First Advisor

Karen Haley

Term of Graduation

Summer 2021

Date of Publication

7-9-2021

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership and Policy

Language

English

DOI

10.15760/etd.7623

Physical Description

1 online resource (v, 243 pages)

Abstract

More women than ever are earning doctoral degrees and are taking research or teaching positions at universities. However, the number of tenured women in full professorships have not yet achieved parity with the number of men in similar positions. Of the many reasons proposed for the disproportionate representation of women in the higher ranks of academia, one of the most commonly cited is the lower rates of publication by women in scholarly journals, an important criterion for promotion and tenure. However, women faculty are not unproductive. As scholars, they produce research and publish their findings in mainstream academic journals. In their teaching and advising roles, women faculty also mentor novice scholars in how to participate in research and publication practices. The question is, what role do women play in perpetuating or subverting the androcentric expectations of academic scholarship in their research and mentoring practices? Through the lens of Feminist Standpoint Theory, this qualitative in-depth interview study explores the research, publication, and mentoring experiences of women professors in order to understand the different ways in which women successfully participate in the academic generation of knowledge. Results suggest that women both reproduce and subvert many androcentric expectations of academic publication in their own research and in their mentoring practices. Based on these results, this dissertation argues for changing the lens through which women's publication practices are viewed, in order to move away from a deficit frame to one that fully celebrates the depth and complexity that women scholars bring to the generation of knowledge.

Rights

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Persistent Identifier

https://archives.pdx.edu/ds/psu/36290

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