therefore may vary fromthe figures published previously.

Indicator 1 – Employment StatusThe figures listed represent the proportion withineach employment status category (as a percent) forWomen and Men, respectively. Thus, for the Uni-versity of Alaska, Fairbanks (appearing first in theappendix simply due to the alphabetical sort used toproduce the listing), 35.4 percent of full-time instruc-tional faculty are women and 64.6 percent are men.Among part-time faculty, 52.1 percent are womenand 47.9 are men.

Data for part-time faculty in Indicator 1 are fromthe US Department of Education (ED) IPEDS win-ter data collection for 2005-06, specifically the Hu-man Resources survey, Fall Staff section, Part D. The

data file was downloaded from the IPEDS PeerAnalysis System (PAS) on May 30, 2006. (Thesedata are marked by ED as “[e]arly release files…provided for peer analysis only” because they havenot yet been used to create a national estimate. How-ever, the data reported by individual institutions havepassed through a series of edits directed by ED.)

Indicator 2 – Tenure StatusThe figures listed represent the proportion withineach tenure status category (as a percent) for full-time faculty Women and Men, respectively. “Non-track” faculty are full-time instructional faculty whoare in positions that do not lead to consideration fortenure. “Tenure-track” faculty are in tenure-track po-sitions but have not yet been awarded tenure. Thosefaculty holding tenured appointments are in the “Ten-ured” column. Institutions that do not have a tenuresystem reported all full-time faculty in the “Non-track” column. For the University of Alaska,Fairbanks, 44.8 percent of non-tenure-track facultyare women and 55.2 percent are men. Among ten-ure-track faculty, the proportions are the same (44.8women and 55.2 percent men). Among tenured fac-ulty members, however, only 23.5 percent are womenand 76.5 percent are men.

Indicator 3 – Full Professor RankThe indicator is the number of Women and Men,respectively, as a percent of full-time instructionalfaculty holding the rank of Professor. For the Uni-versity of Alaska, Fairbanks, then, 15.2 percent offull professors are women and 84.8 percent are men.

Indicator 4 – Average Salary, Women as Percentof MenThe indicator presents a comparison between aver-age salaries of men and women faculty members forthree ranks, and for all full-time instructional fac-ulty. For each rank, the average salary for womenand men is calculated, and the listing expresses theaverage for women as a percent of the average formen. A figure lower than 100 percent means thatwomen earn less on average than men of the samerank. The data reported for the University of Alaska,Fairbanks are read as follows: Among full profes-sors, women earn an average of 89.6 percent of whatmen earn; among associate professors women earn

A note on the data

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90.1 percent of the average for men; among assis-tant professors the average salary for women is 89.0percent of the men’s average. And when all full-timeinstructional faculty are included, the average sal-ary for women is 80.5 percent of the average salaryfor men. (This figure includes instructors, lecturers,and unranked faculty where reported.) Actual aver-age salaries are available in separate tables on theAAUP Web site.

Total Faculty CountThe final columns in the institutional listing are to-tal counts for full-time and part-time faculty used inthe indicators. As noted above, the part-time facultydata are from the US Department of Education’sIPEDS data. These totals are provided to give a senseof the size of the institution.

Comments Received on the IndicatorsIn May 2006, the AAUP Research Office sent a

preliminary listing of the gender equity indicatorsdata to survey contacts from all institutions that hadparticipated in the 2005-06 AAUP FCS. Each con-tact person received preliminary data for his or herinstitution, and was invited to respond with any cor-rections, comments or suggestions. In addition, theGender Equity Indicators project was presented tothe annual Forum of the Association for InstitutionalResearch in both 2005 and 2006, as well as to theAAUP Summer Institute. The comments receivedfell into two main groups, discussed here in turn:

(1) It is inappropriate to combine data from twodifferent sources (the AAUP FCS and the Depart-ment of Education IPEDS survey). The AAUP FCSincludes data only for full-time instructional faculty.In order to measure the equity of faculty employ-ment status for men and women (Indicator 1), it isnecessary to include part-time data as well. Part-timeand full-time faculty appointments are fundamen-tally different, as discussed in the preceding article.For that reason, it is important to utilize the bestavailable data to determine whether women are dis-proportionately represented in part-time faculty em-ployment. Preliminary presentations of the data forIndicator 1 may not have been sufficiently clear inexplaining that part-time figures would be comparedonly with other part-time figures in the indicator.

Commenters argued that the two surveys utilize

different definitions for faculty, making the two mea-sures non-comparable. The definition of which full-time faculty to include in the AAUP FCS is quiteexplicit, and restricted to primarily instructional fac-ulty. In the IPEDS data file, the numbers used hereare labeled “part time faculty (instruction/research/public service).” It is therefore possible that thesepart-time faculty include some “non-instructional”part-time faculty, although this number appears tobe quite small relative to the number of instructionalpart-time faculty.

