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Success against the odds : The Effect of Mentoing on the Careers of Senior Black and Minority Ethnic Academics in the UK
Quelle: British Journal of Educational Studies, 14 (2019) 4, S 1–17
Inhalt: This article explores the effect of mentoring on the career progression of Black and minority ethnic (BME) academics in senior roles in UK higher education institutions (HEIs). It draws on 37 interviews with BME academics working in HEIs in the UK and argues that whilst universities present a strong rhetoric of equality and diversity; this is not necessarily followed by specific policies and procedures which ensure a serious commitment to an equality agenda.
Schlagwörter:Diversität; impact; Intersektionalität; Mentoring; Networking; Netzwerk; people of color; Rassismus; UK; Unterstützungsmaßnahmen
CEWS Kategorie:Diversity, Europa und Internationales, Gleichstellungspolitik, Hochschulen
Verfügbarkeit:https://dx.doi.org/10.1080/00071005.2019.1581127
Dokumenttyp:Zeitschriftenaufsatz
Gender, ethnicity and career progression in UK higher education : A case study analysis
Quelle: Research Papers in Education, 34 (2019) 3, S 1–16
Inhalt: This article uses case study interviews to examine women’s experiences in higher education. It focuses on career progression, support available for promotion and particular initiatives for staff retention. The findings suggest that whilst some progress has been made to support White and Black and minority ethnic women in their career trajectories, greater change is needed in order that inclusion is embedded within institutional frameworks and strategic plans. Furthermore, clearer evidence is needed by universities to demonstrate how they are meeting their legal equality requirements as specified by the Equality Act (2010). The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. Such policies may simply result in a ‘tick box’ exercise. In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice. Additionally, there is a need to consider intersectional identities and the impact of ethnicity on women’s experiences in higher education.
Schlagwörter:Diversität; Ethnicity; Fallstudie; Gender; Gleichstellungsmaßnahmen; Gleichstellungspolitik; Großbritannien; Hochschule; impact assessment; Interview; Karriereentwicklung; UK
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen
Verfügbarkeit:https://dx.doi.org/10.1080/02671522.2019.1615118
Dokumenttyp:Zeitschriftenaufsatz
Competing inequalities : Gender versus race in higher education institutions in the UK
Quelle: Educational Review, 42 (2019) 2, S 1–17
Inhalt: This article explores findings from two projects that explore the impacts and institutional experiences of the Athena SWAN (ASC) and Race Equality (REC) Charter Marks in UK universities. The article offers an important, timely and original insight into the ways that these two charter marks are shaping and influencing practice in universities. We argue that in higher education policymaking, there has been a privileging of gender over race in terms of addressing inequalities in higher education. Whilst acknowledging the persistence of inequalities in both groups, the data from our projects highlight a significant risk that gender and race inequalities become conflated in current equalities work. We argue that as a consequence of a logic of efficiency that drives Higher Education Institutions (HEIs) to combine gender and race equalities work, and the privileging within this combination of gender, HEIs can publicly work towards equality and inclusion in general terms, without having to confront uncomfortable and deeply embedded practices that perpetuate White privilege in the academy.
Schlagwörter:Antidiskriminierung; Diskriminierung; Gender; Gleichstellungsmaßnahmen; Hochschule; race; Rassismus; UK
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen
Verfügbarkeit:https://dx.doi.org/10.1080/00131911.2019.1642305
Dokumenttyp:Zeitschriftenaufsatz