Advertisement

Research in Higher Education

, Volume 22, Issue 3, pp 219–249 | Cite as

Comparative career accomplishments of two decades of women and men doctoral graduates in education

  • Joan S. Stark
  • Malcolm A. Lowther
  • Ann E. Austin
Article

Abstract

Patterns of doctoral study and subsequent career progress were compared for 756 men and women doctoral graduates in education at a research university from two six-year periods, one before and one after a rapid nation-wide increase in the percentage of women doctorates. Despite advantages relative to men in admission, financial support and full-time study, women doctorates of both periods had achieved less career progress than men but held similarly positive perceptions concerning career impact of the degree. Work experience prior to doctoral study strongly predicted career progress for both genders. Thus, affirmative action may have positively affected the careers of recent women doctorates who were younger and who began study with less established careers than women doctorates prior to 1970.

Keywords

Financial Support Work Experience Education Research Affirmative Action Positive Perception 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Ahren, N. C. and Scott, E. L. (1981).Career Outcomes in a Matched Sample of Men and Women Ph.D.s: An Analytical Report. Washington, D.C.: National Academy of Sciences, National Research Council.Google Scholar
  2. Berg, H. M. and Ferber, M. A. (1983). Men and women graduate students: Who succeeds and why?Journal of Higher Education 54(6): 629–648.Google Scholar
  3. Biklen, S. K., and Brannigan, M. B. (1980).Women and Educational Leadership. Lexington, Mass.: D.C. Heath.Google Scholar
  4. Broschart, K. R. (1978). Family status and professional achievement: A study of women doctorates.Journal of Marriage and the Family 40(1): 71–76.Google Scholar
  5. Centra, J. A. (1975). Women with doctorates.Change 7(1): 49, 61.Google Scholar
  6. Denmark, F. L. (1978). Women in psychology in the United States.Resources in Education, ED 171 166.Google Scholar
  7. Ekstrom, R. B. (1979). Women faculty: development, promotion and pay.ETS Findings 5: 2 (Princeton, N.J.: Educational Testing Service).Google Scholar
  8. Ferber, M. A., and Kordick, B. (1978). Sex differentials in earnings of Ph.D.s.Industrial and Labor Relations Review 31(2): 227–238.Google Scholar
  9. Gappa, J. M., and Uehling, B.S. (1979).Women in Academe: Steps to Greater Equality. Washington, D.C.: American Association for Higher Education. ERIC/AAHE Research Report No. 1.Google Scholar
  10. Hansot, E., and Tyack, D. (1982). The golden age for school administrators?The Stanford Educator, Fall.Google Scholar
  11. Hartnett, R. T. (1981). Sex differences in the environment of graduate students and faculty.Research in Higher Education 14(3): 211–228.Google Scholar
  12. Holahan, C. K. (1979). Stress experienced by women doctoral students, need for support and occupational sex typing: An interactional view.Sex Roles: A Journal of Research 5(4): 425–436.Google Scholar
  13. Hornig, L. (1980).Climbing the Academic Ladder: Doctoral Women Scientists in Academe. Washington, D.C.: National Academy of Sciences. National Research Council. May.Google Scholar
  14. Lorang, W. G., and Terenzini, P. T. (1982). Discipline-related differences among recent doctoral degree recipients. Paper presented at the forum of the Association for Institutional Research, Denver.Google Scholar
  15. Malin, J. T., Bray, J. H., Dougherty, T. W. and Skinner, W. K. (1980). Factors affecting the performance and satisfaction of adult men and women attending college.Research in Higher Education 13(2): 115–130.Google Scholar
  16. Randour, M. L., Strausberg, G. L., and Lipman-Blumen, J. (1982). Women in higher education: trends in enrollment and degrees earned.Harvard Educational Review 52: 189–202.Google Scholar
  17. Roemer, R. E. (1983). Changing patterns of degree selection among women: 1970–78.Research in Higher Education 18(4): 435–454.Google Scholar
  18. Shann, H. (1983). Career plans of men and women in gender-dominant professions,Journal of Vocational Behavior 22: 343–346.Google Scholar
  19. Solmon, L. C. (1973). Women in doctoral education: clues and puzzles regarding institutional discrimination.Research in Higher Education 1(4): 299–332.Google Scholar
  20. Tidball, M. E. (1976). Of men and research: the dominant themes in American higher education include neither teaching nor women.Journal of Higher Education 47(4): 373–389.Google Scholar
  21. University of Michigan, Horace H. Rackham Graduate School (1974). The higher, the fewer. Report of a committee to study the status of women in graduate education and later careers. Ann Arbor: The University of Michigan.Google Scholar
  22. University of Michigan (1983). Surviving and thriving in graduate and professional school: Women at the university.Center for Continuing Education of Women Newsletter 11: 1.Google Scholar
  23. Wong, H. Y. and Sanders, J. M. (1983). Gender differences in the attainment of doctorates.Sociological Perspectives 26(1): 29–50.Google Scholar

Copyright information

© Agathon Press, Inc 1985

Authors and Affiliations

  • Joan S. Stark
    • 1
  • Malcolm A. Lowther
    • 1
  • Ann E. Austin
    • 2
  1. 1.School of EducationThe University of MichiganUSA
  2. 2.Oklahoma State UniversityUSA

Personalised recommendations