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.
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Stark, J.S., Lowther, M.A. & Austin, A.E. Comparative career accomplishments of two decades of women and men doctoral graduates in education. Res High Educ 22, 219–249 (1985). https://doi.org/10.1007/BF00974052
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DOI: https://doi.org/10.1007/BF00974052