What professors do in peer review : Interrogating assessment practices in the recruitment of professors in Sweden
Autor/in:
Mählck, Paula; Kusterer, Hanna Li; Montgomery, Henry
Quelle: Gender Work Organ (Gender, Work & Organization), 54 (2020) 2, 9 S
Inhalt: Sweden is known for its political will to gender equality. Sweden is also a country with a strong tradition of transparency in university recruitments. In this article, the assessment practices in the appointment of full professors in one Swedish university are investigated from an intersectional and postcolonial perspective on gender and place/space. Using a multimethod approach to investigate written evaluations of applicants, recruitment group meeting minutes and interviews with reviewers, the results show that there is great variation in how evaluation criteria are applied and filled with meaning. Moreover, in more than half of the appointment decisions the reviewers disagreed. The interview results show a structural bias operating towards researchers applying from non‐Western university contexts. At an aggregated level, national applicants have 3.88 times greater chance to be proposed for a position and national women applicants are the most likely to be proposed for the position.
Schlagwörter:Berufungsverfahren; Gender; intersectionality; intersektionale Perspektive; Intersektionalität; Peer-Review; Schweden; Sweden
CEWS Kategorie:Diversity, Europa und Internationales, Geschlechterverhältnis, Hochschulen, Berufungsverfahren
Research performance and age explain less than half of the gender pay gap in New Zealand universities
Autor/in:
Brower, Ann; James, Alex
Quelle: PLoS ONE, 15 (2020) 1
Inhalt: We use a globally unique dataset that scores every individual academic's holistic research performance in New Zealand to test several common explanations for the gender pay gap in universities. We find a man's odds of being ranked professor or associate professor are more than double a woman's with similar recent research score, age, field, and university. We observe a lifetime gender pay gap of ~NZ$400,000, of which research score and age explain less than half. Our ability to examine the full spectrum of research performance allows us to reject the 'male variability hypothesis' theory that the preponderance of men amongst the 'superstars' explains the lifetime performance pay gap observed. Indeed women whose research career trajectories resemble men's still get paid less than men. From 2003-12, women at many ranks improved their research scores by more than men, but moved up the academic ranks more slowly. We offer some possible explanations for our findings, and show that the gender gap in universities will never disappear in most academic fields if current hiring practices persist.
A Global Approach to the Gender Gap in Mathematical, Computing and Natural Sciences : How to Measure it, How to Reduce it? - Gender Gap in Science project: Final report
CEWS Kategorie:Europa und Internationales, Wissenschaft als Beruf, Naturwissenschaft und Technik, Geschlechterverhältnis, Sexuelle Belästigung und Gewalt
Der Frauenatlas : Ungleichheit verstehen - 164 Infografiken und Karten
Autor/in:
Seager, Joni
Quelle: Hanser, 2020.
Inhalt: Der "Frauenatlas" zum Thema Gleichberechtigung: Infografiken und Fakten, die zeigen, wie es wirklich um die Rechte und Chancen der Frauen in unserer Welt steht. Auf einen Blick: Wie leben Frauen weltweit? Wie groß ist die Ungleichheit zwischen den Geschlechtern wirklich? Wo werden Fortschritte gemacht, wo gibt es Probleme? Joni Seagers "Frauenatlas" gibt umfassende Antworten in 164 Infografiken, basierend auf den wichtigsten Studien weltweit. Doppelt so viele Frauen wie Männer können nicht lesen und an dem Verhältnis hat sich über 20 Jahre lang nichts verändert. In Deutschland verdienen Frauen nur 79 Prozent von dem, was Männer bekommen. Sie leisten 4,4 Stunden unbezahlte Haushaltsarbeit pro Tag, Männer 2,7 Stunden. International ist der "Frauenatlas" längst zur wichtigen Institution geworden, in Deutschland wird er dringend gebraucht.
CEWS Kategorie:Demographie und Bevölkerungsfragen, Europa und Internationales, Geschlechterverhältnis
Dokumenttyp:Monographie
Caring during COVID‐19 : A gendered analysis of Australian university responses to managing remote working and caring responsibilities
Autor/in:
Nash, Meredith; Churchill, Brendan
Quelle: Gender, Work & Organization, 27 (2020) 5, S 833–846
Inhalt: OVID‐19 is dramatically reconfiguring paid work and care. Emerging evidence in the global media suggests that academic women with caring responsibilities are being proportionately impacted. This article fills a key knowledge gap by examining how Australian universities are supporting academics to manage remote work and caring during the COVID‐19 pandemic. We conducted a desktop analysis of public information about remote working and care from 41 Australian universities and compared them to the world’s top 10 ranked universities. Findings suggest that during the pandemic, the Australian higher education sector positions decisions about caring leave and participation in the paid labour force as ‘private’ matters in which employees (mainly women) design their own ‘solutions’ when compared with international institutional counterparts. We argue that COVID‐19 provides another context in which universities have evaded their responsibility to ensure women’s full participation in the labour force.
