Two arguments on the impact of sex and setting in part-time faculty are offered: (1) that men and women come to part-time teaching by somewhat different routes, but once they arrive in a specific setting and encounter similar work and work conditions, the impact of sex is muted; and (2) that there are two important aspects related to work settings (there are patterned differences between those teaching in other unionized settings and those in the Faculty of Education and these differences make the part-time experience a largely positive one in the setting of the Faculty of Education). Research conducted during 1983-1986 included a mail questionnaire survey of 608 members of Unit 2 of the Canadian Union of Educational Workers. Questions were categorized as follows: social characteristics, academic career history, willingness or reluctance to teach part-time, scholarly and disciplinary activities, work setting experiences, perceived impact of gender on academic career decisions/career opportunities, and job satisfaction. Findings indicate that, for many reasons, elite women experience more career delays and interruptions than men. A significantly higher proportion of women than men believe gender affects their career decisions and opportunities. Gender influences who chooses or is assigned to part-time teaching. Extensive use of part-time faulty is requiring institutions to refine their policies, which should take into account the diversity of the population subsumed under the rubric of part-time faculty and create bridges to full-time positions for those who qualify. Tables are included. Contains 26 references. (SM)