„Mit Geschlecht hat das aber nichts zu tun“ : Über die Schwierigkeiten von Professorinnen, über Geschlecht (nicht) zu sprechen
Autor/in:
Paulitz, Tanja; Wagner, Leonie
Quelle: GENDER (GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft), 15 (2023) 2, S 117–131
Inhalt: Historisch wie aktuell finden sich in Interviews mit Professorinnen Konstruktionen von Geschlechtsneutralität, mit denen sie versuchen, die Widersprüche zu bearbeiten, die sich aus der Meritokratienorm der Wissenschaft und gleichstellungspolitischen Versprechungen einerseits und alltäglichen Erfahrungen in der Hochschule andererseits ergeben. In einer aktuellen qualitativen Untersuchung an Hochschulen (Universitäten, Hochschulen für angewandte Wissenschaften, Kunst- und Musikhochschulen) wurden erstmals seit den 1980er-Jahren Erzählungen von Professor:innen über alltägliche Erfahrungen bzw. deren Einordnung in eine vergeschlechtlichte Organisationskultur analysiert. Zentraler Befund ist die regelmäßige und proaktive Dethematisierung von Geschlecht als relevanter Faktor für erfahrene Marginalisierungen. Diese Aussagen werden im vorliegenden Beitrag nicht als nahtlose Deskription einer heute erreichten Geschlechtsegalität gedeutet, sondern als Praktiken der Bürgschaft für eine vermeintlich erreichte geschlechterneutrale Hochschule sowie als eigene Statussicherung auf der Position als Professorin und meritokratisch anerkannte Leistungsträgerin.
Both historically and currently, interviews with women professors reveal constructions of gender neutrality with which they try to work through the contradictions that arise from the meritocratic norm of science and equality policy promises on the one hand and everyday experiences in higher education on the other. In a recent qualitative study conducted at higher education institutions (universities, universities of applied sciences, art and music academies) professors’ narrations about everyday experiences and their placement within a gendered organizational culture were analysed for the first time since the 1980s. The key finding is the regular and proactive de-thematization of gender as a relevant factor in experienced marginalization. In this article, these statements are not interpreted as a seamless description of that gender equality that has been achieved to date, but as practices that vouch for a supposedly achieved gender-neutral university and that serve to protect one’s status as women professors and meritocratically recognized high achievers.
Are we failing female and racialized academics? A Canadian national survey examining the impacts of the COVID‐19 pandemic on tenure and tenure‐track faculty
Autor/in:
Davis, Jennifer C.; Li, Eric Ping Hung; Butterfield, Mary Stewart; DiLabio, Gino A.; Sangunthanam, Nithi; Marcolin, Barbara
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: The novel coronavirus 2019 (COVID-19) pandemic caused the abrupt curtailment of on-campus research activities that amplified impacts experienced by female and racialized faculty. In this mixed-method study, we systematically and strategically unpack the impact of the shift of academic work environments to remote settings on tenured and tenure-track faculty in Canada. Our quantitative analysis demonstrated that female and racialized faculty experienced higher levels of stress, social isolation and lower well-being. Fewer women faculty felt support for health and wellness. Our qualitative data highlighted substantial gender inequities reported by female faculty such as increased caregiving burden that affected their research productivity. The most pronounced impacts were felt among pre-tenured female faculty. The present study urges university administration to take further action to support female and racialized faculty through substantial organizational change and reform. Given the disproportionate toll that female and racialized faculty experienced, we suggest a novel approach that include three dimensions of change: (1) establishing quantitative metrics to assess and evaluate pandemic-induced impact on research productivity, health and well-being, (2) coordinating collaborative responses with faculty unions across the nation to mitigate systemic inequities, and (3) strategically implementing a storytelling approach to amplify the experiences of marginalized populations such as women or racialized faculty and include those experiences as part of recommendations for change.