Inhalt: Women's underrepresentation in science, technology, engineering, and mathematics (STEM) impedes progress in solving Africa's complex development problems. As in other regions, women's participation in STEM drops progressively moving up the education and career ladder, with women currently constituting 30% of Africa's STEM researchers. This study elucidates gender-based differences in PhD performance using new survey data from 227 alumni of STEM PhD programs in 17 African countries. We find that, compared to their male counterparts, sampled women had about one less paper accepted for publication during their doctoral studies and took about half a year longer to finish their PhD training. Negative binomial regression models provide insights on the observed differences in women's and men's PhD performance. Results indicate that the correlates of publication productivity and time to PhD completion are very similar for women and men, but some gender-based differences are observed. For publication output, we find that good supervision had a stronger impact for men than women; and getting married during the PhD reduced women's publication productivity but increased that of men. Becoming a parent during the PhD training was a key reason that women took longer to complete the PhD, according to our results. Findings suggest that having a female supervisor, attending an institution with gender policies in place, and pursuing the PhD in a department where sexual harassment by faculty was perceived as uncommon were enabling factors for women's timely completion of their doctoral studies. Two priority interventions emerge from this study: (1) family-friendly policies and facilities that are supportive of women's roles as wives and mothers and (2) fostering broader linkages and networks for women in STEM, including ensuring mentoring and supervisory support that is tailored to their specific needs and circumstances.
Dirty Body Politics: Habitus, Gendered Embodiment, and the Resistance to Women's Agency in Transforming South African Higher Education
Autor/in:
Idahosa, Grace Ese‐osa
Quelle: Gend Work Organ (Gender, Work and Organization), 27 (2020) 6, S 988–1003
Inhalt: In discussing the difficulty with transformation, research notes that women and Blacks are excluded and marginalised by the cultures and practices within universities in South Africa. While the literature highlights the invisibility of these minorities in universities, with their bodies only becoming visible as tokens, or when representing minority issues, it is silent on how this plays out in interchanges in the transformation process, the embodiment of gender, and the resistance to women's agency within the field of higher education transformation. Adopting a hermeneutic phenomenological lens and Bourdieu's concept of field and habitus, this study examines ten academics' experiences of having agency to effect transformation. In particular, it explores women's narratives of body‐centered attacks in expressions of resistance to their transformation strategies, revealing the normalisation of the White, male body. This normalisation obscures the gendered processes of transformation and the bodily resistance to women's agency, revealed in tugging, pulling, shutting doors and having metaphorical knives pulled from their backs. The study argues that this not only prevents women from exercising their agency, but also ensures the reproduction of oppressive relations within the university and should be directly addressed in the struggle for transformation.
Schlagwörter:body; Bourdieu; Feldtheorie; Gender; Gewalt; Habitus; higher education; Hochschule; Körper; minority; Organisationswandel; people of color; racism; Rassismus; resistance; sexism; Sexismus; South Africa; Südafrika; Transformation; violence; Widerstand
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen, Geschlechterverhältnis
Understanding Intersecting Gender Inequities in Academic Scienfitic Research Career Progression in sub-Saharan Africa
Autor/in:
Liani, Millicent L.; Nyamongo, Isaac K.; Tolhurst, Rachel
Quelle: GST (International Journal of Gender, Science and Technology), 12 (2020) 2, S 262–288
Inhalt: The slow progression and under-representation of women in senior scientific career positions is a well-known and persistent global problem, especially among university-based academics, particularly in sub-Saharan Africa (SSA). To inform action for change, we need to go beyond numerical evidence of inequalities to understanding the underlying social, cultural and institutional drivers and processes producing gender inequities in science careers. This requires a theoretically rigorous gender analysis framework that is relevant to SSA and sufficiently accounts for variations among both women and men. Since no such framework is available, we conducted a literature review of emerging theories and empirical evidence on the dimensions of and reasons for the prevailing gender inequities in higher education institutions in SSA. Based on this, we propose an integrated conceptual framework, identify available empirical findings to support it and develop a preliminary explanation of observed inequities. Our findings demonstrate that women’s (lack of) progression in academic/scientific research careers is shaped by intersections between gender roles and social power relations of gender within the family, wider society and academic institutions themselves. We argue that this integrated model provides implications for theory, practice at institutional and policy level, and future research.
Schlagwörter:academic career; Afrika; akademische Karriere; gender analysis; gender inequality; Geschlechterungleichheit; higher education institution; Hochschule; intersectionality; Intersektionalität; literature review; sub-Sahran Africa
CEWS Kategorie:Europa und Internationales, Hochschulen, Geschlechterverhältnis