Library Subscription: Guest
Begell Digital Portal Begell Digital Library eBooks Journals References & Proceedings Research Collections
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Print: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2013004654
pages 329-347

GENDER AND PROMOTION: HOW DO SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) FACULTY MEMBERS SURVIVE A FOGGY CLIMATE?

Dina Banerjee
Indian Institute of Management Udaipur
Alice L. Pawley
School of Engineering Education; Affiliate faculty, Women's Studies Program, Division of Environmental and Ecological Engineering, Purdue University, West Lafayette, Indiana 47907, USA

ABSTRACT

In this paper, we describe a case study of four faculty members in an STEM (science, technology, engineering, and mathematics) college of a research-oriented Midwestern university. On the basis of certain similarities we situate the faculty members on a common platform to compare and contrast their experiences of the promotion and tenure (P&T) application process. Through this, we examine the impact of gender on worklife experiences of STEM faculty members. We ask: (1) How do STEM faculty members who are successfully tenured or promoted describe the P&T application process? (2) How do institutionally generated P&T policy texts shape these STEM faculty members' approaches to develop successful P&T applications? and (3) How are P&T application experiences gendered for these STEM faculty members? We use interviews with STEM faculty members gathered through a National Science Foundation-funded research project (NSF-HRD 0811194) and qualitatively analyze them using institutional ethnographic methods. Findings suggest that STEM faculty members in this study do not get enough information in terms of their P&T application requirements, and therefore they seek information from many sources. We propose an alternative metaphor of a "foggy climate" to represent these experiences: within their academic careers, these four faculty members encountered a foggy climate of inadequate information regarding P&T policies, and developed "fog lights" of formal and informal resources to light their way. We suggest that the ability to create networks of fog lights may be gendered based on associated work−family conflicts.


Articles with similar content:

INTERSECTIONALITY AS A FRAMEWORK FOR UNDERSTANDING DIVERSE YOUNG WOMEN'S COMMITMENT TO ENGINEERING
Journal of Women and Minorities in Science and Engineering, Vol.21, 2015, issue 1
Jill Bystydzienski, Margaret Eisenhart, Monica J. Bruning
FEMALE STUDENTS' EXPERIENCES WITH PROJECT-BASED WORK IN INTRODUCTORY ENGINEERING CLASSES AT TWO- AND FOUR-YEAR INSTITUTIONS
Journal of Women and Minorities in Science and Engineering, Vol.18, 2012, issue 4
Amy K. Swan
WHY SCIENCE? WOMEN SCIENTISTS AND THEIR PATHWAYS ALONG THE ROAD LESS TRAVELED
Journal of Women and Minorities in Science and Engineering, Vol.5, 1999, issue 2
Kathleen S. Davis
THE CLIMATE FOR WOMEN GRADUATE STUDENTS IN PHYSICS
Journal of Women and Minorities in Science and Engineering, Vol.3, 1997, issue 1&2
Christine Cassagnau, Geneva Blake, Jean M. Curtin
Bio-Ethics in Dental Education: Dental Public Health Residents' Perspective
Ethics in Biology, Engineering and Medicine: An International Journal, Vol.2, 2011, issue 2
Evelyn Lucas-Perry, Aderonke Akinkugbe