Month: May 2022

Keeping Our Foot on the Equity Gas Pedal

A post from the FAUW Lecturers Committee and FAUW Equity Committee.

The University of Waterloo made an important commitment to make progress towards gender equity by joining the HeForShe initiative in 2014 and meeting its faculty HeForShe commitments in 2018. Of particular note for this blog post is the goal of 30% female faculty representation. Efforts towards gender parity, particularly in faculty positions, need to be long-term and sustained to ensure that equity considerations in the hiring process, promotion process, and general work culture become and persist as the norm. What is more, equity needs to occur at the micro level (i.e., faculties and departments) in addition to the macro level (i.e., university-wide). When looking at gender parity in our faculty members since 2009, university-wide, the impact of the HeForShe campaign and other equity initiatives is clear. Faculty-wide female representation has increased steadily from 25% in 2009 to almost 31% in 2021. While this is indeed progress, there are some areas for improvement. In this post, we would like to track UW’s gender parity, but it is important to note that the data we draw from is limited in that it retains cis-gender binary distinctions. 

Looking at specific faculty roles, it is clear there is a need for sustained long-term equity efforts. First, female representation at the full professor level is much lower compared to other faculty roles. While there was a fairly steady rate of female representation at the associate professor level (~31.6%), there was a decline in female representation in assistant professors and continuing lecturers from 2018 to 2021. These could be early warning signs that we are taking our foot off the metaphorical equity gas pedal. The decline in assistant professor female representation is particularly worrisome, given that this is the beginning of the current professorial ranks (i.e., assistant, associate, and full professor) and declines in female representation at this rank will make it impossible to achieve the long-term change needed at the full professor rank. We all need to keep our foot on the gas pedal to ensure that equity gains are sustained in the long-term across all faculty ranks.

Graph depicting female representation in different faculty types in 2009, 2014, 2018, and 2021. For all faculty, female representation was 25% in 2009, 29% in 2014, 30% in 2018, and 31% in 2021. For full professors, female representation was 14% in 2009, 18% in 2014, 21% in 2018, and 23% in 2021. For associate professors, female representation was 27% in 2009, 32% in 2014, 32% in 2018, and 32% in 2021. For assistant professors, female representation was 34% in 2009, 40% in 2014, 41% in 2018, and 38% in 2021. For continuing lecturers, female representation was 41% in 2009, 28% in 2014, 38% in 2018, and 33% in 2021. For all lecturers, female representation was 35% in 2009, 42% in 2014, 37% in 2018, and 45% in 2021.
Figure 1. University Level Gender Parity Across Faculty Types 2009 – 2021. Data Source: Statistics Canada University and College Academic Staff System (UCASS)
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The Full Promotion of Teaching

What one professor learned while applying for promotion with an emphasis on teaching.

—James Skidmore, Professor and Director, Waterloo Centre for German Studies

I recently applied for and received promotion to full professor. People have asked why I didn’t do this earlier, and I usually gave one of two responses. I would either say that I was under the impression that at UW, you first had to win the Nobel Prize in Physics to be promoted, or I would point out that I’ve been full of myself for years and didn’t think I needed a letter from the President of the University to tell me something I already knew.

The thing is, I’ve always been more interested in my work than in my career; fixating on “rank” was a distraction I’ve tried hard to avoid. Besides, I assumed my somewhat nonconformist academic path might prevent committees from supporting the submission. My work at universities shows a stronger-than-usual commitment to teaching and service than is the norm, and I wondered if that wouldn’t prove to be a dealbreaker.

After attending the FAUW workshop on applying for promotion, and then seeking out the advice and guidance of Lori Curtis (at the time chair of the Academic Freedom and Tenure committee) and Katie Damphouse (the AF&T and Policy officer), I was able to confirm that putting forward a promotion dossier where the emphasis would be on teaching was actually possible under Policy 77. But it’s certainly not the conventional approach, and it required some careful handling.

Thankfully, it seems to have worked. The application went through without a hitch. There were no requests for further information, no off-the-record discussions about holding off on applying, no security personnel arriving at my office to escort me off campus (though I’ve been working from home since the pandemic started, so perhaps they did come by but couldn’t find me). And since I kind of had to figure this out on my own—I didn’t know anyone who had emphasized teaching when applying for promotion—I’d like to share what I learned about the process and how I went about it. Perhaps it will prove useful to you if your situation is similar to mine, but also to anyone putting together a promotion dossier.

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