Educational attainment and gender differences in work-life balance for couples across Europe: a contextual perspective
Autor/in:
Kromydas, Theocharis
Quelle: Social Inclusion, 8 (2020) 4, S 8-22
Inhalt: The current article aims to explain the interrelationships between the educational attainment of individuals living in households with heterosexual partners, their work–life balance (WLB) and the macro-economic climate of the country they live in, using data from the European Social Survey. WLB is a complex concept, as it is not only determined by factors related to someone’s employment or domestic work and childcare responsibilities, but also by decisions informed by personal experiences and circumstances, subjective perceptions and preferences. Moreover, in households with cohabiting partners, this decision-making process involves certain compromises where financial incentives, interests, gender and power dynamics play an important role. Since educational attainment is positively related to labour market outcomes, such as employment and wages, while at the same time more women are participating in education and the labour market, the gender conflict on the division of work and time within households intensifies and traditional gender roles are challenged. WLB is at the heart of this conflict operating as a mechanism through which division of work and time is reconciled on the individual and household level. Results from the current article reveal great heterogeneity between the 17 European countries examined. Perhaps surprisingly, educational attainment can have a detrimental effect on the WLB of spouses and cohabiting partners, especially for women whose level of WLB seems also more sensitive to fluctuations of the macro-economic climate of the country they live in. However, there is an indication that when an economy goes into recession, higher education has a cushioning effect on female’s WLB compared to relatively better economic times.
Transitions and Conflicts: Reexamining Impacts of Migration on Young Women’s Status and Gender Practice in Rural Shanxi
Autor/in:
Yang, Lichao; Ren, Xiaodong
Quelle: Social Inclusion, 8 (2020) 2, S 58-67
Inhalt: This article explores impacts of migration on young women’s status and gender practice in rural northern China. Based on ethnographic fieldwork in a village in Shanxi Province, it suggests that rural-urban migration has served partially to reconstruct the traditional gender-based roles and norms in migration families. This reconstructive force arises mainly from the changes of the patrilocal residence pattern and rural women’s acquisition of subjectivity during the course of migration. However, after migrant women return to their home villages, they usually reassume their roles as care providers and homemakers, which is vividly expressed by a phrase referring to one’s wife as ‘the person inside my home’ (wo jiali de). Meanwhile, although migrant women’s capacity and confidence have greatly increased consequent upon working out of the countryside, their participation in village governance and in the public sphere has been decreasing. Further examination suggests that the reinforcement of gender inequality and the transformation of gender relations result from the continuous interplay of local power relations, market dominance, and unchallenged patrilocal institutions. Through adopting a life course perspective, it challenges too strict a differentiation between migrant and left behind women in existing literature.
Schlagwörter:China; China; Landbevölkerung; rural population; Patriarchat; patriarchy; gender-specific factors; woman; Ethnographie; ethnography; Feldforschung; field research; Stadt-Land-Beziehung; city-country relationship; Geschlechtsrolle; gender role; traditionelle Gesellschaft; traditional society; Geschlechterverhältnis; gender relations; gender relations; migration; patriarchy; rural Chinese women
Inhalt: Dieser Artikel beschreibt eine didaktische Intervention an einer deutschen Hochschule für angewandte Wissenschaften und leitet aus dieser allgemein anwendbare Konzepte für geschlechtergerechte Lehre ab. Dabei wurde ein einführender Kurs in Programmiertechnik von einer externen wissenschaftlichen Begleitung evaluiert. Besonders ist hierbei die Erhebung von Daten sowohl der Lehrenden als auch der Studierenden und der externen Begleitung selbst in drei unterschiedlichen Verfahren, um aus konvergierenden und abweichenden Ergebnissen konkrete Empfehlungen abzuleiten. Die Empfehlungen sind hierbei auch für nicht-technische Lehrveranstaltungen interessant und schildern einerseits die Erfahrungen mit der externen Beratung, bieten andererseits aber auch Anregungen zur Übertragung des Prinzips auf andere Szenarien in der eigenen Lehre.
Women and gender equality: justice or civilization?
Autor/in:
Alhaji Ali, Mustapha; Buratai, Halima Ali
Quelle: Journal of Liberty and International Affairs, 5 (2020) 3, S 55-68
Inhalt: The issue of gender justice has drawn the attention of gender scholars as does gender equality a justice or civilization. Because of this, the paper examined women and gender equality justice or civilization. In discussing these gender issues, several documents, reports, newspapers, magazines, archives, articles, journals, among others, were systematically reviewed to support the argument. Two theories were used in supporting the argument. These are Islamic Feminist and Liberal Feminist theories. The assumptions of these theories centered on gender equality and gender justice in society. The study found that gender equality is not civilization but justice. This is of the fact that both men and women are born equal and need equal justice for the development of the nation. The paper recommended that men and women should be given equal opportunity in all aspects of life in order to ensure gender justice. Parents and religious leaders should adhere to the principles of gender equality for the betterment of society.
Violence against women in politics: the case of the Mexico city's constituent assembly
Titelübersetzung:Violence against women in politics: the case of the Mexico city's constituent assembly
Autor/in:
Rodríguez Calva, María Fernanda; Frias, Sonia M.
