In radical feminism, patriarchy is the source of women's subordination. The figures shown earlier support the argument that men dominate universities. But male dominance in universities is not only numerical; it is also expressed through curriculum, pedagogy and the sexual politics of everyday life. Feminists have produced extensive critiques of scholarship in many fields and have created specifically feminist research methodologies and women's studies courses. There is also considerable concern, especially in North America, with developing a women-centered alternative to competitive, hierarchical, individualistic approaches to higher education.

Radical feminists are especially concerned with the power men hold over women, which can become sexual harassment. But even simply being a women academic in a male dominated Institution brings forms of "sexual politics"- dilemmas of control, visibility, relationships - into everyday life. Women who rise in the hierarchy find themselves allowed in as individuals to a culture which is shaped by men. They may never join the inner circles.

Socialist feminist strategies might include efforts to, develop further a class-gender-race analysis of the university's social role; to encourage alliances of workers, especially women, across occupational segments; to increase commitment to gender issues in the more left-leaning political parties and trade unions; to work towards increased access to higher education for groups traditionally deprived of it. Radical feminist strategies include developing women-centered knowledge; making institutions safe for women; finding space for women within the academy.

In practice, socialist and radical feminists often make use of the more widely acceptable liberal strategies, recognizing them as means to an end rather than as ends in themselves. However, if we want to understand fully the persistence of gender differentiation and inequality, there remains a need to develop the analysis of both British and Canadian -universities using the full range of feminist theory.

Recent post modern critiques of feminism tell us that no one approach can be considered total truth. Mainstream feminists also have to deal with the difficulties that diversity among women creates for their attempts to use "women" as a political category and basis for identity. It remains the case, however, that institutional, disciplinary, and departmental cultures may be transmitting a hidden curriculum of gender in higher education which needs critical study.

Conclusion

Women academics are undoubtedly disadvantaged in British universities, and somewhat less so in Canadian ones. Resource to feminist reform is deeply embedded in normal university practices and beliefs in both countries. More efforts at comparative analysis may pinpoint features of higher education systems (such as promotion procedures or state intervention) dhat can be in various measure helpful or harmful to women. Feminist theories help us understand how serious the situation is and why change is so frustratingly slow.

Sandra Acker is an associate professor at the Ontario Institute for Studies in Education and was previously a lecturer in education at the University of Bristol, England She has published numerous article and chapters on gender issues in education and is editor of Teacher, Gender and Careers, published by Falmer Press, 1989.

1. British statistics are from Universities Funding Council, University Statistics 1988-89, vol. 1 (University' Statistical Record, Cheltenham: 1990), p. 77. Canadian statistics are from Statistics Canada, Teachers in University 1981- 88, (Minister of Supplies and Services, Ottawa: 1991),p.17.
   
   
2. Rees, T., "Contract research: a new career structure?" AUT Woman, No. 16, 1989,pp.1 and 4; Universities Funding Council (see note 1).
   
   
3. Drakich, J., Smith, D.E., Stewart, P,. Fox, B. and Griffith, A, Status of Women in Ontario University: A Report. vol. 1: Overview, (Draft copy 1990).
   
   
4. These are described in Breslauer, H. and Gordon, J. "Redressing the imbalance: the public policy agenda and academic women," a paper presented at the Canadian Society for the Study of Higher Education Annual Meetings (Victoria: 1990); and in Canadian Association of University Professors, Status of Women Supplement, (CAUT, Ottawa: 1991).
   
   
5. Drakich et al. (see note 3).