Abstract
Progress toward equitable gender representation among faculty in higher education has been “glacial” since the early 1970s (Glazer-Raymo, 1999; Lomperis, 1990; Trower & Chait, 2002). Women, who now make up a majority of undergraduate degree earners and approximately 46% of Ph.D. earners nationwide (National Center for Education Statistics [NCES], 2003), rarely make up more than 30% of faculty at Research Extensive universities. Although the total number of tenure-track women faculty in higher education has increased steadily for the past 35 years, this increase and women’s advancement through faculty ranks are described as excruciatingly slow (Valian, 1999).
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