Faculty allyship: Differences by gender, race, and rank at a single U.S. University
Autor/in:
Ro, Hyun Kyoung; Campbell‐Jacobs, Blaze; Broido, Ellen M.; Hanasono, Lisa K.; O’Neil, Deborah A.; Yacobucci, Margaret M.; Root, Karen V.
Quelle: Gend Work Organ (Gender, Work and Organization), (2023)
Inhalt: Within the growing literature about allyship in the workplace, few studies have specifically addressed faculty allyship for faculty colleagues. Previous studies on faculty allyship for inclusive academic environments address only men's contributions as allies. Using an expansive definition of faculty allyship and including any faculty members with membership in at least one dominant social group, we sought to better understand how faculty members perceive allyship, their concerns about allyship, and how those perceptions vary by gender, race, and rank. We examined the responses of faculty who participated in an allyship training program that was offered at a university in Ohio, USA as part of a National Science Foundation ADVANCE grant intended to reduce gender inequity among science, technology, engineering, and mathematics faculty. We framed this study by employing Hardiman et al.'s (2007) three-dimensional matrix of oppression and used a mixed-method research design. Participants' primary concerns about engaging in allyship related to their academic rank. We offer several implications for policies, practices, and future research on faculty allyship for faculty colleagues by considering positional power and rank as well as race and gender.
Quelle: Gend Work Organ (Gender, Work and Organization), (2023)
Inhalt: In response to persistent systemic gendered and racial exclusions in the sciences, unconscious or implicit bias training is now widely established as an organizational intervention in Higher Education (HE). Recent systematic reviews have considered the efficacy of unconscious bias training (UBT) but not the wider characteristics and effects of the interventions themselves. Guided by feminist scholarship in critical psychology and post-structuralist discourse theory, this article critically examines UBT across STEMM and in HE institutions with a discursive analysis of published studies. Drawn from systematic searches in 4 databases, we identify three types of UBT reported in 22 studies with considerable variation in intervention types, target groups, and evaluation methods. Guided by limited cognitive problematizations of unconscious bias as a problem located inside individual minds, interventions follow established patterns in neoliberal governmentality and make available specific feeling rules and subject positions. These current Equality, Diversity & Inclusion practices present a new technology of power through which organizations may regulate affect and behavior but leave structural inequalities and barriers to inclusion intact.
Quelle: Gend Work Organ (Gender, Work and Organization), (2023)
Inhalt: The article illuminates how gender inequality in Ireland's higher education sector continues to be constituted at policy and at local institutional levels as a problem that requires ‘fixing the women”. It analyses two gender equality projects' discursive materials targeting female academics in Irish universities, showing that while these projects embrace elements of feminist praxis and critique, they ultimately propagate “cruel optimism”. They do this by exhorting women academics' subjectification to burdensome practices of strategizing, self-auditing and self-promotion, lured by the promise of awards that only a few will attain. Presented are two cases of what we call “promising promotional projects” that we have encountered in our work in our university. We use the term “projects” to refer to time-limited, bounded interventions that respond to “gender equality” as a field of government, where problems have been diagnosed and where practicable and pragmatic solutions are seen to be required. Our discursive-deconstructive reading of these projects' discursive materials highlights how gender equality projects target women for “promotion” through mobilizing gendered technologies of the self.
Shaped by resistance: Discursive politics in gender equality work
Autor/in:
Stierncreutz, Micaela; Tienari, Janne
Quelle: Gend Work Organ (Gender, Work and Organization), (2023) 30, S 1178–1198
Inhalt: While existing research offers an understanding of the antecedents, forms, and consequences of resistance to gender equality work in organizations, studies primarily regard resistance as a challenge to be overcome or as something that can at times be beneficial for change. In this paper, we argue that resistance shapes gender equality work. We focus on covert forms of resistance and give voice to experts in Finland and Sweden who work for gender equality in organizations. Analyzing the discursive politics involved in (de)legitimizing and (de)politicizing equality work, we elucidate how experts deal with resistance by shaping the meaning of equality and working for it. Our findings suggest that covert resistance undermines the quest for gender equality by molding the conditions for how equality work can be done, thus influencing what it can achieve in organizations and in society.
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: This paper examines the establishment of a feminist academic organization, GENMAC (Gender, Markets, and Consumers; genmac.co), serving gender scholars in business schools and related fields. In so doing, it builds on the emerging literature of feminist academic organizations, as situated within feminist organizational studies (FOS). Through a feminist case study and by assessing the reflections of GENMAC's board members, we tell the story of the emergence of GENMAC and detail the tensions the organization encountered as it formally established itself as a feminist organization within the confines of a business school setting, a patriarchal system, and a neoliberal university paradigm. We build on the FOS literature by considering how our organization counters cultures of heightened individualism and builds collective action to challenge sexism through the nexus of research, support, and advocacy pillars of our organization. We demonstrate how, through these actions, our organization challenges hierarchies of knowledge, prioritizes the care and support needed for the day-to-day survival of gender scholars in business schools, and spotlights and challenges structural inequalities and injustices in the academy.
