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
Foreign women in academia : Double‐strangers between productivity, marginalization and resistance
Autor/in:
Strauβ, Anke; Boncori, Ilaria
Quelle: Gender Work Organ (Gender, Work & Organization), 17 (2020) 2, 867 S
Inhalt: This article examines the professional experience of foreign women academics working across geographic boundaries in today's neoliberal academia characterized by liquidity. Framed within an intersectional perspective, we use the concept of the ‘double‐stranger' to examine data stemming from 20 in‐depth semi‐structured interviews conducted with scholars at different stages of their career in the social sciences. This article advances understandings of academic careers theoretically by identifying a temporal and hierarchical dynamic in the intersection of two categories of difference (gender and foreignness) that constitute a position of simultaneous belonging and non‐belonging for foreign women academics; and empirically through a qualitative investigation that explores three areas in which academic professional experiences are mobilized for double‐strangers: (i) transnational career moves; (ii) productivity and performance in today's neoliberal academia; and (iii) self‐induced estrangement as a form of resistance.
Inhalt: 3An der Philipps-Universität Marburg waren im Jahr 2019 26 % der Professuren mit Frauen besetzt, knapp mehr als im bundesdeutschen Vergleich. Dieser Wert steigt trotz unterschiedlicher Bemühungen nur sehr langsam an. So wurden z.B. die Maßnahmen zur aktiven Rekrutierung von Frauen in Führungspositionen wie Professuren in den vergangenen Jahren verstärkt – 2019 gingen 36 % der Rufe der Philipps-Universität an Frauen. Trotzdem ist die Anzahl von Bewerbungen von Frauen in bestimmten Bereichen immer noch sehr niedrig und es werden nicht genügend Frauen zu Vorstellungsgesprächen und Probevorträgen eingeladen. Vor allem in den naturwissenschaftlichen Fächern sind nach wie vor insgesamt nur wenige Professuren mit Frauen besetzt. Warum ist das so? Ein Grund für die gemessen an der Gesamtheit an Personen vergleichsweise starke Unterrepräsentanz marginalisierter Gruppen in der Wissenschaft liegt in unbewussten Vorannahmen, dem ‚Unconscious Bias‘, der etwa in Bewerbungssituationen die Beurteilung von Personen maßgeblich be-einflussen kann.Diese Broschüre möchte dazu anregen, sich über das Phänomen des Unconscious Bias, dem wir alle gleicher-maßen unterliegen, zu informieren. Sie gibt Hilfestellung, um die jeweils eigenen Bias‘ zu erkennen und zeigt Optionen auf, um insbesondere im Rahmen von Stellenbesetzungs- und Berufungsverfahren eigene implizite Vorurteile und Verzerrungseffekte kritisch zu hinterfragen und ihnen entgegenzuwirken.Der Fokus dieser Handreichung liegt auf dem Gender-Bias, also geschlechtsspezifischen Verzerrungseffekten. Darin erschöpft sich das Thema jedoch nicht. An einigen Stellen finden sich bereits Hinweise auf weitere Biases. Für die Zukunft ist eine Erweiterung dieser Broschüre geplant.In der Überzeugung, dass Vielfalt neue Perspektiven schafft und dadurch Innovationen befördert, steht die Philipps-Universität für transparente und faire Personalauswahlprozesse, die allen Menschen allein unter Berücksichtigung ihrer Talente und Qualifikationen die gleichen Chancen geben. Wir bedanken uns bei der Universität Zürich für die Erlaubnis, deren Handreichung adaptieren zu dürfen und bei allen Lesenden dieser Broschüre, dass sie diese Prozesse und die Universität als Ganzes diskriminierungssensibel mitgestalten!
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.
Chancengleichheit in Wissenschaft und Forschung : 24. Fortschreibung des Datenmaterials (2018/2019) zu Frauen in Hochschulen und außerhochschulischen Forschungseinrichtungen
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
Neoliberalism, gender and education work - (Paperback, forthcoming 30.6.2020)
Herausgeber/in:
Robert, Sarah A.; Pitzer, Heidi; Muñoz García, Ana Luisa; Pitzer, Heidi K.
