Educational Leadership and Policy
- Faculty work
- Graduate student socialization
- Work/life balance
- Gender and masculinities
- The College Professoriate
- Organization and Governance
Margaret Sallee earned her Ph.D. in Urban Education with a focus in Higher Education along with a Graduate Certificate in Gender Studies from the University of Southern California, her M.A. in Higher Education and Student Affairs from The Ohio State University, and her B.A. in English and French from UC Berkeley. Prior to joining the GSE faculty in August 2011, Dr. Sallee spent three years on the faculty at the University of Tennessee, where she received the Helen B. Watson Outstanding Research Award in 2011.
Dr. Sallee’s research focuses on two broad areas: faculty work and doctoral student socialization. She uses a critical lens to examine the intersection of individual experiences and organizational culture to interrogate the ways in which gender and other social identities operate on college campuses. With doctoral student socialization, she focuses on the relationships between gender, discipline, and socialization. She examines how students are socialized to the norms of the discipline and how men are socialized into and enact various forms of masculinity.
Dr. Sallee has spent much of the past seven years focusing on work/life balance and the ways in which institutional norms and culture shape parents’ experiences on and off-campus. She also is deeply interested in how gender affects individuals’ experiences and is particularly interested in the role that gender and masculinities play in men’s lives. With her most recent project on faculty fathers, she combined her two interests to understand how institutional norms and culture shape faculty fathers’ experiences and their ability to be both productive academics and involved fathers.
Sallee, M. W. (accepted for publication). Gender norms and institutional culture: The family-friendly versus the father-friendly university. Journal of Higher Education.
Sallee, M. W. (2012). The ideal worker or the ideal father: Organizational structures and culture in the gendered university. Research in Higher Education, 53(7), 782-802.
Sallee, M. W., & Blakewood, A. M. (2012). Multiple roles, multiple burdens: The experiences of female scientists with children. Journal of Women and Minorities in Science and Engineering, 18(2), 135-152.
Sallee, M. W., & Flood, J. T. (2012). Using qualitative research to bridge research, policy, and practice. Theory into Practice, 51(2), 137-144.
Sallee, M. W. (2011). The divided university: The impact of budget cuts on faculty in two disciplines. Tertiary Education and Management, 17(4), 319-335.
Sallee, M. W. (2011). Toward a theory of gendered socialization. Journal About Women in Higher Education, 4(2), 170-192.
Sallee, M. W., & Harris, F. III. (2011). Gender performance in qualitative studies of masculinities. Qualitative Research, 11(4), 409-429.
Sallee, M. W. (2011). Performing masculinity: Considering gender in doctoral student socialization. The Journal of Higher Education, 82(2), 187-216.
Sallee, M. W., Hallett, R. E., & Tierney, W. G. (2011). Teaching writing in graduate school. College Teaching, 59(2), 66-72.
Sallee, M. W., & Tierney, W. G. (2011). The transformation of professors of education. Journal of the Professoriate, 4(1), 1-38.
Sallee, M. W. (2010). Teaching qualitative research: Using theory to inform practice. Journal on Excellence in College Teaching.
Sallee, M. W. (2008). Work and family balance: How community college faculty cope. New Directions for Community Colleges, 142, 81-91.
Tierney, W. G., & Sallee, M. W. (2008). Do organizational structures and strategies increase faculty diversity?: A cultural analysis. American Academic, 4(1), 159-184.
Sallee, M. W. (2008). A feminist perspective on parental leave policies. Innovative Higher Education, 32(4), 181-194.
Sallee, M. W., & Tierney, W. G. (2007). Building school-university partnerships. Metropolitan Universities, 18(4), 5-9.
Tierney, W. G., Sallee, M. W., & Venegas, K. M. (2007). Access and financial aid: How American Indian students pay for college. The Journal of College Admission, 197, 14-23.
Sallee, M. W., & Tierney, W. G. (2007). The influence of peer groups on academic success. College and University, 82(2), 7-14.
Sallee, M. (2007). I am…: Celebrating selves. About Campus, 12(1), 31-32.
Edited Books and Journals
Sallee, M. W., & Cox, R. D. (Eds.) (2012). Qualitative research in the 21st century. Theory into Practice, 51(2).
Lester, J. & Sallee, M. (Eds.) (2009). Establishing the family-friendly campus: Models for effective practice. Sterling, VA: Stylus Publishing.
Tierney, W. G., & Sallee, M. W. (Eds.). (2007). Creating sustainable school-university partnerships. Metropolitan Universities, 18(4).
Sallee, M. W., & Diaz, C. R. (in press). Sexual harassment, racist jokes, and homophobic slurs: When bullies target identity groups. In J. R. Lester (Ed.). Workplace bullying in higher education. New York: Routledge.
Sallee, M. W. (2010). The individual and the institution: Socialization and gender. In S. K. Gardner & P. Mendoza (eds.). On becoming a scholar: Doctoral student socialization and development. Sterling, VA: Stylus Publishing.
Sallee, M., Dawson Zare, M., & Lester, J. (2009). From advocacy to action: Making graduate school family-friendly. In J. Lester & M. Sallee (Eds.). Establishing the family-friendly campus: Models for effective practice (pp. 141-158). Sterling, VA: Stylus Publishing.
Sallee. M. & Lester, J. (2009). Reflecting back and looking forward: The family-friendly campus in the 21st century. In J. Lester & M. Sallee (Eds.) Establishing the family-friendly campus: Models for effective practice (pp. 159-165). Sterling, VA: Stylus Publishing.
Tierney, W. G., & Sallee, M. W. (2008). Entry on praxis. In L. M. Given (Ed.) The SAGE Encyclopedia of Qualitative Research Methods. Thousand Oaks, CA: Sage Publications.
Sallee, M. W., Logan, M. E., Sims, S., & Harrington, P. (2008). Engaging white students in a multicultural campus: Developmental needs and institutional challenges. In S. R. Harper & S. J. Quaye (eds.). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 199-221). New York: Routledge.
Sallee, M. W., & Harris, S. C. (2007). An Eastern perspective on Western education: The experiences of international students engaged in service-learning. In S. B. Gelmon & S. H. Billig (Eds.). From passion to objectivity: International and cross-disciplinary perspectives on service-learning research (pp. 41-62). Greenwich, CT: Information Age Publishing.