What are the implications for women and the academy as a result of the changing and seemingly more feminised face of universities? Do such changes herald a potential challenge to the broader social inequalities of gender, class and 'race' in higher education, which feminists have scrutinised and interrogated on an ongoing basis? Has the greater participation of women students opened up possibilities for a deeper examination of the traditionally (white, middle-class) masculinist culture, curriculum and practices of universities? Finally, are reports of women's global capture of the academy and the implied demise of masculinist authority and knowledge construction somewhat premature and exaggerated? These are the key questions posed by Carole Leathwood and Barbara Read in their comprehensive and compelling study of the higher education field. The authors' central focus in the book is an examination of whether the changing face of higher education internationally signals a feminisation of the field. In so doing, theyanalyse both the feminisation thesis itself and the myriad of ways in which the university system may be understood as 'feminised'.