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ERIC Number: EJ847417
Record Type: Journal
Publication Date: 2009-Jun-12
Pages: 1
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0009-5982
Women as Authors: Get Aggressive
Bauerle, Ellen
Chronicle of Higher Education, v55 n39 pB24 Jun 2009
A recent report from the Modern Language Association, "Standing Still: The Associate Professor Survey," unfortunately passed over an important aspect of women's rise through the professorial ranks: how they move through the process of monograph publication, especially in comparison with male colleagues. As an acquiring editor in the scholarly and professional publishing world for nearly two decades, the author has seen several patterns involving women that tend to delay, more often than for men, securing a first or second book contract--and subsequent tenure and promotion. Women are often stereotyped as more group-oriented, more sensitive to the needs of others. However, while the author works in academic fields that have roughly equal numbers of women and men, on average it is more frequently the senior male scholars who introduce their students and colleagues to her. Those introductions are often the start of fruitful long-term relationships: Some contacts become authors, but just as important, others become referees, series editors, or disciplinary experts. They also have somewhat improved odds of being published, in that closer contact with presses means they will be likelier to know about new publishing opportunities (like new subject areas or series) or closed opportunities (discontinued series, departing editors) no longer worth chasing. Leveling the playing field for men and women will, as numerous studies and reports have shown, take people into a whole other set of issues: family concerns, the demands on women to fill so many academic and nonacademic roles, and so on. But at least people can start by helping women navigate the publishing process a little better, and getting better information to help them do so. In this article, the author advises women, as authors, to get aggressive.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A