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The Persistence of Separate and Unequal: Debunking Myths of the Market in Bargaining for Faculty Gender Salary Equity
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Debunking Myths of the Market in Bargaining for Faculty Gender Salary Equity
ABSTRACT
For over a century, feminists have challenged occupational gender segregation as a mechanism to rationalize the devaluing of work assigned to women. The social movement momentum in the second half of the twentieth century helped narrow gender pay gaps both within and across occupations. Recently, apologists for gender discrimination have gained ground in obfuscating the role of gender segregation in reproducing salary inequity, pointing to a black box of “market forces” that presumably account for the devaluing of feminized fields, inside and outside of higher education. In this article, we address the state of available national faculty salary data in higher education, and examine three market-based myths for the persistence of gender salary disparities to assist the important work of bargaining for gender salary equity within and also across academic disciplines. We conclude with recommendations for constructing effective negotiations that advance the mutual interests of labor and management.
Keywords: gender wage gap; faculty salary inequity; occupational gender segregation; internal occupational segregation; bargaining salary equit
The West Reading Room and Faculty Reading Room (corner) of Booth Library
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Library Services Annual Report 2023-2024
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Collaborative Professional Development Featuring Innovative Curriculum Materials
Get PDFHere I synthesize two research investigations (Callahan, 2018, 2019) that comprise a continuing line of inquiry into the potential of innovative curriculum materials and sustained collaboration as a professional development program to help in-service teachers understand and implement a complex model of social studies instruction. This article features an original innovative curriculum material and specifically explores the question: To what degree can a collaborative professional development program featuring innovative curriculum materials help social studies teachers understand and implement a powerful social studies approach? Findings suggest the professional development program and its innovative curriculum materials helped teachers promote substantive pedagogical thinking and facilitate students’ use of historical photographs as evidence to answer a question about the past. Implications include the need to center teachers’ planning sessions around high-quality questions and a potential tendency of teachers to need explicit scaffolding to systematically review students’ work. The synthesis shared here offers new contributions to scholarship that posit effective approaches for professional development to support in-service social studies teachers
Dr. Amie Whittemore
No full textAmie Whittemore (she/her) is the author of the poetry collections Glass Harvest (Autumn House Press), Star-tent: A Triptych (Tolsun Books) and Nest of Matches (Autumn House Press, 2024). She was the 2020-2021 Poet Laureate of Murfreesboro, Tennessee, and an Academy of American Poets Laureate Fellow. She teaches creative writing at Eastern Illinois University. Learn more at amiewhittemore.com.
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