Survey respondents may not be accustomed toseeing the counts of part-time faculty they report toIPEDS published, but these data are public and havebeen available through public Web sites for severalyears. It is our hope that the publication of these datain this report will provide an additional check ontheir accuracy; we encourage readers with questionsabout data for a particular institution to contact theAAUP Research Office.

(2) The indicators presented greatly oversimplifythe issue of gender equity. The purpose of this re-port is different from many academic analyses ofgender differences among college and university fac-ulty. The primary purpose of this report is to pro-vide accessible data for a large number of institu-tions, in order to stimulate local discussions aroundfaculty gender equity on each campus. We hope thatthe data presented here will spur faculty, adminis-trators, and other members of the higher educationcommunity to take a closer look at both the state offaculty gender equity at their institutions, and at theprocesses by which differences in the career out-comes of men and women emerge and are main-tained.

As noted in the article above, there have beennumerous analyses of the status of women faculty atboth the aggregate and the institutional level. Thesestudies typically explore a wide range of factors to“explain” differences between men and women fac-ulty. But the present report does indeed ask a morefundamental question: Why, after thirty years of ef-forts to provide equitable opportunities for men andwomen faculty, should there be any differences intheir career outcomes? And what can we do to en-sure that this conversation does not repeat itself foranother thirty years?

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AAUP Gender Equity Indicators 2006Aggregate Tables by Institutional Category and Affiliation/ControlIndicator 1 - Employment Status

Institutional Category: Doctoral Universities

Affiliation/Control Inst Faculty % Faculty % Inst Faculty % Faculty %Public 152 47,594 34.4 90,958 65.6 152 29,087 47.9 31,683 52.1Private-Independent 49 10,734 31.9 22,870 68.1 48 11,808 44.6 14,640 55.4Religious 20 3,937 37.1 6,661 62.9 19 3,338 42.6 4,489 57.4All 221 62,265 34.1 120,489 65.9 219 44,233 46.5 50,812 53.5

Institutional Category: Master's Degree Universities

Affiliation/Control Inst Faculty % Faculty % Inst Faculty % Faculty %Public 231 34,889 42.4 47,336 57.6 225 26,652 52.0 24,628 48.0Private-Independent 106 7,606 41.0 10,959 59.0 101 12,172 45.4 14,664 54.6Religious 100 6,700 43.3 8,782 56.7 98 7,768 50.4 7,656 49.6All 437 49,195 42.3 67,077 57.7 424 46,592 49.8 46,948 50.2

Institutional Category: Baccalaureate Colleges

Affiliation/Control Inst Faculty % Faculty % Inst Faculty % Faculty %Public 87 5,127 42.8 6,839 57.2 87 4,675 50.3 4,619 49.7Private-Independent 180 8,022 41.7 11,234 58.3 176 7,301 51.2 6,963 48.8Religious 210 7,932 42.4 10,791 57.6 200 7,020 51.8 6,527 48.2Private For-Profit 1 217 25.1 646 74.9 1 444 39.4 682 60.6All 478 21,298 41.9 29,510 58.1 464 19,440 50.8 18,791 49.2

Institutional Category: Associate Degree Colleges

Affiliation/Control Inst Faculty % Faculty % Inst Faculty % Faculty %Public 292 17,712 51.0 17,040 49.0 286 39,710 51.0 38,103 49.0Private-Independent 12 203 45.6 242 54.4 11 149 47.3 166 52.7Religious 5 36 26.9 98 73.1 5 55 42.6 74 57.4All 309 17,951 50.8 17,380 49.2 302 39,914 51.0 38,343 49.0

All Colleges and Universities

Affiliation/Control Inst Faculty % Faculty % Inst Faculty % Faculty %Public 762 105,322 39.4 162,173 60.6 750 100,124 50.3 99,033 49.7Private-Independent 347 26,565 37.0 45,305 63.0 336 31,430 46.3 36,433 53.7Religious 335 18,605 41.4 26,332 58.6 322 18,181 49.2 18,746 50.8Private For-Profit 1 217 25.1 646 74.9 1 444 39.4 682 60.6All 1445 150,709 39.1 234,456 60.9 1409 150,179 49.2 154,894 50.8

Note: "Inst" = Number of institutions

Full-Time Part-TimeWomen Men Women Men

Full-Time Part-TimeWomen Men Women Men

Full-Time Part-TimeWomen Men Women Men

Women MenFull-Time Part-Time

Women Men

Full-Time Part-TimeWomen Men Women Men

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Page 22: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

22

Inst

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Page 23: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

23

Page 24: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

24

Page 25: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

25

(con

t’d)

Page 26: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

26

Appendix 1:Institutional category: I - Doctoral universities

Page 27: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

27

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Page 28: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

