Social and historical perspectives on academic women in the United States are considered. Progress of academic women during the past decade, factors associated with scholarly achievement, and prospects for the 1980s are examined. Women's entry into higher education, first as students and later as faculty members, began quite recently. At about the time that teaching became a realistic career option for women, degree-granting women's colleges were established. Some of these emphasized education to support the traditional homemaker role, while others sought to develop women's intelligence. After women graduated from baccalaureate programs, some chose to enter graduate studies, and the majority of those attaining doctorates entered academic careers. From 1969 to 1980 the percentage of women faculty in colleges and universities increased from 19 percent to 26 percent. Throughout the 1970s the majority of women faculty members served at two-year and four-year colleges, were found more frequently than men at lower academic ranks, and received lower salaries than men. Research findings concerning levels of self-esteem held by professional women and educated homemakers are considered, along with findings regarding sources of personal support that have been associated with becoming academic women, appropriate inclusion of women in expressions of language, and continued efforts to eliminate factors that curtail the development of women's talents and contributions to higher education. A bibliography is appended. (SW)