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Abstract
This study contributes to public relations (PR) literature and research because it finds and highlights discrepancies between male and female PR faculty concerning their involvement or lack thereof with designated labor-intensive teaching and service responsibilities. More specifically, this study finds that more females serve as faculty advisors for Public Relations Student Society of America (PRSSA) chapters than their male counterparts. Significantly, more females teach PR writing classes than do males. The implications of these findings are discussed with regard to tenure and promotion expectations for PR faculty members.
Keywords public relations, gender, PR writing, pedagogy, PRSSA, advising
