Gendered and Raced Employment Disparities in Senior-Level Position Attainment in the Academic Workforce

Room G39, School of Education (R19)
Research, Social Sciences, Students
Wednesday 16th October 2013 (17:40-19:00)
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With guest speaker Jerlando Jackson,  Professor of Higher Education from the University of Wisconsin, Madison.

Professor Jerlando JacksonIn this seminar, Jerlando presented the results of two studies that investigate the role of gender and race/ethnicity in senior-level position attainment for teaching faculty and academic leaders in the academic workforce. Guided in part by the glass ceiling concept, employment models were specified consisting of social capital, human capital, work-life balance, motivation, and institutional policy variables to examine gender and race/ethnicity disparities. More specifically, these studies investigate to what extent male/female and minor/non-minority employees differ on these indicators. Results from these studies highlight disparities by gender and race/ethnicity regarding workplace experience and job satisfaction.




Jerlando F. L. Jackson is the Vilas Distinguished Professor of Higher Education at the University of Wisconsin-Madison. He also serves as the Coordinator for the Higher, Postsecondary, and Continuing Education Program and as a Faculty Affiliate for Wisconsin Center for the Advancement of Postsecondary Education. In addition, he founded and serves as Director and Chief Research Scientist of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB). The Wei LAB is an externally funded multi-million dollar research unit. The mission of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB) is to design, conduct, and disseminate research that informs policymakers, practitioners, and concerned citizens on how to best promote equitable and inclusive learning and work environments in education in general, and higher education in particular. Dr. Jackson’s central research interest has been to explore workforce diversity and workplace discrimination in higher education. More recently, he has focused on interventions designed to broaden participation for underrepresented groups in the scientific workforce. He is credited with over 100 publications, 175 presentations, and has published the following books- Introduction to American Higher Education for Routledge (2010), Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education for Jossey Bass (2009); Strengthening the African American Educational Pipeline: Informing Research, Policy, and Practice for SUNY-Albany Press (2007); and Toward Administrative Reawakening: Creating and Maintaining Safe College Campuses for Stylus Publishing (2007).