Women's Perceptions of Explicit and Implicit Criteria for Promotion to Full Professor
How can colleges and universities increase the number of women full professors? Criteria and expectations for promotion need more scholarly scrutiny. Through a game-based study, women associate professors from arts, humanities, social science, and STEM fields at a public urban research-1 university categorized different aspects of promotion criteria as either implicit or explicit and reflected on these categories in discussions and feedback forms. Making criteria more explicit was not always preferred, especially if they became more restrictive or institutionalized gendered service burdens, but participants advocated making expectations clearer and more inclusive in areas of common concern: timelines, dossiers, and service.
Document Type: Research Article
Publication date: January 1, 2021
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- The Journal of Faculty Development, founded in 1983, is an independent, peer-reviewed journal. Issued three times per year, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions.
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