Gender Inequality and Time Allocations Among Academic Faculty
基于1999年美国高校教师调查数据，发现女教师比男教师更偏好教学、实际教学时间更多、研究时间更少，且时间分配与偏好之间的差距更大，揭示了学术就业中性别不平等的产生与维持机制。
This article focuses on faculty members’ allocation of time to teaching and research, conceptualizing these—and the mismatch between preferred and actual time allocations—as examples of gender inequality in academic employment. Utilizing data from the 1999 National Study of Postsecondary Faculty, I find that (1) women faculty members prefer to spend a greater percentage of their time on teaching, while men prefer to spend more time on research, although these preferences are themselves constrained; (2) women faculty members spend a greater percentage of their workweek on teaching and a smaller percentage on research than men, gaps that cannot be explained by preferences or educational and institutional attributes; and (3) women faculty members have larger time allocation mismatches than men—that is, their actual time allocations to both teaching and research diverge more from their preferred time allocations than those of men. These findings shed light on how gender inequality is both produced and maintained in this aspect of academic employment and have implications for job satisfaction, productivity, and the recruitment and retention of current and future faculty members, especially women.