PUBBLICAZIONE/PUBLICATION

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  • Item type:Publication,
    Academic Snakes and Merit Ladders: Reconceptualising the “glass ceiling’ Open PDF 
    (1994)
    Heward, C.
    Evidence from the life history of a woman academic is used to support the argument that understandings of the underrepresentation of women in senior positions in higher education, the so-called c glass ceiling”require concepts about the interaction of process and structure. A radical reconceptualisation of the notion of academic merit encompassing diversity rather than a single hegemonic masculinity and measures advancing women as a group are required to address the problem. © 1994, Taylor & Francis Group, LLC. All rights reserved.
  • Item type:Publication,
    Academe's glass ceiling: Societal, professional-organizational, and institutional barriers to the career advancement of academic women Open PDF 
    (University of Chicago Press, 2000)
    Bain, O.
    ;
    Cummings, W.
    In recent decades women have relized significant gains in educational attainment and entry positions in many sector of the labor market. However, due to what some refer to as the glass ceiling, they have not achieved similar success in advancing to higher-level managerial and professional jobs. For example, in corporate America, 40 percent of all managerial workers are women, but women make up only 5 percent of senior managers. The special focus of this study is the academic profession. In the 10 university systems we investigated, women constitute one-third of all academics, but among fill professors only one of every 10 is women. A glass ceiling of unstated norms and distorted expectations is said to hinder women from reaching the top of academe.
  • Item type:Publication,
    Academic gender bias and women's behavioral agency self-efficacy Open PDF 
    (American Counseling Association, 1996)
    Ancis, J.R.
    ;
    Phillips, S.D.
    The relationship between academic gender bias and female students' agentic self-efficacy expectations was examined. Agentic self-efficacy expectations was defined as an individual's beliefs about her ability to successfully engage in proactive educational and career facilitative behaviors. Participants included 67 full-time junior and senior undergraduate women enrolled in traditional, nontraditional and gender-neutral majors. Results revealed that perceived academic gender bias was significantly predictive of agentic self-efficacy expectations, above and beyond the contributions of sex role attitudes, gender concentration of major, and race/ethnicity. Implications for women's career development and future research are discussed.