Circling the divide: Gendered invisibility, precarity, and professional service work in a UK business school
Autor/in:
Seymour, Kate
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: Within UK business schools, there are large numbers of female and feminized white-collar professional service (PS) employees in disproportionately low-paid, low-status roles, but surprisingly, they are largely invisible within the literature on sexism and gender inequalities in academia. This paper conceptualizes PS experiences by examining how forms of gendered invisibility affect professional staff working in the hybrid “third” space between academic and administrative realms. I develop a conceptual analysis of invisibility—of invisible work and as invisible worker—arising from the performance of professional and academic work. This allows me to analyze and distinguish forms of what I call service, professional and professional-academic housework, demonstrating how these are thoroughly imbricated in dominant patriarchal cultural ideologies of gender. In developing this schema, I draw self-reflexively on my own experiences of “circling the divide” within a UK business school, developing a rich, multi-perspectival account of the ways visibility and invisibility were experienced in the role of a particular third space professional and “academic-in-waiting.” This paper therefore contributes a systematic conceptualization of gendered invisible housework performed by PS staff within a politicized third space of UK business schools. It also brings often hidden PS “academics-in-waiting” into the literature on feminized precarity in the academy.
Schlagwörter:academic housework; business school; gender inequality; invisibility; MTV; professional service; professional staff; sexism; UK; Verwaltung
CEWS Kategorie:Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis
International migration of researchers and gender imbalance in academia—the case of Norway
Autor/in:
Wendt, Kaja; Gunnes, Hebe; Aksnes, Dag W.
Quelle: Scientometrics (Scientometrics), 127 (2022) 12, S 7575–7591
Inhalt: Female representation among students and graduates in higher education is growing internationally. This is a promising trend for achieving gender balance in top positions in academia. But there is still a long way to go, as women accounted for 26 per cent in top positions at European higher education institutions in 2018. In this article, we examine the influence of international recruitment of researchers on the gender balance—or the lack of gender balance—in Norwegian academia. We draw on data from the Norwegian Register of Research personnel, linked with population statistics from Statistics Norway. These data show that 38 per cent of the researchers at Norwegian higher education institutions in 2018 were born abroad. The share of foreign full professors has increased from 16 per cent in 2001 to 27 per cent in 2018, while for postdocs there has been an increase from 31 to 69 per cent. In terms of overall gender composition, a higher percentage of the foreign-born researchers are male compared with the native Norwegians. The incidence of international recruitment differs significantly across academic fields and is particularly prevalent in engineering. This is also the field where the gender balance is most skewed generally. Taking these variables into account, we conclude that international migration is not among the factors contributing to the gender imbalance in Norwegian academia. In fact, international recruitment has contributed positively to the gender balance in Norway in the majority of the fields analysed.
Schlagwörter:academia; full professor; gender inequality; higher education; international academic mobility; Migration; Norway; Norwegen; recruitment; Rekrutierung
CEWS Kategorie:Europa und Internationales, Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis
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.
Professorinnen im Spannungsverhältnis von Exzellenz und Chancengleichheit : Empirische Befunde aus einer qualitativen Interview-Studie
Autor/in:
Paulitz, Tanja; Braukmann, Stephanie
Quelle: Beiträge zur Hochschulforschung, 42 (2020) 4, S 30–48
Inhalt: Der Beitrag fragt ausgehend vom jüngeren hochschulpolitischen Wandel, im Zuge dessen Chancengleichheit zu einem Bestandteil von Exzellenz wurde, nach der Arbeitssituation von Professorinnen an deutschen Universitäten. Damit wird jene Statusgruppe ins Zentrum der Betrachtung gerückt, die sich im System etabliert hat und gemeinhin dafürsteht, dass Chancengleichheit erreicht ist. Auf Basis einer laufenden qualitativen empirischen Untersuchung werden erste Befunde vorgelegt, wie dieses Verhältnis von Exzellenz und Chancengleichheit von Professorinnen erfahren wird, welche Zugänge es eröffnet, auf welche Barrieren die Professorinnen stoßen und welche Ambivalenzen sich hinsichtlich ihrer Position rekonstruieren lassen. Dabei wird die These entwickelt, dass sich die Partizipationschancen von Professorinnen in den Wettkämpfen um Exzellenz in geschlechtlich strukturierten Spielen um Anerkennung erweisen müssen.
