This article examines the progress made at a mid-sized Ontario univeristy in reducing gender differences in faculty participation and experience of participation in univeristy administration, decision-making, teaching, research, and other professional activities. Based on a survey of female and male faculty and the report of a Task Force on the Integration of Female Faculty, a number of recommendations were to be implemented beginning in the 1992-93 academic year. Progress is examined in light of a commitment to integration based on the principles of inclusion, visibility of procedure, equitable treatment, and a climate of support. The article concludes by discussing issues related to participation which have relevance beyond the specifics of this case.
|Journal||Canadian Journal of Higher Education|
|Publication status||Published - 1999|