Barriers to Advancement of Female Faculty in Higher Education: An Examination of Student Evaluations of Teaching, Work-Family Conflict and Perceived Organizational Support

Abstract

The purpose of this study was to examine perceptions of barriers faculty face in higher education and to determine if those barriers disproportionally impact career advancement based on gender. Specifically, the researchers considered student evaluations of teaching (SETs), work-family conflict (WFC), and perceived organizational support (POS). From a survey administered to 197 professionals in higher education, results indicated women are disadvantaged due to these three barriers, especially as it pertains to their students’ impressions and expectations of them. Findings suggest increased POS can garner improvements to combat WFC, and in return mold organizational cultures and practices to be more considerate of potential gender biases that exist.