Reports from Other Universities on Status of Women & Family Life

  • Princeton: Report of the Task Force on the Status of Women Faculty in the Natural Sciences and Engineering at Princeton (2003)
    Charged with creating a long-term strategy to attract and retain highly talented women faculty in the Natural Sciences and Engineering departments at Princeton, the Task Force on the Status of Women suggests administrative changes in this report.
     
  • Women’s Initiative: Duke University (2003)
     
  • The Status of Women Faculty at MIT (2002)
    An Overview of Reports from the Schools of Architecture and Planning; Engineering; Humanities, Arts, and Social Sciences; and the Sloan School of Management
     
  • Report of the School of Science (2002 update, 1999 report) 
    Following the original report on women faculty in the sciences, the Provost asked the remaining four schools at MIT to conduct a similar study on the status of women faculty in their departments. In addition, the School of Science completed an updated version of their original work.
     
  • University of Michigan: The Institute for Research on Women and Gender project NSF ADVANCE (2002) 
    The Institute for Research on Women and Gender is administering NSF ADVANCE, a five-year grant funded project promoting institutional transformation in science and engineering fields. Planning for the project began following the MIT conference with eight other research institutions. The goals of this program are to improve recruitment and retention of women faculty in science and engineering and to improve the institutional climate for them. The project’s website also has links to several reports on the status of women not included in this listing:http://www.umich.edu/~advproj/schoolreports.html
     
  • Stanford: The Provost’s Advisory Committee on the Status of Women Faculty at Stanford University- Website Project (2002) 
    Following the MIT report, Stanford formed the Provost’s Advisory Committee to work with the Provost to explore ways to foster the goals of gender, racial and ethnic diversity and equal opportunity for its faculty. The Committee created this website as a resource for Stanford and other universities.
     
  • MIT Conference on Women in Science and Engineering (2001) 
    University leaders from nine research institutions gathered at MIT to discuss the findings of the MIT report. All present signed a pledge to work toward gender equity at their respective institutions. The schools represented were: Harvard University, MIT, the California Institute of Technology (Caltech), Princeton University, Stanford University, the University of California at Berkeley, the University of Michigan at Ann Arbor, the University of Pennsylvania and Yale. The initiatives started at these schools are detailed below.
     
  • California Institute of Technology (Caltech): Committee on the Status of Women Faculty Report (2001) pdf
    Motivated by the publication of the MIT report, a Committee on the Status of Women Faculty at Caltech was formed in early 1999. The Committee was charged with assessing gender inequity in the Institute, enumerating problems that affect not only women, but also men. The Committee carried out interviews with the 29 women faculty members at the Institute and found that they are markedly more dissatisfied with Caltech than their male counterparts. They addressed issues like salary and space differentials, endowed chairs, chairpersonships, and family leave policies. Though they could not determine whether there was gender discrimination in salary or space disbursement, the Committee found that women had little or no voice in the management of the school, largely due to a legacy of gender discrimination. The Committee ultimately recommends steps to hire more women faculty, improve mentoring relationships with women junior faculty, and create a more family-friendly atmosphere to assist women faculty with children as they rise through the tenure ranks. One unique suggestion is to commence a fund-raising campaign aimed exclusively to amass funds for the hiring and retention of more women faculty. The Committee suggests that Caltech’s progress be monitored at three-year intervals, preferably by women trustees of the Institute.
     
  • University of Pennsylvania: Gender Equity Committee (2000) pdf
     
  • MIT: A Study on the Status of Women Faculty in Science at MIT (1999) 
    This groundbreaking 1999 study analyzed the status of women faculty in the six departments in the School of Science at MIT. The committee discovered that junior faculty women feel well supported within their departments and most do not believe that gender bias will impact their careers. They also believe that junior women faculty that family-work conflicts may impact their careers differently from those of their male colleagues. In contrast to junior women, many tenured women faculty feel marginalized and excluded from a significant role in their departments. Marginalization increases as women progress through their careers at MIT. Examination of data revealed that marginalization was often accompanied by differences in salary, space, awards, resources, and response to outside offers between men and women faculty with women receiving less despite professional accomplishments equal to those of their male colleagues. The report makes recommendations regarding the hiring, treatment, and retention of women faculty in the sciences.
     
  • Harvard: Report on Women in the Sciences (1991)pdf
    The FAS Standing Committee on the Status of Women calls on the Faculty of Arts and Sciences to make a commitment to the recruitment, retention, and professional development of women graduate students and junior faculty in the sciences, in order to increase the number of women in Harvard science departments.