REFERENCES
- Allan, G. (1980). A note on interviewing spouses together. Journal of Marriage and the Family, 42(1), 205–210. https://doi.org/https://doi.org/10.2307/351948
- Allan, E. J. (2011). Women’s status in higher education: Equity matters. ASHE Higher Education Report, 37(1), 1–163. https://doi.org/https://doi.org/10.1002/aehe.3701
- Antecol, H., Bedard, K., & Stearns, J. (2018). Equal but inequitable: Who benefits from gender-neutral tenure clock stopping policies? American Economic Review, 108(9), 2420–2441. https://doi.org/https://doi.org/10.1257/aer.20160613
- Association of American Universities (AAU). (n.d.a) Our members. https://www.aau.edu/who-we-are/our-members
- Association of American Universities (AAU). (n.d.b) About AAU. https://www.aau.edu/sites/default/files/AAU-Files/Who-We-Are/AAU-By-the-Numbers-Full-2018.pdf
- Baker, K. C. P. (2004). Academic dual-career couples lifestyle effects on careers in academe (Order No. 3141714) [Doctoral dissertation, The Ohio State University]. ProQuest Dissertations & Theses Global.
- Bellas, M. L. (1997). The scholarly productivity of academic couples. In M. A. Ferber & J. W. Loeb (Eds.), Academic couples: Problems and promises (pp. 156–181). University of Illinois Press.
- Berheide, C. W., Watanabe, M., Falci, C., Borland, E., Bates, D. C., & Anderson-Hanley, C. (2020). Gender, type of higher education institution, and faculty work–life integration in the United States. Community, Work & Family. Advance online publication. https://doi.org/https://doi.org/10.1080/13668803.2020.1776220
- Bielby, W. T., & Bielby, D. D. (1992). I will follow him: Family ties, gender-role beliefs, and reluctance to relocate for a better job. American Journal of Sociology, 97(5), 1241–1267. https://doi.org/https://doi.org/10.1086/229901
- Blaser, B. (2008). More than just lab partners: Women scientists and engineers married and partnered to other scientists and engineers (Order No. 3318160) [Doctoral dissertation, The Ohio State University]. ProQuest Dissertations & Theses Global.
- Caelli, K., Ray, L., & Mill, J. (2003). ‘Clear as mud’: Toward greater clarity in generic qualitative research. International Journal of Qualitative Methods, 2(2), 1–13. https://doi.org/https://doi.org/10.1177/160940690300200201
- Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), s14–s32. https://doi.org/https://doi.org/10.2307/800672
- Collins, P. H. (1989). The social construction of black feminist thought. Signs: Journal of Women in Culture and Society, 14(4), 745–773. https://doi.org/https://dx.doi.org/10.1086/494543
- Combahee River Collective. (1982). A black feminist statement: The Combahee River collective. In G. T. Hull, P. Bell-Scott, & B. Smith (Eds.), All the women are White, all the Blacks are men, but some of us are brave: Black women’s studies (pp. 13–22). The Feminist Press at CUNY.
- Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage.
- Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1(8), 139–167. https://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=1052&context=uclf
- Crenshaw, K. (1991). Mapping the margins: Identity politics, intersectionality, and violence against women. Stanford Law Review, 43(6), 1241–1299. https://doi.org/https://doi.org/10.2307/1229039
- Croom, N. N. (2017). Promotion beyond tenure: Unpacking racism and sexism in the experiences of Black womyn professors. The Review of Higher Education, 40(4), 557–583. https://doi.org/https://doi.org/10.1353/rhe.2017.0022
- Culpepper, D. (2021). We have a partner hire situation: The personal and professional lives of dual-career academic couples [Unpublished doctoral dissertation]. University of Maryland.
- Delgado Bernal, D., & Villalpando, O. (2002). An apartheid of knowledge in academia: The struggle over the “legitimate” knowledge of faculty of color. Equity and Excellence in Education, 35(2), 169–180. https://doi.org/https://doi.org/10.1080/713845282
- Finkelstein, M. J., Conley, V. M., & Schuster, J. H. (2016). Taking the measure of faculty diversity. TIAA Institute.
- Gonzales, L. D., & Terosky, A. L. (2020). On their own terms: Women’s pathways into and through academe. Journal of Diversity in Higher Education, 13(3), 274–287. https://doi.org/https://doi.org/10.1037/dhe0000128
- Griffin, K. A. (2020). Institutional barriers, strategies, and benefits to increasing the representation of women and men of color in the professoriate: Looking beyond the pipeline. In L. Perna (Ed.), Higher education: Handbook of theory and research (Vol. 35, pp. 1–73). Springer Nature.
- Gutiérrez y Muhs, G., Niemann, Y. F., González, C. G., & Harris, A. P. (2012). Presumed incompetent: The intersections of race and class for women in academia. Utah State University Press.
- Harris, J. C., & Patton, L. D. (2019). Un/doing intersectionality through higher education research. The Journal of Higher Education, 90(3), 347–372. https://doi.org/https://doi.org/10.1080/00221546.2018.1536936
- Hart, J. (2011). Non-tenure track women faculty: Opening the door. Journal of the Professoriate, 4(1), 96–124.
- Haynes, C., Joseph, N. M., Patton, L. D., Stewart, S., & Allen, E. L. (2020). Toward an understanding of intersectionality methodology: A 30-year literature synthesis of Black women’s experiences in higher education. Review of Educational Research, 90(6), 751–787. https://doi.org/https://doi.org/10.3102/0034654320946822
- hooks, b. (1981). Ain’t I a woman: Black women and feminism. South End Press.
