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Women of Color in Academe: Living with Multiple Marginality
Abstract

Analysis of data from the 1993 National Survey of Postsecondary Faculty shows that faculty value teaching over research. At the same time, the explicit reward structure of academe favors research and publication, rewarding "productivity" in these arenas with money and status. Implications of this disconnect between values and rewards for faculty careers, for policy, and for practice are examined.