Abstract
This article reviews demographic, economic, and cultural forces shaping the status of women in United States higher education and projects implications for the year 2000. Drawing on labor economics, feminist scholarship, and institutional evidence, the discussion maps persistent wage differential, rank segregation, and the masculine work model that constrain academic advancement. It analyzes expanding student enrollments, impending faculty retirements, and evolving faculty development programs as opportunities to increase gender diversity, elevate women to administrative decision making, and improve salary equity. Attention is given to mentoring, flexible career paths, inclusive research methodologies, and financial support for graduate study as strategic levers for change. The article concludes with six practical recommendations that encourage institutions to foster equitable compensation, promote inclusive leadership, and integrate feminist epistemology into research and pedagogy.
Recommended Citation
Fallon, Janet L.
(1991)
"Planning For the Year 2000: Women in Academe,"
Association for Communication Administration Bulletin: Vol. 76, Article 4.
Available at:
https://stars.library.ucf.edu/aca/vol76/iss1/4
