ABSTRACT
How has increased policy attention and support for women in universities affected their sense of inclusion in the academy and their access to its rewards? What is the experience of women faculty, now that at least some administrators and policymakers have noted the importance of role models for women students, the research on chilly climates, the increased numbers of women graduate and professional school students, and the spread of feminist scholarship and women’s studies? The research reported here is based on indepth interviews with 27 women in Canadian faculties of education. The introductory section raises relevant issues and describes the policy context. After a brief description of the research project from which the data are derived, the main body of this chapter illustrates a phenomenon we call ‘doing good and feeling bad’ with the words of the participants in the study. The subsequent discussion looks at explanations for the findings, while the conclusion points to some additional questions generated by this study.
