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Despite the steady increase of women in faculty positions over the last few decades and the research on gender norms in the academy, what remains unclear is why many female faculty continue to conform to gender norms despite their acknowledgement of the discriminatory nature of these norms, their dissatisfaction performing the norms, and the lack of benefit in tenure and promotion. In an ethnographic case study of six women in a community college, this study examines the norms that women perceive as gender specific and the regulatory powers that function to perpetuate gender norms. Results from this study illustrate how challenges to credibility, sexual and nonsexual harassment, marginalization, and role conflict function as regulatory powers.

Regulating Gender Performances: Power and Gender Norms in Faculty Work