ERIC Number: ED302463
Record Type: RIE
Publication Date: 1988-Jun-25
Reference Count: N/A
Working Class Women as Teachers.
Tokarczyk, Michelle M.
While numerous surveys have shown that women academics are being hired in increasing numbers, white women from working class backgrounds are disadvantaged in obtaining tenure track university positions, because they have degrees from less prestigious universities, and their backgrounds have not prepared them for the publish or perish atmosphere of academia. The socialization of working class women encourages their nurturing instinct, and this instinct promotes: (1) accepting heavy advising schedules; (2) involvement in university services and professional issues; (3) becoming attuned to female undergraduate needs; and (4) becoming role models. These women often accept heavier teaching loads as graduate students because of the extra income it provides and their own values toward teaching. These activities can fill up the time needed to do research and prepare articles for publication which plays an important role in the academic position review and the tenure review process. As a result, working class women remain relegated to instructorships and adjunct faculty positions. As feminists, the women bring a different perspective into the classroom because of their own sensitivity as outsiders. Some solutions to this problem of social class discrimination include sharpening awareness of women's diverse backgrounds, breaking down academic hierarchies, phasing out temporary positions, and replacing them with permanent appointments. (DJC)
Descriptors: Colleges, Equal Opportunities (Jobs), Females, Graduate Students, Higher Education, Nontenured Faculty, Personal Narratives, Publish or Perish Issue, Social Discrimination, Social Influences, Teacher Student Relationship, Universities, Whites, Womens Studies, Working Class
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A