- Hurtado, S., Griffin, K. A., Arellano, L., & Cuellar, M. (2008). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204–221. https://doi.org/https://doi.org/10.1037/a0014009
- Jorgenson, J. (2016). Performing the ‘two-body problem’: An analysis of academic couples’ career sensemaking as revealed through joint storytelling. Journal of Family Communication, 16(4), 403–418. https://doi.org/https://doi.org/10.1080/15267431.2016.1215985
- Juraqulova, Z. H., McCluskey, J. J., & Mittelhammer, R. C. (2019). Work–life policies and female faculty representation in US doctoral‐granting economics departments. Industrial Relations Journal, 50(2), 168–196. https://doi.org/https://doi.org/10.1111/irj.12246
- Kahlke, R. M. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. International Journal of Qualitative Methods, 13(1), 37–52. https://doi.org/https://doi.org/10.1177/160940691401300119
- Kelly, B. T., & McCann, K. (2013). Women faculty of color: Success stories from the margins. Journal of the International Association for the Study of the Global Achievement Gap, 1, 29–44. https://digitalcommons.georgiasouthern.edu/jiasgag/10/
- Laursen, S., & Austin, A. E. (2020). Building gender equity in the academy: Institutional strategies for change. Johns Hopkins University Press.
- Lester, J., & Sallee, M. (Eds.). (2009). Establishing the family-friendly campus: Models for effective practice. Stylus.
- Liera, R., & Ching, C. (2019). Reconceptualizing “merit” and “fit”: An equity-minded approach to hiring. In A. Kezar & J. Posselt (Eds.), Administration for social justice and equity in higher education: Critical perspectives for leadership and decision-making (pp. 111–131). Routledge.
- MacKinnon, C. A. (2013). Intersectionality as method: A note. Signs: Journal of Women in Culture and Society, 38(4), 1019–1030. https://doi.org/https://doi.org/10.1086/669570
- Mason, M. A., Wolfinger, N. H., & Goulden, M. (2013). Do babies matter?: Gender and family in the ivory tower. Rutgers University Press.
- Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
- Porter, C. J., Moore, C. M., Boss, G. J., Davis, T. J., & Louis, D. A. (2020). To be Black women and contingent faculty: Four scholarly personal narratives. The Journal of Higher Education, 91(5), 674–697. https://doi.org/https://doi.org/10.1080/00221546.2019.1700478
- Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage.
- Rivera, L. A. (2017). When two bodies are (not) a problem: Gender and relationship status discrimination in academic hiring. American Sociological Review, 82(6), 1111–1138. https://doi.org/https://doi.org/10.1177/0003122417739294
- Sallee, M. W. (2021). A temporary solution to the two-body problem: How gender norms disadvantage women in commuting couples. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/https://doi.org/10.1037/dhe0000334
- Sallee, M. W., & Lewis, D. V. (2020). Hyper-separation as a tool for work/life balance: Commuting in academia. Journal of Public Affairs Education, 26(4), 484–505. https://doi.org/https://doi.org/10.1080/15236803.2020.1759321
- Sallee, M., Ward, K., & Wolf-Wendel, L. (2016). Can anyone have it all? Gendered views on parenting and academic careers. Innovative Higher Education, 41(3), 187–202. https://doi.org/https://doi.org/10.1007/s10755-015-9345-4
- Schiebinger, L. L., Henderson, A. D., & Gilmartin, S. K. (2008). Dual-career academic couples: What universities need to know. Michelle R. Clayman Institute for Gender Research, Stanford University.
- Shihadeh, E. S. (1991). The prevalence of husband-centered migration: Employment consequences for married mothers. Journal of Marriage and the Family, 53(2), 432–444. https://doi.org/https://doi.org/10.2307/352910
- Tierney, W. G., & Sallee, M. W. (2008). Do organizational structures and strategies increase faculty diversity: A cultural analysis. American Academic, 4(1), 159–184.
- Turner, C. S. V. (2002). Women of color in academe: Living with multiple marginality. The Journal of Higher Education, 73(1), 74–93. https://doi.org/https://doi.org/10.1080/00221546.2002.11777131
- Ward, K., & Wolf-Wendel, L. (2012). Academic motherhood: How faculty manage work and family. Rutgers University Press.
- Ward, K., & Wolf-Wendel, L. (2017). Mothering and professing: Critical choices and the academic career. NASPA Journal about Women in Higher Education, 10(3), 229–244. https://doi.org/https://doi.org/10.1080/19407882.2017.1351995
- Weedon, C. (1996). Feminist practice and poststructuralist theory. Wiley-Blackwell.
- Wolf-Wendel, L., Twombly, S. B., & Rice, S. (2004). The two-body problem: Dual-career-couple hiring practices in higher education. Johns Hopkins University Press.
- Wolf-Wendel, L., & Ward, K. (2015). Academic mothers: Exploring disciplinary perspectives. Innovative Higher Education, 40(1), 19–35. https://doi.org/https://doi.org/10.1007/s10755-014-9293-4
- Woolstenhulme, J. L. (2013). Evaluating higher education’s two-body problem (Order No. 3598142). [Doctoral dissertation, Washington State University]. ProQuest Dissertations & Theses Global.
- Zhang, H., & Kmec, J. A. (2018). Non-normative connections between work and family: The gendered career consequences of being a dual-career academic. Sociological Perspectives, 61(5), 766–786. https://doi.org/https://doi.org/10.1177/0731121418778534
- Zhang, H., Kmec, J. A., & Byington, T. (2019). Gendered career decisions in the academy: Job refusal and job departure intentions among academic dual-career couples. The Review of Higher Education, 42(4), 1723–1754. https://doi.org/https://doi.org/10.1353/rhe.2019.0081