Schlagwörter:Chancengleichheit; Drittmittel; Exzellenz; Forschungsförderung; Interview; Partizipation; Professorin
CEWS Kategorie:Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis
Hidden social exclusion in Indian academia : Gender, caste and conference participation
Autor/in:
Sabharwal, Nidhi S.; Henderson, Emily F.; Joseph, Roma Smart
Quelle: Gender and Education, 32 (2020) 1, S 27–42
Inhalt: Conferences are key sites for the development of academic careers; however multiple studies have shown that conferences are exclusionary on the basis of gender and other axes of social disadvantage. This study focuses on India and as such also incorporates caste as an axis of privilege and disadvantage in relation to access to conferences. Conferences in this paper are framed within a broader professional development agenda, which is the way in which conferences are located in Indian higher education policy discourses, and a social exclusion perspective is taken as the analytical lens. The paper is based on data from a large-scale national study of social inequalities in higher education, which included quantitative analysis of administrative records and qualitative analysis of interviews with academics on their participation in conferences and professional development activities. Key findings include that participation in conferences is proportionally lower for women and scheduled caste academics than for men and upper-caste academics, and that access to conferences is embroiled in relational processes of social exclusion which operate in the academy, despite formal policies being in place. The article recommends further scrutiny of policy implementation and replication of this analysis across different country contexts.
Gendered management in Spanish universities : Functional segregation among vice-rectors
Autor/in:
Castaño, Cecilia; Vázquez-Cupeiro, Susana; Martínez-Cantos, José Luis
Quelle: Gender and Education, 31 (2019) 8, S 966–985
Inhalt: The reorganisation of higher education according to the marketplace logic ? and framed within the process of Europeanisation and globalisation ? has run parallel to a significant rise in the number of women in senior management positions at Spanish universities. This would seem to be a step to more gender equality. However, the analysis of the situation used thus far, based on conventional indicators, may be harbouring a not-so-egalitarian reality. Our approach studies the gender distribution of vice-rectors according to assigned functions in all forty-eight Spanish public universities offering both graduate and postgraduate studies. It does so by creating a typology to exemplify gendered divisions of labour within those positions. The results confirm an uneven gender distribution: women, although mostly in charge of caregiving and housekeeping functions, are underrepresented across the board in areas where strategic power resides and the future of university is decided and where, eventually, gender norms could be changed.
More Than a Pipeline Problem : Evaluating the Gender Pay Gap in Canadian Academia from 1996 to 2016
Autor/in:
Momani, Bessma; Dreher, Emma; Williams, Kira
Quelle: Canadian Journal of Higher Education, 49 (2019) 1, S 1–21
Inhalt: This article measures gender pay gaps in Ontario’s public post-secondary education sector from 1996 to 2016 using the Public Sector Salary Disclosure Data. We find gaps widening among all faculty ranks. Men were paid on average 2.06%, 2.14%, and 5.26% more than their women colleagues for all employees, university teaching staff, and deans, respectively. We also conduct a Blinder- Oaxaca decomposition to measure the source of gendered salary differentials. Pay gaps persist during this time period despite controlling for the literature’s most common explanations, including the “pipeline effect.” Our results additionally imply that women’s years of experience in academia do not mitigate the observed pay gaps. Suggestions for future research include increasing the scope of our study to factor in finer details such as labour productivity.
Are New Career Models for Science Research Emerging?
Autor/in:
White, Kate
Quelle: International Journal of Gender, Science and Technology, 10 (2018) 1, S 73–87
Inhalt: This paper explores how the traditional gendered model of science excellence impacts on the careers of women scientists. Using an Australian case study, it then examines the following aspects of science careers: what gives scientists job satisfaction; differing perceptions of how to build science careers; how networks, mobility and mentoring are fundamental to research careers; how gender is often a factor in science research careers; and huge generational change underway that is leading to new career models. The paper argues that these new models have the capacity to change the traditional gendered model of science careers.
Schlagwörter:Akademische Karriere; Arbeitszufriedenheit; career paths in science; Exzellenz; Frauen in der Wissenschaft; Gender; Geschlecht; Gleichstellung; Higher Education; Hochschule; Mentoring; Mobilität; Netzwerk; new career models; Österreich; wissenschaftliche Karriere; Wissenschaftskarriere
CEWS Kategorie:Berufsbiographie und Karriere, Wissenschaft als Beruf, Hochschulen, Frauen- und Geschlechterforschung, Geschlechterverhältnis