Gender, Rewards and Research in Education

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Abstract
Under the “merit” ideology of academic research, the criteria for academic rewards are quality and quantity of research publications. Do men and women receive equal rewards for equal performance in educational and social research? This question is addressed with a sample of 901 authors of research on education, 14% of whom were women. Gross differences emerge between men and women regarding levels of income. Lesser differences appear in research resources and rank, and no variations occur in departmental prestige. A sample of 390 of their research papers were anonymously rated by a national panel of 39 judges, revealing no difference in the quality of work done by men and women. Women, however, are less productive than men, and consequently less frequently cited. But the criteria of quality and quantity of publications are not related to rewards in the same way for women and men. Quantity counts more heavily for women than for men, although important for both. Hence, performance criteria are selectively applied by gender in ways that affect women detrimentally.