Re:Gender works to end gender inequity and discrimination against girls and women by exposing root causes and advancing research-informed action. Working with multiple sectors and disciplines, we are shaping a world that demands fairness across difference.
The article “Gender and College Recruiting,” which was first published in the April 2011 issue of the NACE Journal, reports that the average starting salary for a Class of 2010 new female college graduate with a bachelor’s degree was $36,451: 17 percent less than the $44,159 her male counterpart averaged. The article finds that the discrepancy cannot simply be explained as the result of males choosing majors that lead to higher-paying jobs because even when salary is adjusted by major, men come out ahead in most cases. Engineering is the notable exception.
From the press release:
Female new college graduates earn less than their male counterparts, according to a report issued by the National Association of Colleges and Employers (NACE).
In “Gender and College Recruiting,” appearing in the April 2011 issue of the NACE Journal, Ed Koc, NACE director of research, reports that the average starting salary to a Class of 2010 new female college graduate at the bachelor’s degree level was $36,451—17 percent less than the $44,159 her male counterpart averaged.
Interestingly, being a rarity isn’t a guarantee of a higher salary. In fact, women earning degrees in computer science are also scarce—accounting for approximately 18 percent of the degrees conferred—but averaged $52,531, while men earned $56,227.
In addition, the data indicate a relationship between lower pay and fields that are predominantly female; even when they dominate a field, women tend to earn less than men holding the same degree. In education, for example, where they account for nearly 80 percent of graduates, women averaged $29,092, while men averaged $39,849.
Republic: A dual degree program between the University of Notre Dame and St. Mary's College has increased the percentage of women in the College of Engineering from 22 percent to 30 percent. In addition to more targeted recruitment, the program is helping to increase the national average of women in engineering which currently hovers around 18 percent.
"After Title IX was passed in 1972, women made monumental strides in higher-level education and now account for 50 percent or more of students in every field of study — as long as engineering is not included on that list.
The national average of women majoring in engineering is a meager 18 percent, said Cathy Pieronek, the assistant dean of academic affairs in engineering at the University of Notre Dame. When Pieronek and other officials at Notre Dame's College of Engineering realized the extent of the gender gap in 2002, they took steps to improve the situation.
In the past eight years, Notre Dame increased the percentage of women in the College of Engineering from 22 percent to 30 percent in this year's freshman class. Pieronek said this number is especially impressive when compared to the national average and percentages at other universities.
Pieronek said, however, the College of Engineering at Notre Dame is graduating more women thanks in large part to a dual program with neighboring Saint Mary's College. The program, which was formalized in 2005 but existed since the early 1970s, allows a Saint Mary's student to take pre-engineering classes starting her sophomore year at the college, while concurrently earning a degree in mathematics or one of the sciences. At the end of her four years, she graduates from Saint Mary's with a bachelor's degree in her selected major and then enrolls at Notre Dame for a fifth year in the College of Engineering."
On April 20, 2010, the Department of Education issued a new policy document revoking the harmful 2005 Additional Clarification that weakened schools’ obligations under Title IX to provide women and girls with equal athletic opportunities.
What is research and what role does it play in effecting social change? What does it mean to be a professor and researcher, particularly as a woman of color? Why should women get involved in research as undergraduates and graduate students?
Our Spring Women's Research Forum will explore opportunities and challenges facing researchers when addressing social issues. Professors Billie Gastic and Charleen Brantley and graduate student Susan Choy will discuss various ways that students can make a difference through research. Refreshments will be served and all are welcome.
Submitted by afiorino on Mon, 02/08/2010 - 11:53am
The third study conducted by the NCAA to measure career aspirations and perceptions of careers in intercollegiate athletics among females. It also seeks to provide NCAA policymakers, conference offices and member institutions with detailed information on the perceptions and concerns of female student-athletes, coaches, administrators and officials regarding careers for females in intercollegiate athletics.
Based on the partnering status of full-time tenured and tenure-track faculty in thirteen top U.S. research universities, Dual-Career Academic Couples explores the impact of dual-career partnering on hiring, retention, professional attitudes, and work culture in the U.S. university sector. It also makes recommendations for improving the way universities work with dual-career candidates and strengthen overall communication with their faculty on hiring and retention issues.
The relatively low proportion of women in academic science and engineering (S&E) has been the topic of numerous recent books, reports, and workshops. Data for 2006 show that women continue to constitute a much lower percentage of S&E full professors than their share of S&E doctorates awarded in that year. Even in psychology, a field heavily dominated by women, women were less than half of all full professors, even though they earned well more than half of doctorates in 2006.
There are more medical women today in academia as students, residents and faculty than ever before. However, a certain silence continues to dismiss the challenges they face in balancing career demands, family life, gender biases and harassment. This same silence continues to perpetuate a culture that is inhospitable to the retention of women in academic medicine.
HERS (Higher Education Resource Services) is an educational non-profit providing leadership and management development for women in higher education administration. Since 1972 HERS has served the higher education community, preparing more than 4300 women faculty and administrators for leadership roles. Today HERS Alumnae are active on over 1200 campuses across the USA, South Africa, Botswana, India, Nigeria, Saudi Arabia, Micronesia, and Caribbean region. The campuses served include public and private institutions in all Carnegie categories. Currently, over 500 HERS alumnae now serve in senior level positions.
Each of the three Institutes—HERS Bryn Mawr, HERS Denver and HERS Wellesley—deliberately seeks a diverse group of approximately 70 women leaders to share and learn from their multiple perspectives under the guidance of women faculty from higher education, national organizations, government and foundations. The participants are sponsored by a range of institutional types from different regions of the country. HERS Institute participants generally hold mid- to senior-level positions and bring expertise from many academic disciplines and organizational specialties. They also represent a range of ethnic and national groups, ages and years of experience in higher education and other related fields.
TheHERS South Africa Program, funded by the Andrew W. Mellon Foundation, began in 2000. Over the course of the first four years, 73 women travelled from South Africa to Wellesley College to participate in carefully tailored training opportunities and to observe administrative practice at U.S. colleges and universities. Participants were paired with women leaders at host institutions including Bryn Mawr College, Mount Holyoke College, Smith College, Amherst College, Bridgewater State College, and the University of Massachusetts at Amherst. Curriculum focused on strategic planning, change leadership, human resource development and institutional effectiveness.
HERS is a national leadership development program for women in higher education administration. The office sponsors professional development activities designed to improve the professional capacities and status of women in higher education. The Summer Institute for Women in Higher Education Administration co-sponsored by HERS and Bryn Mawr College was first held in 1976. Since then over two-thousand women administrators from the United States Canada, South Africa, Saudi Arabia, Nigeria, the Virgin Islands, Guam, Bermuda, Sweden, Wales, Iran, Singapore, and the Netherlands have attended. The HERS Management Institute at Wellesley College was first held in 1978 and there are over one-thousand alumnae. The HERS office has been located at the University of Denver since 1982 and in 2004 moved into the Merle Catherine Chambers Center for the Advancement of Women.