Quelle: Revista Mexicana de Ciencias Políticas y Sociales, 65 (2020) 240, S 359-395
Inhalt: The implementation of gender quotas and parity policies led to more women in politics. However, these have been associated to an increase, or at least higher recognition, of violence against them. This phenomenon has been referred tocaso as political violence, political violence against women, gender-based political violence, and political harassment. The lack of consensus on both the name and its conceptualization has entailed legislative gaps and failures in prevention, assistance and sanction mechanisms. This study contributes to this conceptual debate by proposing the term gender-based violence against women in politics and examines the experiences of female representatives in the Constituent Assembly of Mexico City. Females in politics experience a myriad of expressions of violence that are often not recognized as such. Not only male and female peers are responsible of harassing, discriminating and exerting violence, but also constituents, security personnel and employees of the Constituent Assembly. Women display an array of individual and collective resistance strategies. Implications on legislative reforms and policies aimed at preventing and sanctioning gender-based violence are discussed.
Schlagwörter:violence against women; gender-based violence; political violence; resistance strategies; parity
Toward a Family-Friendly Academy : HRD’s Role in Creating Healthy Work–Life Cultural Change Interventions
Autor/in:
Eversole, Barbara A. W.; Crowder, Cindy L.
Quelle: Advances in Developing Human Resources, 22 (2020) 1, S 11–22
Inhalt: The Problem: The ideal worker in the Academy devotes most of their lives to scholarly pursuits, which leaves little time for family. This problem leads to work–life conflict, which is particularly concerning for faculty members who are seeking promotion and tenure. Work–life conflict is most challenging in the case of academic mothers, who face professional career challenges in addition to work–life conflict. Rigid organizational policies and non-supportive cultures perpetuate the problem, particularly when the faculty member is an academic mother seeking promotion and tenure.
The Solution: Human resource development (HRD) interventions implemented at the individual, departmental, and institutional levels (e.g., training development, performance management, and career development initiatives) have been shown to reduce work–life conflict, improve overall well-being, and create a more family friendly environment. Organization development (OD) cultural change interventions aimed at changing the Academy to become more family focused and supportive of career flexibility are recommended.
The Stakeholders: Academic faculty, higher education administrators, HRD scholars, and practitioners.
Schlagwörter:academic parents; cultural change; family-friendly academy; work–life flexibility
CEWS Kategorie:Wissenschaft als Beruf, Vereinbarkeit Familie-Beruf
Quelle: The Quarterly Journal of Economics, 135 (2020) 1, S 269–327
Inhalt: We study the role of gender in the evaluation of economic research using submissions to four leading journals. We find that referee gender has no effect on the relative assessment of female- versus male-authored papers, suggesting that any differential biases of male referees are negligible. To determine whether referees as a whole impose different standards for female authors, we compare citations for female- and male-authored papers, holding constant referee evaluations and other characteristics. We find that female-authored papers receive about 25% more citations than observably similar male-authored papers. Editors largely follow the referees, resulting in a 1.7 percentage point lower probability of a revise and resubmit verdict for papers with female authors relative to a citation-maximizing benchmark. In their desk rejection decisions, editors treat female authors more favorably, though they still impose a higher bar than would be implied by citation maximization. We find no differences in the informativeness of female versus male referees or in the weight that editors place on the recommendations of female versus male referees. We also find no differences in editorial delays for female- versus male-authored papers.
Sexual harassment in higher education – a systematic review
Autor/in:
Bondestam, Fredrik; Lundqvist, Maja
Quelle: European Journal of Higher Education, 24 (2020) 80, S 1–23
Inhalt: Sexual harassment is an epidemic throughout global higher education systems and impact individuals, groups and entire organizations in profound ways. Precarious working conditions, hierarchical organizations, a normalization of gender-based violence, toxic academic masculinities, a culture of silence and a lack of active leadership are all key features enabling sexual harassment. The aim of this study is to review scientific knowledge on sexual harassment in higher education. A thematic focus is on (a) knowledge derived from top-ranked peer-reviewed articles in the research field, (b) the prevalence of sexual harassment among students and staff, (c) reported consequences of sexual harassment, (d) examples of primary, secondary and tertiary preventive measures, and (e) core challenges to research on sexual harassment in higher education. The published research evidence suggests several findings of importance, mainly: (a) prevalence of sexual harassment among students is reported by on average one out of four female students; (b) severe consequences of sexual harassment impacts individuals but the effects on the quality in research and education is unknown; (c) there is almost no evidence supporting the supposed effects of major preventive measures; and (d) research on sexual harassment in higher education lacks theoretical, longitudinal, qualitative and intersectional approaches and perspectives.
Schlagwörter:consequences; higher education; prevalence; prevention; research; sexual harassment; systematic review
Inhalt: Das Kaskadenmodell, gerade in Mecklenburg-Vorpommern eingeführt, soll Chancengleichheit fördern. Doch streng genommen ist es eine Benachteilung für Frauen, meinen unsere Gastautoren.
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
