A Profile of Art Educators in Higher Education: Male/Female Comparative Data.

Abstract

results were used to effect change is difficult to ascertain. However, one can conjecture a minimal change in attitude when presented with Ladd-Lipset (1975) survey results. The Ladd-Lipset national survey of professoriate indicates that although proportion of in academia has inched upward, as a group occupy very much same status as they did in 1969. This revelation after nearly a decade of ferment that focused on role and status of in academia is appalling, yet, predictable, since roots of sex discrimination in academia are accumulative effects of earlier sex differentiation processes and discrimination. Astin and Bayer (1972) point out that experience differential opportunity for access and admission to undergraduate and graduate schools. As a result, entering teaching careers in colleges and universities have aspirations, expectations, interests, educational backgrounds, and life experiences that differ from those of their male counterparts. In addition, faculty experience other barriers: the academic reward system is biased toward behaviors and activities exhibited more by men than women (Astin and Bayer, 1972, p. 101). The problem is cyclical since reward system was established by men. Higher rewards are given for administrating and for research and publication which men engage in to a greater extent than women, while are found to devote more time than men to teaching, which is a lesser ranked endeavor. In 1969, Carnegie Commission on Higher Education, in cooperation with Office of Research of American Council on Education