Mentoring as affective governmentality: Shame, (un)happiness, and the (re)production of masculine leadership
Autor/in:
Sandager, Jette
Quelle: Gend Work Organ (Gender, Work and Organization), (2021)
Inhalt: This article contributes to current discussions on the effectiveness of mentoring as a gender equality tool, but also focuses on the emotions and bodily (dis)comforts mentoring produces in addition to linguistic discourses, thus offering a novel take on how the tool operates. Drawing on a case study of a Danish mentoring program aimed at establishing the organizational space of leadership as more gender equal, the article demonstrates how, in producing shame and (un)happiness, mentoring (re)produces leadership as an organizational space dominated by masculine norms and work practices. The findings of the article support literature arguing that mentoring is an ineffective gender equality tool. However, the article does not entirely discard mentoring for this purpose, instead suggesting that scholars and practitioners look to literature on queered forms of mentoring for inspiration on how to use mentoring as a tool that carries the potential of truly promoting gender equality.
Quelle: Gend Work Organ (Gender, Work and Organization), 28 (2021) S1, S 39–57
Inhalt: In this article, as have many Black women scholars in the past, we again call for collective action against anti‐blackness and White supremacy in the academy. Drawing from black feminist theory, we discuss the long history of Black women academics' activism against anti‐black racism and introduce the current movement: Black Lives Matter (BLM). Although BLM is often construed as resisting anti‐black violence outside the academy, it is also relevant for within the academy wherein anti‐blackness is likely to be manifested as disdain, disregard, and disgust for Black faculty and students. We discuss some of the ways in which anti‐blackness and liberal White supremacy are manifested in the lives of Black faculty and students, and propose that non‐Black allies have key roles to play in resisting them. Like second‐hand cigarette smoke that harms everyone in proximity, anti‐blackness and White supremacy harm us all, and a shared movement is needed to dismantle them.
Schlagwörter:academia; black feminism; black women; Hochschule; racism; Rassismus; Schwarze Frauen; Schwarzer Feminismus; white supremacy
“How did they protect you?” The lived experience of race and gender in the post‐colonial English university
Autor/in:
Salmon, Udeni
Quelle: Gend Work Organ (Gender, Work and Organization), (2021)
Inhalt: With this article, I seek to contribute to understandings of how racial and gender hierarchies are reproduced through organizational processes. Using an autoethnographic method, I seek to demonstrate the workings of Mill's Racial Contract Theory and Ahmed's concepts of raced and gendered encounters through the implementation of a university diversity initiative: the Race Equality Charter. My findings demonstrate how the “doing” of diversity work results “undoing” the non-white diversity worker, as their lived experiences catastrophically diverge from the sunny promise of the diversity project. Furthermore, the Race Equality Charter's is revealed that the Charter is a factual, rather than normative type of contract, which enshrines a socio-political reality in which colonialism continues to shape white over non-white domination. Scholars and activists have long been naming the secret weapons of white supremacy in order to expose how anti-racist practice is co-opted by institutions. In this article, I theorize my lived experience to expose how policy and organizational processes fail to protect me, a non-white woman early career academic. I conclude that the Race Equality Charter, far from being a tool of social justice, enforces raced and gendered privileges in academic settings.
Athena SWAN gender equality plans and the gendered impact of COVID‐19
Autor/in:
Aguiar, Thereza Raquel Sales; Haque, Shamima; Bender, Keith A.
Quelle: Gend Work Organ (Gender, Work and Organization), (2021)
Inhalt: This study explores Athena SWAN as a mechanism to govern gender equality and diversity in the context of the UK Business and Management Schools during COVID-19. More specifically, this study reports on the struggles that UK Business Schools are now facing in projecting themselves as equal and diverse as well as efficient and viable. Using governmentality theory, a thematic analysis is applied to Athena SWAN applications and face-to-face interviews conducted with a number of leaders of Athena SWAN-awarded UK Business Schools. The results suggest that Athena SWAN opens a space for self-governing gender equality and diversity with some progress on this agenda. However, the Athena SWAN framework calls our attention to invisibilities of inequalities in times of crisis such as COVID-19, when governamentality of gender issues can become limited and when targets on efficiency are set as a priority.
Delivering gender justice in academia through gender equality plans? Normative and practical challenges
Autor/in:
Clavero, Sara; Galligan, Yvonne
Quelle: Gend Work Organ (Gender, Work and Organization), (2021)
Inhalt: This paper employs the concept of epistemic justice to examine the potential for gender equality plans (GEPs) to bring about sustainable transformative change towards gender equality in higher education. Mindful of both the limitations and opportunities of gender policy interventions, the paper highlights the importance of approaching gender inequality as a problem of justice and power rather than as an issue of ‘loss of talent’. The paper draws on Fricker’s account of epistemic justice as well as on Bourdieu’s analysis of power in the academic field, to evaluate seven gender equality plans in European universities for their potential to transform gender‐power relations in academia. The analysis reveals that insufficient attention is paid to the role of academic power in creating gender injustice at all institutional levels and to the role of organisational culture in the perpetuation of gender inequalities in those settings. The study suggests that the incorporation of an epistemic justice lens in the creation of GEPs would address gendered power relationships and lead to sustainable equitable outcomes.