Disrupting the Numbers: The Impact of a Women's Faculty Writing Program on Associate Professors

Autor/inn/en	Alexander, Kara Poe; Shaver, Lisa
Titel	Disrupting the Numbers: The Impact of a Women's Faculty Writing Program on Associate Professors
Quelle	In: College Composition and Communication, 72 (2020) 1, S.58-86 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-096X
Schlagwörter	Women Faculty; College Faculty; Academic Rank (Professional); Writing Instruction; Faculty Development; Disproportionate Representation; Faculty Promotion; Program Evaluation; Writing Skills + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Fakultät; Schreibunterricht; Programme evaluation; Programmevaluation; Writing skill; Schreibfertigkeit
Abstract	Women continue to be underrepresented at the highest academic rank of full professor. Studies show that once women earn tenure, they are inundated with teaching, service, and administrative responsibilities, which take time away from research and publication--the primary criteria for promotion. Because of our disciplinary expertise, Rhetoric/Composition scholars are uniquely situated to confront this challenge. Therefore, with the goal to increase the number of women full professors at our university, we created a year-long writing program for women associate professors. Based on results from this pilot study, we argue that Rhetoric/Composition scholars can use their expertise to decrease the disparity at the highest academic rank and make the university more diverse and equitable. Moreover, we believe they can use their expertise to address other institutional and systemic challenges. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01