tion between senior women faculty and administration and developing strategies for mutual rather than hierarchical use of power.99

Integrating Work into One’s Whole Life

It is important that university leadership recognize that both men and women have interests and obligations outside work. Those may include spending time with family, performing community service, seeking educational opportunities, and engaging in leisure and hobby activities. Employers for Work-Life Balance, a UK-based public interest organization that works to implement and improve sustainable work-personal life strategies, defines the goal as “having a measure of control over when, where and how you work, leading to being able to enjoy an optimal quality of life.”100 A 2003 survey found that, when considering employers, graduates preferred flexibility to pay.101 Although flexibility is an important component of such control, it is not sufficient, as the Deloitte and Touche example shows. Without more fundamental institutional transformation, such practices as flexible work arrangements, family leave policies, and education and training opportunities, however important, will not be sufficient for gender equity.

Maintaining the ability to combine productive work with outside interests and responsibilities is an issue for everyone, not just for parents. Nonetheless, because family care is so basic a responsibility and women are still the primary caretakers, it remains a key issue for women in academe.102 The American Association of University Professors (AAUP) recommends that all institutions go beyond federal entitlements by offering paid disability leave for pregnancy regardless of what other leave policies universities have.103 AAUP further recommends going beyond the provision of the Family and Medical Leave Act by extending provisions of leave for care of same-sex and domestic partners and for family members other than children and spouses and by providing some form of paid family care leave.

99

APA (2000), ibid.

100

Employers and Work-Life Balance. http://www.employersforwork-lifebalance.org.uk/.

101

UK Graduate Careers survey (2003). Cited in Employers for Work-Life Balance, http://www.employersforwork-lifebalance.org.uk/media/faqs_a1.htm#Q3.

102

R Drago and C Colbeck (2003). Final Report from the Mapping Project: Exploring the Terrain of U.S. Colleges and Universities for Faculty and Families, http://lsir.la.psu.edu/workfam/mappingproject.htm; M Mason and M Goulden (2002). Do babies matter? The effect of family formation on the lifelong careers of academic men and women. Academe 88(6).

103

American Association of University Professors (2001). Statement on Principles of Family Responsibilities and Work, http://www.aaup.org/statements/REPORTS/re01fam.htm.



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