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This volume discusses why faculty and administrators of academe should care about implementing family-friendly policies and practices, as well as how they can advocate for policy changes. In section one, the book's focus is on empirical studies that demonstrate the need for innovative programs and policies for faculty at colleges and universities. These pieces explore issues such as the value of work/life programs for employee retention, the need for a variety of family support policies including elder care, and the influence of workplace culture on the use of existing policies. Section two includes case studies of the process of formulating family-friendly policies and their adoption at a variety of universities. The subjects of these chapters include use of the Family and Medical Leave Act, the enactment of a parental leave policy, the development of a unique \"life cycle professorship program,\" and strategies used to implement new policies. The case study chapters provide descriptions of the identification of faculty and staff needs and the process of policy development as well as advice to faculty and administrators who seek to develop similar policies at their institutions.

For the past two decades, colleges and universities have focused significant attention on helping female faculty balance work and family by implementing a series of family-friendly policies. Although most policies were targeted at men and women alike, women were intended as the primary targets and recipients. This groundbreaking book makes clear that including faculty fathers in institutional efforts is necessary for campuses to attain gender equity. Based on interviews with seventy faculty fathers at four research universities around the United States, this book explores the challenges faculty fathers--from assistant professors to endowed chairs--face in finding a work/life balance. Margaret W. Sallee shows how universities frequently punish men who want to be involved fathers and suggests that cultural change is necessary--not only to help men who wish to take a greater role with their children, but also to help women and spouses who are expected to do the same. (An Index is included.)

What does it really take to get a job in academia? Do you want to go to graduate school? Then you're in good company: nearly 80, 000 students will begin pursuing a PhD this year alone. But while almost all new PhD students say they want to work in academia, most are destined for something else. The hard truth is that half will quit or fail to get their degree, and most graduates will never find a full-time academic job. In Good Work If You Can Get It, Jason Brennan combines personal experience with the latest higher education research to help you understand what graduate school and the academy are really like. This candid, pull-no-punches book answers questions big and small, including • Should I go to graduate school—and what will I do once I get there? • How much does a PhD cost—and should I pay for one? • What does it take to succeed in graduate school? • What kinds of jobs are there after grad school—and who gets them? • What happens to the people who never get full-time professorships? • What does it take to be productive, to publish continually at a high level? • What does it take to teach many classes at once? • How does \"publish or perish\" work? • How much do professors get paid? • What do search committees look for, and what turns them off? • How do I know which journals and book publishers matter? • How do I balance work and life? This realistic, data-driven look at university teaching and research will help make your graduate and postgraduate experience a success. Good Work If You Can Get It is the guidebook that anyone considering graduate school, already in grad school, starting as a new professor, or advising graduate students needs. Read it, and you will come away ready to hit the ground running.

CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or \"hostile\" work environments and experiences? How do these vary by women's race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals-independently and collectively-take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the \"chilly climate\" to the \"old boys' club,\" women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.This book is a \"tool kit\" for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors' research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allo

This paper explores the interface between work and family at different types of institutions from the perspective of women faculty who are on the tenure track and who are mothers of young children. Such a perspective provides insight into institutional variation on academic life in general, and for new faculty as mothers in particular. A macro view of the findings points to two major concerns: time (and lack thereof) and its impact on the \"ideal worker\" norms that shape what it means to be a good mother and good professor at different institutional types; and, the idea of \"choice\" as an illusion. (HRK / Abstract übernommen).

Research from higher education and cultural studies that has examined the Black college student experience at predominantly White institutions (PWIs) is presented to assist counselors in understanding how Black college students' relationships with faculty, family, friends from home, and peers in Black student organizations can become assets or liabilities to their academic achievement and persistence. Implications are provided for assisting counselors in preparing Black students for, and supporting them while attending, PWIs.