28

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2

Page 29: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

29

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3

Page 30: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

30

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es

Tabl

e I-

4

Page 31: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

31

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Tabl

e I-

5

Page 32: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

32

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Tabl

e I-

6

Page 33: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

33

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nal c

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ory:

I - D

octo

ral u

nive

rsiti

es

Tabl

e I-

7

Page 34: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

34

Ind

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quity

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nal c

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I - D

octo

ral u

nive

rsiti

es

Tabl

e I-

8

Page 35: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

35

Appendix 2:Institutional category: IIA - Master’s degree universities

Page 36: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

36

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Page 37: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

37

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A-2

Page 38: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

38

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Page 39: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

39

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A-4

Page 40: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

40

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A-5

Page 41: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

41

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s

Tabl

e II

A-6

Page 42: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

42

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s

Tabl

e II

A-7

Page 43: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

43

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Tabl

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A-8

Page 44: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

44

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Tabl

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A-9

Page 45: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

45

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Tabl

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A-10

Page 46: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

46

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A-11

Page 47: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

47

Ind

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Tabl

e II

A-12

Page 48: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

48

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Tabl

e II

A-13

Page 49: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

49

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Tabl

e II

A-14

Page 50: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

50

Ind

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nal c

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IIA

- M

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r’s d

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sitie

s

Tabl

e II

A-15

Page 51: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

51

Ind

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or

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s

Tabl

e II

A-16

Page 52: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

52

Appendix 3:Institutional category: IIB - Baccalaureate colleges

Page 53: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

53

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e II

B-1

Page 54: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

54

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laur

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col

lege

s

Tabl

e II

B-2

Page 55: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

55

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Tabl

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B-3

Page 56: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

56

Ind

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B-4

Page 57: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

57

AA

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8

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58

Ind

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39

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AA

UP

Facu

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quity

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itutio

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ateg

ory:

IIB

- B

acca

laur

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col

lege

s

Tabl

e II

B-6

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59

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B-7

Page 60: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

60

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Tabl

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B-8

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61

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lege

s

Tabl

e II

B-9

Page 62: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

62

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acca

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s

Tabl

e II

B-10

Page 63: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

63

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s

Tabl

e II

B-11

Page 64: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

64

Ind

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Tabl

e II

B-12

Page 65: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

65

Ind

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acca

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s

Tabl

e II

B-13

Page 66: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

66

Ind

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Page 67: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

67

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Page 68: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

68

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Page 69: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

69

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acca

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s

Tabl

e II

B-17

Page 70: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

70

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Tabl

e II

B-18

Page 71: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

71

Appendix 4:Institutional category: III -

Associate degree colleges with faculty ranks

Page 72: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

72

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Page 73: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

73

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s with

facu

lty r

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Tabl

eIII

-2

Page 74: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

74

Ind

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s with

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Tabl

eIII

-3

Page 75: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

75

Ind

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Page 76: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

76

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Tabl

eIII

-5

Page 77: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

77

Ind

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itutio

nal c

ateg

ory:

III -

Ass

ocia

te d

egre

e co

llege

s with

facu

lty r

anks

Tabl

eIII

-6

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78

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III -

Ass

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llege

s with

facu

lty r

anks

Tabl

eIII

-7

Page 79: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

79

Appendix 5:Institutional category: IV -

Associate degree colleges with no faculty ranks

Page 80: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

80

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Tabl

e IV

-1

Page 81: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

81

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y.

Inst

itutio

nal c

ateg

ory:

IV -

Ass

ocia

te d

egre

e co

llege

s with

no

facu

lty r

anks

Tabl

e IV

-2

Page 82: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

82

Ind

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no

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Tabl

e IV

-3

Page 83: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

83

Ind

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nal c

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ory:

IV -

Ass

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te d

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e co

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s with

no

facu

lty r

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Tabl

e IV

-4

Page 84: Gender Equity Report - AAUPRosa Maria Pegueros (History and Women’s Studies), University of Rhode Island Muriel Poston (Biology), Skidmore College, chair, 2004-05 Georganne Rundblad

84

Ind

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nal c

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no

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lty r

anks

Tabl

e IV

-5

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85

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On DiscriminationThe statement which follows was adopted in October 1976 by the Association’s Council.Successive revisions were adopted by the Council in November 1994 and June 1995.

The Association is committed to use its procedures and to take measures, including censure,against colleges and universities practicing illegal or unconstitutional discrimination, ordiscrimination on a basis not demonstrably related to the job function involved, including, but notlimited to, age, sex, disability, race, religion, national origin, marital status, or sexual orientation.

As published in the Bulletin of the American Association of University Professors, May 1919 (Volume V,Number 5), page 74:

COMMITTEE W

Status of Women in College and University Faculties

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Harriet W. Bigelow (Astron.), Smith

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Carleton Brown (Philol.), Minnesota

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