Quelle: London: Routledge; Taylor & Francis, 2020.
Inhalt: How does neoliberalism in the education field shape who teachers are and what they can be? What are the effects of neoliberal logic on students? How is gender at the core of what it means to teach and learn in neoliberal educational institutions? Neoliberalism, Gender and Education Work examines the everyday labour of educating in a variety of contexts in order to answer these questions in new and productive ways. Neoliberal ideals of standardisation, accountability and entrepreneurialism are having undeniable effects on how we define teaching and learning. Gender is central to these definitions, with care work and other forms of affective labour simultaneously implicated in standards of teacher quality and undervalued in metrics of assessment. Gathering research from across four continents and education settings ranging from elementary school to higher education, to popular social movements, the methodologically diverse case studies in this book offer insight into how teachers and students negotiate the intertwined logics of neoliberalism and gender. Beyond an indictment of contemporary institutions, Neoliberalism, Gender and Education Work provides inspiration with its documentation of the creative practices and selfhoods emerging in the "cracks" of the neoliberal ideological apparatus.
CEWS Kategorie:Bildung und Erziehung, Wissenschaftspolitik, Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis
Dokumenttyp:Sammelwerk
Research literature on women of color in undergraduate engineering education : A systematic thematic synthesis
Autor/in:
Ong, Maria; Jaumot‐Pascual, Nuria; Ko, Lily T.
Quelle: J. Eng. Educ. (Journal of Engineering Education), 109 (2020) 3, S 581–615
Inhalt: Background: To address social disparities and generate an innovative workforce, engineering higher education should provide learning environments that benefit students from all backgrounds. However, because engineering programs are not enrolling or retaining women of color at demographic parity, a better understanding of these students’ experiences is needed to develop effective interventions.
Purpose: This study analyzes research on women of color in undergraduate engineering education to determine what influences their experiences, participation, and advancement. We identify challenges to and strategies for persistence and present recommendations for engineering institutions to create interventions that support women of color and mitigate institutional inequities.
Scope/Method: Using the snowballing method, we identified 65 empirical studies published between 1999 and 2015 that met the criteria for this review. These studies represented qualitative, mixed-methods, and quantitative methodologies from various fields. We conducted a systematic thematic synthesis, informed by frames of intersectionality, critical race theory, and community cultural wealth.
Conclusions: Women of color use navigational strategies to address the social pain of race and gender inequity in engineering education. Institutions should take responsibility for generating a sense of belonging for women of color and provide social and structural supports that increase self-efficacy, address social pain, and improve retention.
Schlagwörter:Ingenieurwissenschaft; Intersektionalität; literature review; people of color; Studium; undergraduate; women of color
CEWS Kategorie:Naturwissenschaft und Technik, Hochschulen, Studium und Studierende, Geschlechterverhältnis
Quelle: Beiträge zur Hochschulforschung, 42 (2020) 4, S 50–69
Inhalt: Berufungskommissionen sind wichtige Arenen für die Durchsetzung der Interessen verschiedener Akteure. Sie werden auch in der Gleichstellungspolitik als zentrales Handlungsfeld betrachtet. Im Zentrum des Beitrags steht die Frage, welche Gleich-
stellungsmaßnahmen auf professoraler Ebene, insbesondere im Handlungsfeld Berufungskommissionen, bekannt sind und wie sie angesichts wachsender Ansprüche an exzellente Wissenschaft wahrgenommen und umgesetzt werden. Das Konzept des Geschlechterwissens nach Dölling/Wetterer diente als zentrale theoretische Perspektive. Die leitfadengestützten Interviews wurden rekonstruktiv ausgewertet. Es zeigte sich, dass das Gleichstellungswissen der Interviewten in Bezug auf den Kosmos Hochschule umfangreich ist, ihr Geschlechterwissen jedoch überwiegend alltagsweltlich. Ein zentrales Ergebnis ist, dass die Imperative Gleichstellung und Bestenauswahl in Berufungskommissionen als widersprüchliche Zielvorgaben wahrgenommen werden.
Schlagwörter:Berufungskommission; Genderkompetenz; Geschlechterwissen; Gleichstellungsmaßnahmen; Professor; Professorin
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