When posed the statement “my research is valued by faculty in my department,” women of color (69.7 percent) were less likely to agree than white men (79.3 percent) and Asian men (83.3 percent). To the statement “I have to work harder to be perceived as a legitimate scholar,” women of color (79.1 percent) were more likely to agree than white women (66.6 percent), white men (52.4 percent), and men of color (60.1 percent). Regarding satisfaction with compensation and work (a measure that includes salary, benefits, work load, and teaching load), women of color reported the lowest satisfaction of people in all groups at the full professor level and lowest (together with men of color) at the associate professor level, and were in the middle of the pack at the assistant professor and lecturer levels.
Figure 4. Mean Faculty Satisfaction with Compensation and Work.
Source: HERI Faculty Survey. Presented by S. Hurtado at the Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia Conference, June 2012, Washington, D.C.
Faculty in STEM fields
STEM fields exhibit significant gender differences as well. Women of color share many experiences with all other women; however, women of color report lower work satisfaction, less respect, and some discrimination. Hurtado suggested that possible solutions include salary equity studies, professional development support, and departmental support for advancement.
The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
1 Statistics on the Career Pathways of Women of Color Faculty in Academia ."
Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia: Summary of a Conference . Washington, DC: The National Academies Press,
Please select a format:
As of 2013, the National Science Education Standards have been replaced by the Next Generation Science Standards (NGSS), available as a print book, free PDF download, and online with our OpenBook platform.
The NGSS offer a detailed description of the key scientific ideas and practices that all students should learn by the time they graduate from high school. The standards are based largely on the 2011 National Research Council report A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.