Gender roles and faculty lives in rhetoric and composition
By: Theresa Enos.
Publisher: Southern Illinois University Press
Published: 1996
Place of publication: Carbondale
Language: eng
Number of pages: 146
Subjects: English language -- Rhetoric -- Study and teaching -- Social aspects -- United States.; Report writing -- Study and teaching -- Social aspects -- United States.; English language -- Rhetoric -- Study and teaching -- Sex differences.; Women college teachers -- United States -- Social conditions.; English teachers -- United States -- Social conditions.; Sex discrimination in education -- United States.; College teachers -- Tenure -- United States.; Sexism in education -- United States.; Sex role -- United States.
Description: Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data. Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts.

Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized.

Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions.

Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines.
Notes: Includes bibliographical references (p. 139-141) and index.