Women attorneys gain ground in higher ed leadership but still face bias, new study finds – ABA Journal

Report on Gender Equality in Higher Education Leadership and Alignment with Sustainable Development Goals

Introduction: Advancing SDG 5 in Academia

A report by the Association of American Law Schools (AALS), titled “Women Attorneys in Higher Education Leadership,” provides critical data on the status of women in senior academic roles. The findings highlight both progress and persistent challenges, directly relating to the United Nations Sustainable Development Goals, particularly SDG 5 (Gender Equality), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities). This analysis outlines the report’s key findings concerning representation, systemic barriers, and pathways to leadership for women attorneys in higher education.

Status of Female Representation in Leadership

The report underscores a significant gender gap in top university positions, a direct challenge to achieving SDG 5, Target 5.5, which calls for women’s full and effective participation and equal opportunities for leadership. While progress is noted, particularly in law schools, overall representation remains low.

• From 1970 to 2019, only 10.1% (16 out of 158) of attorneys serving as college or university presidents were women.
• In 2017, while 30% of all college presidents were women, only 20% of presidents with a JD were women.
• In contrast, law schools demonstrate significant progress toward gender parity in leadership, with 41% of deans being women in 2020, a substantial increase from 18% in 2010.

Systemic Barriers and Gender Bias: An Obstacle to SDG 5 and SDG 10

The AALS study reveals that systemic and cultural obstacles continue to impede gender equality, undermining the principles of SDG 10 (Reduced Inequalities) and SDG 5. These barriers must be dismantled to ensure equal opportunity and outcomes for all.

• Nearly three-quarters of survey respondents reported experiencing gender bias in their current or most recent leadership role.
• A significant majority (71.9%) stated they had to overcome structural and cultural obstacles linked to their gender identity to achieve success.

Pathways to Leadership and Success Factors

The report identifies key attributes and support systems that facilitate women’s advancement into leadership roles. Fostering these pathways is essential for building institutional capacity and promoting the inclusive environments envisioned in SDG 4 (Quality Education).

1. Essential Attributes: Respondents identified the most helpful attributes for success as:
   • Good judgment (69.8%)
   • Integrity (61.2%)
   • Hard work (56.9%)
2. Support Networks: The presence of robust professional networks is critical.
   • 76.7% reported having a mentor or champion.
   • 77.4% stated that at least one colleague or supervisor was instrumental in advancing their career.
3. Preparatory Experience: Specific roles were cited as valuable preparation for senior leadership.
   • 52.6% cited serving as an associate dean as important preparation.
   • 49.1% found that leading a law school committee was a helpful experience.

Progress in Economic Equality: Aligning with SDG 8

A notable finding in the report points to positive momentum in pay equity, aligning with SDG 8 (Decent Work and Economic Growth), Target 8.5, which advocates for equal pay for work of equal value. While systemic bias remains, this data indicates progress in recognizing and rewarding the contributions of women leaders.

• The study shows that 61.1% of current women leaders reported earning more than their male predecessors, a significant step toward closing the gender pay gap in academic leadership.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 5: Gender Equality

   • The article’s central theme is the underrepresentation and biased experiences of women in leadership positions within higher education. It directly addresses the disparity between men and women in roles such as university presidents and law school deans, which is a core concern of SDG 5. The text explicitly states that leadership roles “are overwhelmingly held by men” and that nearly three-quarters of women respondents “experienced gender bias.”

2. SDG 4: Quality Education

   • The context of the article is the higher education sector. While it focuses on leadership rather than student access, the composition and equity within the leadership of educational institutions are integral to ensuring a quality, inclusive, and non-discriminatory educational environment. The presence of gender bias and structural obstacles for women leaders impacts the overall quality and governance of these institutions.

3. SDG 8: Decent Work and Economic Growth

   • The article discusses the professional careers, leadership pathways, and workplace experiences of women attorneys. It touches upon issues of equal opportunity for leadership roles, overcoming “structural and cultural obstacles to success,” and compensation, as noted by the finding that “61.1% percent of current leaders reported earning more than their male predecessors.” These topics are directly related to achieving decent work and full, productive employment for all.

4. SDG 10: Reduced Inequalities

   • This goal focuses on reducing inequality within and among countries. The article highlights a specific inequality: the disparity in leadership opportunities and treatment based on gender within the U.S. higher education system. The data showing that only 10.1% of attorney-presidents were women over a nearly 50-year period is a clear example of an inequality of outcome that SDG 10 aims to address.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.

   • The article directly addresses this target by examining the participation of women attorneys in top leadership positions at universities and colleges. The statistics provided, such as women making up only 10.1% of attorney-presidents from 1970-2019 and 41% of law school deans in 2020, quantify the level of women’s participation and highlight the lack of equal opportunities for leadership in this sector of public life.

2. Target 5.1: End all forms of discrimination against all women and girls everywhere.

   • The article provides direct evidence related to this target. The study found that “Nearly three-quarters of respondents, report that they experienced gender bias in their current or more recent role and 71.9% stated they had overcome structural and cultural obstacles to success because of their gender identity.” This points to the continued existence of discrimination against women in professional settings.

3. Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.

   • The article’s focus on leadership roles relates to “full and productive employment.” The mention of gender bias and structural obstacles relates to the “decent work” component. Furthermore, the finding that “61.1% percent of current leaders reported earning more than their male predecessors” is a direct, albeit complex, reference to the issue of pay equity for work of equal value.

4. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… practices.

   • This target is relevant as the article highlights significant inequalities of outcome (e.g., the low percentage of women presidents). The reported experiences of gender bias and structural obstacles are examples of the discriminatory practices that this target aims to eliminate to ensure equal opportunity.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Proportion of women in leadership/managerial positions.

   • The article provides several specific data points that serve as indicators for Target 5.5. These include:
     • The percentage of attorneys serving as college/university presidents who were women from 1970 to 2019 (10.1%).
     • The percentage of college presidents with a JD who were women in 2017 (20%).
     • The percentage of law school deans who were women in 2020 (41%), and the change from 10 years prior (up from 18%). This demonstrates a measurable trend over time.

2. Prevalence of self-reported discrimination.

   • As an indicator for Target 5.1, the article provides survey data on the lived experiences of women leaders. The specific indicators are:
     • The percentage of women leaders who report experiencing gender bias (nearly 75%).
     • The percentage of women leaders who report having to overcome structural and cultural obstacles due to their gender (71.9%).

3. Gender pay gap information.

   • While not a direct measure of the overall pay gap, the article provides an implied indicator for Target 8.5. The statistic that “61.1% percent of current leaders reported earning more than their male predecessors” can be used as a proxy indicator to measure progress on pay equity in these specific leadership succession scenarios.

Summary of SDGs, Targets, and Indicators

Source: abajournal.com