Sleepless in academia

Abstract The conditions under which women academics work provide the impetus for this article. Current trends in feminist and other writing are moving us away from dwelling on the disadvantages women experience in the academy. Yet the findings from the two Canadian studies reported here suggest that issues around children and career, anxieties about evaluation, and fatigue and stress shape the daily lives of women academics. The women do find ways and means of coping and resisting, ­sometimes collectively, although one of the major responses—working harder and sleeping less—might be considered somewhat short of empowering. We also look at what the prospects are for changes in university policies and practices. Notes * Corresponding author: Department of Sociology and Equity Studies in Education, Ontario ­Institute for Studies in Education of the University of Toronto, 252 Bloor St West, Toronto, ­Ontario M5S 1V6, Canada. Email:sacker@oise.utoronto.ca Nevertheless, there are still recent publications on the topic coming out of other countries such as Australia and New Zealand (Brooks Luke, Citation2001) and the United States (Ropers‐Huilman, Citation2003). Journals examined included British Journal of Sociology of Education, Canadian Journal of Higher Education, Gender and Education, Resources for Feminist Research, Studies in Higher Education and Women's Studies International Forum. See the later section on 'Evaluation'. In 1999–2000, women comprised 12% of professors and 24% of senior lecturers and equivalent researchers in the UK (Times Higher Education Supplement, Citation2003); the closest equivalent in Canada would be full professors, of which women were 16% in 2001 (AUCC, Citation2002, p.21). It is difficult to compare countries because of different definitions of rank and different conventions in collecting statistics. Even within a country, statistics from different sources are not always consistent. We decided not to identify in the text which study each person participated in, as it would be tedious to have such repeated references. For those interested in sorting out which statements come from which project, here are the pseudonyms in the article grouped by project. Making a difference: Alicia, Bella, Beth, Georgina, Grace, Helen, Iris, Kaila, Kay, Lisa, Lucille, Mary, Moira, Nicole, Norene, Olivette, Rose, Ruth, Solange, Susan, Tamara, Terri, Wendy; Women academics blending private and public lives: Audrey, Brigid, Carol, Cynthia, Irene, Janice, Madeleine, Megan, Natalie, Paula, Rachel, Vanessa, Vivian. Typically the candidate submits all published work, a cv, a narrative of accomplishments and a teaching dossier (a record of student course evaluations, course outlines, teaching philosophy, etc.) Appraisals by internal and external reviewers of the scholarship as well as letters from former students are sought. A tenure committee evaluates the evidence and makes a recommendation to higher levels of management. Additional informationNotes on contributorsSandra Acker Footnote* * Corresponding author: Department of Sociology and Equity Studies in Education, Ontario ­Institute for Studies in Education of the University of Toronto, 252 Bloor St West, Toronto, ­Ontario M5S 1V6, Canada. Email:sacker@oise.utoronto.ca