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Many recent studies have examined the issue of gender parity in higher education. Despite the progress of the women's movement in the 1970s and legal victories in the 1980s and 1990s, women faculty and administrators still haven't achieved parity in hiring nor in compensation.
The higher education industry addressed this problem by creating various professional development programs for women. While they provided much-needed opportunities for women to collaborate and network, they assumed that women were not qualified to advance (Simeone, 1987). The academy failed to consider that institutionalized cultural assumptions was the real barrier to gender equity.
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