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Women in Academe:
Two Steps Forward, One Step Back
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VIII. Additional Recommendations for APA and the Field of Psychology
APA has a host of boards, committees, and task forces with missions
that relate to some aspect of academic life. We recommend that this report be
distributed to relevant units of the APA governance structure, with the request
that they identify and undertake activities to address the issues and concerns
raised here. We believe that the people involved in the governance groups have
a wealth of expertise and ideas to bring to the issues and want to enlist them
in efforts to address the concerns documented in this report. In addition we
have some specific recommendations with regard to data gathering, accreditation
issues, and advocacy that APA is uniquely qualified to address.
- Collect information on numbers of part-time as well as full-time
faculty, with master's as well as doctorate degrees.
- To develop a complete picture of faculty income, collect
data on compensation from all sources inside and outside their academic institutions,
not just salary.
- Explore the experience of women seeking postdocs in more
depth.
Encourage the National Center on Educational Statistics to
identify disciplines in their public data sets and to separate psychology
from other social science disciplines.
Conduct more studies of minority women faculty and administrators.
Implement a policy of mandatory masked review for all APA
peer-reviewed publications.
Conduct more research on the employment patterns of psychologists
- that is, how they combine different jobs and functions, for example, teaching
and clinical practice, jobs from two institutions, research and consulting,
and so forth.
Develop more knowledge on what is happening with regard to
gender and tenure decisions for recent and current assistant professors.
Encourage the Committee on Accreditation to strengthen the
evaluation of Domain D of the Guidelines
and Principles of Accreditation of Programs in Psychology and establish
a minimum level of evidence of commitment to diversity that must be met by
programs in psychology.
Broaden the data gathering in the accreditation process to
include a wider definition of equity and examine the site visit process to
see how it may be used to detect and address more subtle equity issues.
Urge public and private funding agencies to develop programs
that award women research assistantships and summer research fellowships.
Support power bases for women and minorities in funding agencies
such as the National Science Foundation, the National Institutes of Health,
and the National Institute of Education.
Work with education groups such as the American Council on
Education and the Association of American Colleges and Universities to promote
equity in higher education generally and to ensure that special issues for
women psychologists in academe (e.g., "credit" for heading a department's
clinic or child study center) are incorporated in their policy recommendations.
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