Women are "starkly underrepresented" as researchers worldwide ("The World's Women 2010," 68). In Canada, for example, men hold over three-quarters of full professorships and top research positions. Dozens of interconnected factors restrain women's research careers. These include "upstream" factors, such as gender, racialization, and class; social factors, such as unfair divisions of labour in universities and at home; academic culture, which demonstrably does not give women their due; and political factors, such as a techno-scientific imbalance in the allocation of research funding and a glaring shortage of women in national parliaments. Academic women's life-writing is a valuable source of research on how women experience university careers. Standpoint theorists ask that research be rooted in the experiences and perspectives of the non-dominant or marginalized in order to counter the widespread reality that "one of the ways in which power structures manifest [their power] is in research and knowledge generation" (Burke and Eichler, 43). Canadian academic women's life-writing compellingly depicts and evaluates academic culture, and it offers strategies for survival and systemic change. Closing "accommodation" gaps by implementing family-friendly policies, appointing more women as senior administrators and chairs of selection committees, addressing childcare needs, and synchronizing the K-12 school day with the paid work day is called for as well as fixing "knowledge" gaps by developing holistic methodologies, distributing research funds more equitably, and creating gender parity in politics. (Contains 2 figures and 10 footnotes.)