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Conference paper. ?Our study examines the strategies & practices that assist junior faculty in the promotion & tenure process. Specifically, we address faculty members' views regarding what it takes to succeed in academia, & whether these views vary by rank, gender, & race. Our data come from 40 in-depth interviews with assistant, associate, & full professors all of whom work in universities in the Southeast. Our findings address the dilemmas of mentoring, how race & gender affect relations between junior & senior faculty, particularly effective strategies &/or policies for helping junior faculty succeed, & the meaning of being a faculty member to junior & senior faculty. Our conclusions point to actions a university/college can take to help junior faculty 'succeed' at achieving tenure & promotion at their institutions.?--Sociological Abstracts abstract

A series of reports assess the current and potential legal issues surrounding college athletics, affirmative action, student affairs, tenure, freedom and regulation of speech, disabilities, academic research, and trustees.--ERIC abstract

In spite of repeated considerations and positive action to engage, retain and advance African Americans in executive positions, there are only a few African Americans in executive level administration posts in colleges and universities. An analysis of the status of African Americans in higher and post secondary education shows that legislation alone does not foster change, but requires key decision makers and leaders to focus on changing the institution culture in support of goals linked closely to theories like representative bureaucracy.--ERIC abstract

Published data and previous research on law faculty were analyzed to examine whether women advance more slowly than men in the law academic labor market. Women moved more slowly than men across the boundary between secondary and primary jobs, influenced by a mixture of factors, including family and geographic constraints, social capital, employment origins, and opportunity structures in the academic labor market.--ERIC abstract

Investigated three explanations for persisting differences in women's faculty representation across science fields even after adjusting for women's variable representation among doctoral recipients: labor market factors, institutional explanations, and gender role explanations. After finding that none account fully for faculty gender composition, discusses how they may reflect differences in academic "cultures."--ERIC abstract

Suggests that tenure, rather than discriminating against minorities and women, benefits these groups by protecting their academic freedom in the classroom and by encouraging depth in scholarship, and also by adding to a democratic balance of power between faculty and administrators. Urges a more open tenure review process to eliminate elements of racism and sexism.--ERIC abstract

To develop culturally proficient educational administration leaders, higher education institutions need to increase the representation of ethnically and culturally diverse faculty within their ranks. Through reviews of research and practice, this article proposes factors to consider in the recruitment, retention and evaluation of faculty of color in educational administration programs. The purpose of this article is to provide an understanding of barriers and strategies to enhance the representation of a diverse faculty in educational administration programs in Schools of Education.--ERIC abstract

Suggestions and resources related to the advancement of women in higher education through flexible work and other policy.

Reports on a study of tenured women faculty at MIT, specifically discussing marginalization, their small numbers, and their difficulty with balancing work and family.