Navigating academic careers: personal and institutional experiences of women faculty

Abstract

Women faculty remain underrepresented in chemistry, reflecting persistent challenges in recruitment, retention, and career advancement. While much of the existing research has centered on the experiences of graduate students and trainees, comparatively less attention has been given to the perspectives of those already in faculty roles. This study examines the systemic barriers and supports that influence the retention, advancement, and success of women faculty in academia. Using qualitative data from in-depth interviews, the analysis identifies eight key themes: (1) formative influences and early motivations, (2) career entry and evolution: decisions and turning points, (3) navigating academic pathways: personal decisions and reflections, (4) mentorship as a double-edged sword. (5) work-life integration and care responsibilities, (6) institutional barriers and systemic inequities, (7) policy awareness and implementation gaps, and (8) supports enabling career sustainability. These themes reveal a complex interplay of personal agency, structural barriers, and institutional supports. While participants described persistent challenges such as inequitable policies, caregiving burdens, and limited advancement opportunities, they also highlighted the importance of mentorship, flexibility, and supportive networks. The findings suggest that meaningful progress toward gender equity in academia requires institutions to address systemic gaps while strengthening mechanisms that sustain women faculty throughout their careers.