As a legal aid union president in New Haven, laboring within shouting distance of a different large research university, I recall how our membership rolled our eyes when Professors Greiner, Pattanayak, and Hennesy of Harvard published their study providing evidence, through a randomized control trial, that law clinic housing work made no difference for clients. 1 Representing, as I was, “lawyers, secretaries, and paralegals who have dedicated their careers to serving poor clients in crisis,” 2 the authors’ conclusion generated first shock, then denial, and then an anxious realization that somebody’s job was to research and disseminate such conclusions. In a 2013 United States where there was one legal aid lawyer for every 8,893 people who qualified, 3 where federal Legal Services Corporation funding had dropped 40% over ten years in real dollars, 4 and in an America that spends as much on Halloween costumes for its pets as it does legal aid for the poor, 5 the inquiry felt like a pile-on. It made no more sense to us than asking if a teacher is “good for students,” a nurse “good for the sick,” or a chef “good for the hungry.” 6

Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have increased dramatically over the past several decades, significant disparities remain in college readiness and enrollment. The authors emphasize the need for researchers and policy makers to be explicit about precisely which sets of knowledge and skills shape college access and performance and about how best to measure those skills. They identify four essential sets of skills: content knowledge and basic skills; core academic skills; non-cognitive, or behavioral, skills; and \"college knowledge,\" the ability to effectively search for and apply to college. High schools, they say, must stress all four. The authors also examine different ways of assessing college readiness. The three most commonly recognized indicators used by colleges, they say, are coursework required for college admission, achievement test scores, and grade point averages. Student performance on all of these indicators of readiness reveals significant racial and ethnic disparities. To turn college aspirations into college attainment, high schools and teachers need clear indicators of college readiness and clear performance standards for those indicators. These standards, say the authors, must be set at the performance level necessary for high school students to have a high probability of gaining access to four-year colleges. The standards must allow schools and districts to assess where their students currently stand and to measure their progress. The standards must also give clear guidance about what students need to do to improve. College readiness indicators can be developed based on existing data and testing systems. But districts and states will require new data systems that provide information on the college outcomes of their graduates and link their performance during high school with their college outcomes.

Although suicide-related outcomes among Asian American adolescents are a serious public health problem in the United States, research in this area has been relatively sparse. To address this gap in the empirical literature, this study examined subgroups of Asian American adolescents for whom family, school, and peer relationships exerted differential effects on suicide attempts. Data were drawn from Waves 1 and 2 of the National Longitudinal Study of Adolescent Health dataset and included responses from a national sample of 959 Asian American adolescents (48.0% girls; average age at Wave 2 = 16.43). A latent class regression was used to assess the optimal number of latent classes (i.e., subgroups of participants) that explained the associations between family, school, and peer relationships and subsequent suicide attempts. Three latent classes were identified. Most participants belonged to a latent class in which family, school, and peer relationships were protective factors. However, stronger school relationships and peer relationships were found to be risk factors in two other latent classes. The three latent classes also differed significantly in terms of suicide attempts, gender, and acculturation. The practical implications of this study, particularly for educators and mental health professionals, are discussed.

This study explores the preparation of future teachers and administrators to conduct school, family, and community partnerships. Based on a sample of 161 schools, colleges, and departments of education (SCDE) in the United States, the survey examined not only the courses and content presently offered to prospective educators, but also leaders' perspectives and projections for the future. The results extend previous studies by identifying structural, organizational, and attitudinal factors associated with differences in SCDEs' coverage of partnership topics, preparedness of graduates to conduct family and community involvement activities, and prospects for change. Specifically, SCDE leaders' beliefs that partnership skills were important, required by accreditation organizations, and preferred by school districts hiring new teachers and administrators were significantly associated with more content covered on partnerships, better preparation of graduates, and future plans to require courses on partnerships for undergraduate and graduate students. SCDE leaders pointed to factors that may limit program change including faculty attitudes, university procedures, and state restrictions on additions to graduation requirements. The data suggest that SCDE leaders must be active change agents and team builders to guide their institutions to prepare future educators to conduct effective family and community involvement programs and practices.