In this article, the author discusses issues involving women in higher education related to the promotion and tenure process. Institutions of higher education have always had the freedom to decide who may teach, what may be taught, and how it will be taught. As a result, courts have been reluctant to become involved in academic matters. One initiative that has stimulated progress in gender issues in higher education is affirmative action. Specifically related to the promotion and tenure process, affirmative action seeks to eliminate the effects of an institution's present or prior discrimination against women, to remedy discrimination that has been imposed by society, and to increase the representation of women on college campuses. One of the most significant determinants of those achieving promotion and tenure is research. Women tend to be in positions that have heavier teaching loads, greater responsibilities to undergraduate education, and more service commitments. Research is often valued more because of the traditional notion in higher education that anyone can teach, therefore teaching is assumed to be uncreative, unskilled, and requiring little effort. When teaching, women tend to spend more time preparing, and are often in the lower levels that have larger class sizes and younger students who need more personal and intellectual guidance. Women also spend a greater percentage of their time in service activities. They are more likely to volunteer their time and expertise in order to be positive role models for other women. Often they are asked to represent their "group" to symbolize affirmative action and the achievement of diversity goals. This author contends that to advance up the career ladder and be granted permanent positions, women need to make sure the promotion and tenure policies at their institutions are explicit, specific, consistent, and clearly articulate how tenure is to be acquired. They should obtain as much information as possible to prepare for the promotion or tenure review process. Women who are in positions of authority need to provide strong leadership that provides flexibility that will contribute to satisfying careers. A nonsexist and equitable climate needs to be established by educating faculty about gender issues, by dealing with sexist behaviors and by offering support and mentoring for women. The final point regarding the current criteria for promotion and tenure that is significant for women is, at most institutions, research, teaching, and service are not equally weighed