Women Writing (in) t he Academy. “The best writing emerges from . . . writing.” --Tom Fields-Meyer http://6thfloor.blogs.nytimes.com/2013/09/04/letter-to-a-young-writer-get-lost/?_r=2&. Let’s begin with your experience a s writers. Please complete the brief survey.
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“The best writing emerges from . . . writing.”
Let’s begin with your experience
Please complete the brief survey.
Why does writing matter
for academic women?
Some facts. . .
College Enrollment for 2012
High School Graduates
Women 71.3 %
Men 61.3 %
Bureau of Labor Statistics http://www.bls.gov/news.release/hsgec.nr0.htm
Increase in College Degrees Earned by Women
(1999-2000 to 2009-2010)
Associate from 60 to 62%
Bachelors from 57 to 58%
Masters from 58 to 60%
Doctoratefrom 45 to 52%
Within each racial/ethnic group, women
earned the majority of degrees at all levels in 2009–10
National Bureau for Education Statistics http://nces.ed.gov/fastfacts/display.asp?id=72
Where Faculty Women Work
Tenure Status of Faculty, 2011–12
AAUP Annual Report on the Economic Status of the Profession, 2011-12.
Distribution of Faculty by Rank, 2011-12
AAUPAnnual Report on the Economic Status of the Profession, 2011-12.
Women as Academic Authors, 1665-2010
It’s not all your fault.
Women PhDs are less likely than men to choose
Tenure-earning years coincide with childbearing years
Women faculty spend more time on teaching and
servicethan male faculty
In some disciplines, women have fewer positive
role models and mentors.
What is in your control?
*Image courtesy of Charlotte Hogg
Writing Daily: A 12-Step Program
Kerry Rockquemore, “Jumpstart Your Productivity”
1. Admit you need support
(most people do).
2. Ask yourself: What do I need
to get my writing done?
Kinds of Writing Groups
Traditional Writing Groups
Writing Accountability Groups
Online Writing Groups
Coaches and Nags
Kerry Rockquemore, “Shut Up and Write”
Why Writing Groups Work
“While writing group does not give me more hours in the day, or make my kids' lunches, or grade my students' exams, it has given me a weekly time set aside to discuss ideas, and a cohort to whom I am accountable.” –Claire Curtis
Concerns shared by writing group for
new women faculty:
1. Difficulties of being new faculty
2. Pressure to obtain tenure
3. Difficulty of balancing teaching, research, service
4. Lack of time to write, to think, to conceptualize
5. Difficulty of writing for publication
6. Challenge of balancing family and career
7. Need to overcome isolation of academic individualism
8. Need for reassurance that their experiences
were not abnormal
In “A Writing Group for Female Assistant Professors,” the authors studied 57 women faculty in medicine who participated in structured writing groups and found an “increase in publishing rate from 1.5 papers per year . . . to 4.5 per year.”
“The results also suggest that this program
works across the board for junior female faculty, regardless of race or family status.”
Writing Group Guidelines
(for traditional writing groups)
“A successful writing group is not a stage for proving how smart you are.”--Claire Curtis
What’s in a writing group contract?
Agree on how much time to commit to the group.
Decide how often you’ll meet.
Decide how you’ll share writing
Decide how you’ll respond to writing
Decide how you’ll structure meetings—or decide to
try different structures before deciding.
What kind of writing group do you need?