This case study examined three types of barriers that inhibit advances in academic careers by both women and minority group members. Specifically, it investigated: (1) structural barriers, formal and informal relationships important in gaining access to positions in academic settings and research and publication opportunities; (2) sociocultural barriers, language and communication patterns and role expectations that inhibit successful career trajectories; and (3) personal and psychological barriers, issues related to anomie as a result of being marginalized in departmental and other organizational settings. Women faculty (n=28) at a research university responded to a survey of their perceptions regarding themselves as teachers and scholars, the programs and institutions in which they worked, and faculty expectations and experiences in their roles. Additionally, open-ended interviews were conducted and two of these are detailed in this report. The study identified major sources of stress, areas of dissatisfaction, and issues of self-efficacy. It also found that in many cases respondents' perceptions of their relationships with chairs, colleagues, and students were positive and that the individuals had developed strategies to construct needed supports. Contains six tables and three figures. (DB)