Surviving the Transition from Graduate Student to Assistant Professor.
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| Title: | Surviving the Transition from Graduate Student to Assistant Professor. |
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| Language: | English |
| Authors: | Yoder, Janice D. |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1984 |
| Document Type: | Opinion Papers Speeches/Meeting Papers |
| Descriptors: | Affirmative Action, Career Ladders, Change Strategies, College Faculty, Equal Opportunities (Jobs), Females, Graduate Students, Higher Education, Mentors, Psychology, Role Conflict, Role Perception, Sex Discrimination, Social Networks, Vocational Adjustment, Women Faculty |
| Geographic Terms: | U.S.; Missouri |
| Abstract: | Potential pitfalls for women pursuing academic careers in psychology as they make the transition from graduate student to assistant professor are discussed, along with ways to avoid or minimize some of these difficulties. Basic statistics on women's representation in the profession are examined, including two common explanations of the data. Attention is focused on the role changes that accompany the transition from student to faculty member. It is argued that the professional role becomes increasingly incompatible with feminine sex-role expectations. A structural explanation for problems faced by women incorporates ideas about stereotypic sex-roles. The personal explanations center on reasons women themselves are not able to successfully climb the academic ladder. Major difficulties potentially faced by women include role conflicts, lack of support, and discrimination. Potential solutions involve adapting a personal strategy, changing the existing setting, and/or seeking out alternative settings (structural strategies). Barriers that may exist in graduate school include a paucity of female mentors and a lack of support for career development. After acquiring an academic job, problems may arise with affirmative action, networking, and sexual harassment. (SW) |
| Notes: | Paper presented at the Annual Meeting of the American Psychological Association (92nd, Toronto, Canada, August 24-28, 1984). |
| Journal Code: | RIEMAR1985 |
| Entry Date: | 1985 |
| Accession Number: | ED249867 |
| Database: | ERIC |
| Abstract: | Potential pitfalls for women pursuing academic careers in psychology as they make the transition from graduate student to assistant professor are discussed, along with ways to avoid or minimize some of these difficulties. Basic statistics on women's representation in the profession are examined, including two common explanations of the data. Attention is focused on the role changes that accompany the transition from student to faculty member. It is argued that the professional role becomes increasingly incompatible with feminine sex-role expectations. A structural explanation for problems faced by women incorporates ideas about stereotypic sex-roles. The personal explanations center on reasons women themselves are not able to successfully climb the academic ladder. Major difficulties potentially faced by women include role conflicts, lack of support, and discrimination. Potential solutions involve adapting a personal strategy, changing the existing setting, and/or seeking out alternative settings (structural strategies). Barriers that may exist in graduate school include a paucity of female mentors and a lack of support for career development. After acquiring an academic job, problems may arise with affirmative action, networking, and sexual harassment. (SW) |
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