An Attitudinal Study of Faculty Men and Women in Higher Education.

Autor/in	Crim, Roger D.
Titel	An Attitudinal Study of Faculty Men and Women in Higher Education.
Quelle	(1977), (16 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Rank (Professional); Career Opportunities; College Faculty; Equal Opportunities (Jobs); Females; Higher Education; Measurement Objectives; Negative Attitudes; Personality; Professional Recognition; Questionnaires; Sex Discrimination; Social Bias; Surveys; Teacher Attitudes; Teacher Effectiveness; Teacher Promotion; Women Faculty + Suchen Sie Ihr Suchwort? Fakultät; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Negative Fixierung; Personalität; Fragebogen; Sex; Discrimination; Geschlecht; Diskriminierung; Survey; Umfrage; Befragung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Frauenakademie; Weibliche Gelehrte
Abstract	Attitudes about the role of women in higher education were examined in this research study that surveyed (1) opinions and attitudes of selected faculty men toward faculty women, and (2) opinions and attitudes of selected faculty women toward other faculty women. The population surveyed was all full-time faculty of the institutions of higher education associated with the New Hampshire College and University Council, a consortium of 13 institutions. A total of 1,020 faculty members responded: 28 percent women and 72 percent men. A profile of the respondents is presented regarding institution type, years on faculty, rank, degree, and age. Findings are reported in terms of data on faculty women related to: employment, advancement, personality characteristics, job mobility, teaching effectiveness; research and other scholarly writing; contributions to the profession; acceptance by associates; and the use of the full potential of faculty women. (LBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01