The connection between faculty sex composition and job satisfaction among women academics in selected institutions of higher education in Pennsylvania was examined. Responses to a mailed questionnaire were received from 1,089 respondents, including 214 women. Biographical data and demographic information were collected, and job satisfaction was measured by a 45-item, Likert-type inventory that reflects dimensions of the work environment of higher education (economic, teaching, administrative, associational, recognition-support, and convenience facets). Women who taught in institutions with relatively high proportions of women on the faculty tended to be significantly more satisfied than those who taught in highly male-dominated institutions, on some but not all dimensions of job satisfaction. Of the six dimensions of job satisfaction, those reflecting the economic, administrative, and convenience dimensions were most affected by sex composition. The positive effects of increased proportions of women faculty are likely to be more pronounced among humanities, social and behavioral science, social service, and mathematics and physical science faculty; and among these groups the economic dimension is often the most significantly affected dimension of job satisfaction. Implications for a support network theory of job satisfaction among women faculty are considered. A bibliography is appended. (SW)