Quelle: High Educ Policy (Higher Education Policy), 35 (2022) 2, S 542–560
Inhalt: Diversity policies have become an indispensable part of higher education institutions (HEIs) of the Global North. The increased monitoring by the European Commission has led to changes in Belgian HEI policy especially regarding gender. While research shows that the implementation of diversity policies has a positive effect on redistributing power, critics point out how the initial aim of these policies has been answered by empty promises. This research is based on 50 in-depth interviews of the perceptions and experiences of female academics with diversity policies in five Belgian HEIs. Results show that women perceive these policies as ways to window-dress equality externally, but do not have the expected effects internally. Women were divided on the utilisation of positive action. In addition, the policies lacked an intersectional perspective regarding ethnic minority backgrounds as well as family status for faculty. Studying their experiences and perceptions will allow staff equality agenda in HEIs to progress. [ABSTRACT FROM AUTHOR]
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Women’s experiences of racial microaggressions in STEMM workplaces and the importance of white allyship
Autor/in:
Moore, Robyn; Nash, Meredith
Quelle: International Journal of Gender, Science and Technology; Vol 13, No 1 (2021), (2021)
Inhalt: This article explores how gender interacts with race, ethnicity and/or culture to structure the microaggressions experienced by visibly and culturally diverse women in Australian Science, Technology, Engineering, Mathematics and Medicine (STEMM) organisations. We focus on these women’s experiences to disrupt the normative erasure of race from the workplace diversity context. We conducted 30 semi-structured interviews with women in academia, industry and government who self-identify as women of colour or as culturally diverse. We use an intersectional lens to show that the challenges experienced by visibly and culturally diverse women cannot simply be subsumed under gender. Rather, race and gender intersect to create overlapping and interdependent systems of discrimination and disadvantage. These issues are largely unintelligible in STEMM fields as science is positioned as gender- and race-neutral. Consequently, despite their devastating impact, racial microaggressions may be invisible to members of the dominant racial group—those most likely to be the peers and managers of visibly and culturally diverse women. White managers and peers can act as allies to women of colour in STEMM by respecting and amplifying their concerns. Learning to recognise and confront racial microaggressions can help make science workplaces more inclusive of all scientists.
Promoting Diversity but Striving for Excellence: Opening the ‘Black Box’ of Academic Hiring
Autor/in:
Orupabo, Julia; Mangset, Marte
Quelle: Sociology, (2021) , S 1–17
Inhalt: Scholars have described how neutral routines and ‘objective’ criteria in recruitment may result in an institutional preference for certain types of candidates. This article advances the literature on recruitment by conducting an in-depth study of how the criteria for assessing quality are applied in practice in the recruitment process. Through an in-depth study of 48 recruitment cases for permanent academic positions in Norway and 52 qualitative interviews with the recruiters involved, we stress the need to grasp how evaluation is embedded in the organisational process of recruitment. By constructing an ideal type of recruitment process comprising five different steps, we show that despite evaluators including diversity concerns in their search for talent during the first stages of the recruitment process, they end up deploying narrow criteria that tend to favour men in the crucial steps of the recruitment process, in which hiring outcomes are determined.
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.
Rezension zu : Mike Laufenberg, Martina Erlemann, Maria Norkus, Grit Petschick (Hg.): Prekäre Gleichstellung. Geschlechtergerechtigkeit, soziale Ungleichheit und unsichere Arbeitsverhältnisse in der Wissenschaft. Wiesbaden: VS Verlag für Sozialwissenschaften 2018 - Querelles-net, Jg. 20, Nr. 3 (2019)
Autor/in:
Mauer, Heike
Quelle: (2019)
Inhalt: Umfassend werden hier das Verhältnis von prekären Arbeitsverhältnissen und Diskriminierungs- und Ungleichheitsstrukturen in der Wissenschaft sowie Gleichstellungspolitiken in den Blick genommen. Die Autor_innen plädieren dafür, die Ökonomisierung von Bildung, die Herausbildung der unternehmerischen Hochschule sowie die damit einhergehende Ausbreitung unsicherer Arbeitsverhältnisse in der Wissenschaft mit Prozessen der Gleichstellungsgovernance sowie der Transformation von Geschlechterverhältnissen und insbesondere von Rassismus an der Hochschule zusammenzudenken. In 12 Beiträgen werden diesbezügliche Ambivalenzen thematisiert und Interventionsmöglichkeiten, um Geschlechtergerechtigkeit, eine nicht-rassistische Hochschule und sichere Beschäftigungsverhältnisse zu verwirklichen, diskutiert.
Success against the odds : The Effect of Mentoing on the Careers of Senior Black and Minority Ethnic Academics in the UK
Autor/in:
Bhopal, Kalwant
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