Re:Gender works to end gender inequity and discrimination against girls and women by exposing root causes and advancing research-informed action. Working with multiple sectors and disciplines, we are shaping a world that demands fairness across difference.
You've heard about Title IX and athletics, but Title IX is about much more! In honor of the 40th anniversary of the law’s passage, NCWGE published a comprehensive report to help give educators, parents, students, and lawmakers a better understanding of Title IX’s impact and challenges that remain in many areas of education, including:
Science, Technology, Engineering, and Mathematics
Career and Technical Education
Bullying and Sexual Harassment
Pregnant and Parenting Students
From the National Coalition of Women and Girls in Education
Drawing on meetings of a distinguished group of educational researchers, this report highlights select national/multi-institutional data and major themes along five dimensions of personal and social responsibility.
"I will be nearly middle-aged by the time I get my Ph.D., I won't have a family, and probably won't have a job." That comment, from a female Ph.D. candidate in history at a University of California campus, is a familiar refrain.
The pursuit of a doctorate—a sometimes decade-long, low-wage quest that may or may not end with a faculty job—has been under more critical scrutiny than ever this year. Whydoes it take so long to earn a Ph.D.? (Recipients are age 34, on average.) Why do we produce so many Ph.D.'s when fewer than half of them will ever hold tenure-track jobs? Is this 19th-century German model of apprenticeship suited to the 21st century?
And finally, does this venerable male model of graduate training match the needs of its new disciples, half of whom are women?
Not long ago I spoke at a conference at the Johns Hopkins University discussing some of those questions. American universities award more than 60,000 doctoral degrees annually to U.S. citizens and noncitizens. Roughly half of those degrees are from the 63 research institutions in the elite Association of American Universities, and half from other doctoral-granting programs. That total has grown from fewer than 25,000 Ph.D.'s awarded annually in the 1960s when universities were expanding and most Ph.D.'s could find an academic job.
Today the faculty employment trend is sharply in the opposite direction. Over the past 30 years, universities have relentlessly reduced the centrality of tenure in higher education. Full-timers who were either tenured or on the tenure track made up 55 percent of the teaching faculty in 1970, 1975, and 1980. Since then, various federal data sets document the steady growth of adjunct positions and the decline of tenure-track jobs in the academic work force. By 2007, according to the National Center for Education Statistics, tenured and tenure-track academics constituted only 31 percent of the teaching faculty while 49 percent worked part time and 12 percent were non-tenure-track full-timers.
Postsecondary education yields myriad benefits, including increased earnings potential, higher lifetime wages, and access to quality jobs. But postsecondary degrees are not all equalin the benefits they bring to students and women tend to obtain degrees in fields with lower earnings. Women with associate degrees earn approximately 75 percent of what men with associate degrees earn (U.S. Department of Commerce and the Executive Office of the President, 2011). This wage gap occurs in part because women with AA degrees—like women at all degree levels—often work in lower-paid, female-dominated occupations (Hegewisch, et al. 2010).
by Layla Moughari, Rhiana Gunn-Wright, Barbara Gault, Ph.D. (May 2012)
Parents with dependent children were nearly one quarter of students enrolled for credit at American postsecondary institutions in 2008. These students face significant challenges to remaining enrolled and graduating, including limited access to affordable child care, difficulty balancing the demands of school with the demands of work and family, and financial limitations that make it difficult to remain enrolled. Student parents are more likely than traditional students to say that financial difficulties are likely to result in their withdrawing from college (Miller, Gault, and Thorman 2011).
Parents with dependent children now make up almost one in four students pursuing higher education in the United States (Miller, Gault and Thorman 2011). Single parents face particular challenges pursuing higher education, including securing safe and affordable housing. Single mothers often must spend over half of their income on housing expenses, leaving them with less money for educational expenses and vulnerable to housing crises that can easily derail their pursuit of a degree (Bush 2010). An analysis of effective strategies to support single student parents identifies affordable housing as one of the most important factors to ensuring student success (Women Employed 2011).
The president of Georgetown University cited the importance of Catholic identity in his announcement that student health care plans will not be adjusted to include coverage of birth control.
However, he also indicated that the D.C.-based Jesuit university will continue its practice of offering such coverage to employees.
In an April 26 email to the university community, President John J. DeGioia said that after “thoughtful and careful consideration,” the administration has decided to “continue our current practice for contraceptive coverage in our student health insurance for the coming year.”
DeGioia also said the university will not change its approach to contraceptive coverage for employees in 2013.
Georgetown’s current student health plan does not cover birth control for contraceptive purposes. But according to the National Women’s Law Center, employees of the university can choose between multiple plans, including some that include birth control coverage.
The National Collegiate Athletic Association (NCAA) is distributing a publication to all its member institutions urging athletic departments to create policies that “unambiguously and effectively” prohibit sexual relationships between coaches and student-athletes.
Of course, these relationships create conflicts of interest. But the issues run deeper than that, argue authors Deborah L. Brake, a University of Pittsburgh law professor, and Mariah Burton Nelson, executive director for the American Association for Physical Activity and Recreation.
The authors state that such relationships do not necessarily constitute sexual harassment because some of the relationships are consensual. But regardless of whether they are consensual, these relationships are a form of sexual abuse (though not necessarily criminal assault) because the employee holds a position of power over the athlete – rendering an athlete’s consent, stated or unstated, illegitimate. “The public understands that children can be manipulated into ‘agreeing’ to behaviors that are inappropriate and even criminal because they are, relative to adults, powerless,” the document reads. “Whether the student-athlete is 17, 18, 19, 20, 21, or older, she or he is significantly less powerful than a head coach, assistant coach, athletics trainer, sport psychologist, athletics director, or other athletics department staff with supervisory control or authority over student-athletes."
This toolkit is the first in a series by the Institute for Women’s Policy Research (IWPR). It introduces the wide variety of child care services that exist at institutions of higher learning. Rather than an exhaustive study of campus child care programs, it is an introduction to possible options. It is for those seeking to provide quality child care at colleges or universities and for those considering how to expand or rethink existing services.