Gendered Patterns of Resource Deprivation in Higher Education

Cheryl Winsten-Bartlett


This paper illustrates the gender biases that pervade public policy narratives, funding patterns, and practices within higher education in the United States and which accumulate against women faculty, students, and traditionally female disciplines. The status of women in academia with regard to the consequences of policy initiatives, program funding, division of labor, salaries, and costs of research within traditionally female disciplines is addressed. Competing models of resource allocation, rational/political and critical/political are reviewed and applied as they relate to the evidence suggested by recent higher education finance literature. Research that provides evidence for and describes the dominant higher education policy narratives, the effects of stratified resource allocation, stereotyped expectations of responsibilities, and diminished valuation of traditionally female disciplines is reviewed and synthesized to explore the ways in which these systems of devaluation have interacted to create barriers to status attainment for women in higher education as well as in traditionally female professions.


gender; higher education; funding; policy; faculty labour; feminism; Marxism; power structures

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Higher Education Perspectives. ISSN: 1710-1530