The Problem of Gender Inequity among University Professors: Implications from a Case Study of Discrimination in a U.S. Philosophy Department

• In Event: Case studies of gender inequality in education

Proposal

Introduction
The gender gap among professors in universities around the world is well documented. Numerous studies demonstrate that women are underrepresented, underrated, and under-rewarded in most academic disciplines, and these conditions have persisted for decades (American Association of University Professors 2019; Blau & Kahn, 2016; Haslanger 2008; Hutchison & Jenkins 2013; Stewart & Valian 2018). Nevertheless, some fields are more gender-imbalanced than others. For instance, women are disproportionately underrepresented in science, technology, engineering, and mathematics (STEM) fields (Kahn & Ginther, 2017).
Although women are generally better represented in arts and humanities disciplines, they are severely underrepresented in one discipline in particular, that is, philosophy (National Science Foundation, 2019). In the United States, for example, women earn about 30% of undergraduate degrees, 25% of master’s degrees and 31% of doctoral degrees awarded in philosophy (Institute of Education Sciences, 2016). Moreover, women occupy only about 25% of tenured faculty positions at the top 50 philosophy doctoral programs in the U.S (The Philosophical Gourmet, 2018; Van Camp, 2018).
Researchers have proposed a number of hypotheses to explain why female underrepresentation in philosophy persists (e.g., Dougherty et al., 2015). Regardless of the cause, this paper contends that the lack of gender parity in academic philosophy has several damaging impacts. It marginalizes non-male voices, devalues their scholarship, affects students who seek female role models and academic mentorship, and creates the conditions for continued gender discrimination (Kings, 2019; Holtzman, 2016; Saul 2013). Hence, closing the gender gap in academic philosophy is necessary for at least three reasons: 1) greater social justice, 2) fairness and inclusion in organizational practices, and 3) the quality of philosophical scholarship itself.
Purpose Statement
This research study is predicated on the notion that a deeper understanding of the circumstances that underpin gender disparity in an academic philosophy department may help identify solutions to the larger problem of gender discrimination and women’s underrepresentation in academia worldwide. Thus, the purpose of this project was twofold: 1) to examine factors that led a philosophy department at a research-intensive university to successfully close the gender gap among their regular full-time faculty members and 2) to create a set of generalizable and transferable recommendations to be used by other organizations, irrelevant of their location, that struggle with similar problems of practice.
Theoretical Framework
This study utilized a conceptual framework derived from the gap analysis model developed by Clark and Estes (2008). Gap analysis is an organizational human performance problem-solving tool. It precisely delineates an organization’s performance goals and then determines gaps between an organization’s current achievement level and its desired achievement level. However, for the purpose of this research, instead of concentrating on performance gaps, this study identified the most important stakeholder assets to help understand organizational goal achievement.
Methodology
This study employed a qualitative case study approach. The analysis focused on the philosophy faculty members’ assets in the areas of knowledge and skill, motivation, and organizational resources. As such, the questions that guided the study were the following: 1) What faculty knowledge, motivation, and organizational factors support achieving and maintaining gender parity among the faculty? 2) What recommendations in the areas of knowledge, motivation, and organizational resources may be appropriate for solving similar problems at other organizations. The study used descriptive data obtained from 10 semi-structured interviews, document analysis, and content analysis to investigate and examine 12 assumptions made about philosophy faculty members’ knowledge and motivation assets, as well as the institutional context, culture, and support structures that might have contributed to reaching gender parity. These assumptions were generated based on personal knowledge and related literature.
Findings
The study validated as assets nine and partially validated two out of 12 a priori influences that span across the knowledge, motivation, and organizational categories. Knowledge findings suggest the need to be aware of historical barriers and current challenges that women face in philosophy departments. For instance, one study participant described the field as “a horror and sewer.” Other participants emphasized the prevalence of sexual harassment, gender bias, and “boys-club climate and behaviors,” including misogynistic hiring practices and a well-documented abuse of power by famous philosophical superstars. Motivation findings reveal the need to recognize an intrinsic value in reaching gender parity. The participants made a distinction between social and epistemic value and stated that diversity makes them “better teachers, researchers, and citizens.” Organization findings stress the importance of effective role models and developing institutional culture that actively addresses historical injustices, promotes inclusivity, and affirms the value of philosophy to everyone.
Additionally, data from the study identified five practices for promoting gender equity. They are divided into two groups: 1) hiring practices, and 2) retaining practices. Promising hiring practices include 1) the use of intentional and diversity-oriented language in job advertisements; 2) a deliberate effort to recruit broadly and advertise inclusivity and diversity, and 3) spousal hiring. Promising retaining practices included 1) a shared commitment to diversity, equity, and inclusion and 2) creating a family friendly environment in which women are not compelled to sacrifice their personal lives for professional success.
Conclusion
Although the status of women in academia has evolved over the past twenty years, many disciplines are resistant to organizational progress and social change. This study sheds light on key factors that can contribute to gender parity among faculty. Additionally, this paper proposes a set of promising and transferable practices that might be used by other organizations, irrelevant of their location, to promote gender equity. Finally, this paper argues that the circumstances underpinning women’s underrepresentation in philosophy are related to the larger problem of practice, that is, gender discrimination. This study also makes the point that the status of the profession depends fundamentally on the status of women. The exclusion of women from practicing philosophy is a marker of a flawed discipline, and the participation of women would strengthen the field by broadening its perspective, encouraging diverse voices, and strengthening the knowledge that it produces.

Author

• Magdalena Bogacz, Air University