‘Homeliness meant having the fucking vacuum cleaner out’ : The gendered labour of maintaining conference communities
Autor/in:
Burford, James; Bosanquet, Agnes; Smith, Jan
Quelle: Gender and Education, 32 (2020) 1, S 86–100
Inhalt: This article extends examinations of the gendered nature of care and service in academia, with a particular focus on the labour of maintaining conference communities. Utilising empirical data from a cultural history of the International Academic Identities Conference, we draw on interviews with 32 conference organisers, keynote speakers and participants to explore the gendered dynamics of reproducing conference communities. While some participants experienced exclusions, most participants described a conference that felt caring, welcoming and like ‘home’. Following this discussion, we interrogate the idea of the conference as ‘home’, asking questions about the gendered division of ‘academic housekeeping’ practices that underpin such home-making. Engaging with feminist theorising of emotional labour, we argue that academic women undertook significant, and often hidden, care and service labour to maintain a homely conference community.
Gendered inequalities in competitive grant funding : An overlooked dimension of gendered power relations in academia
Autor/in:
Steinþórsdóttir, Finnborg S.; Einarsdóttir, Þorgerður; Pétursdóttir, Gyða M.; Himmelweit, Susan
Quelle: Higher Education Research & Development, 39 (2020) 2, S 362–375
Inhalt: Research grant funding influences the organisation of academic work and academic careers. We problematise general approaches to gender bias in research grant funding and argue that it fails to include the wider structures of inequality and the unequal gendered power relations in academia. Approaching the subject with gender budgeting we challenge assumed gender-neutral practices. The objective is to illuminate how the gendered funding system and (the previous and subsequent) gendered structures of academia are maintained. The whole grants scheme is assessed, drawing on statistical data collected on the whole population of a medium-size, comprehensive research and educational institution in Iceland, and two types of competitive grants. The data is measured against the pool of applicants and comparisons within and between fields and ranks are made. By including the structures of inequality and the gendered power relations, the results show how the funding system is biased not only in favour of men, but towards the male-dominated and culturally masculine positions and fields. This approach illustrates the need to address the whole academic system in order to challenge the norms that maintain and reproduce gender inequalities.
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.
Homophily, Biased Attention, and the Gender Gap in Science
Autor/in:
Lerchenmueller, Marc; Hoisl, Karin; Schmallenbach, Leo
Quelle: Proceedings (Academy of Management Proceedings), 2019 (2019) 1
Inhalt: How does homophilous collaboration influence women's early career progress? To answer this question, we turn to a granular dataset of 3,233 highly qualified junior life scientists who receive mentored, early career sponsorship from the National Institutes of Health (NIH) and analyze their publication trajectories as careers unfold. Employing a matched sample approach that exploits variance in the sets of research contacts the junior scientists start out with, we distinguish sex differences in collaboration choices from potential differences in collaboration opportunities. We document that outsized gender homophily among women exists and primarily stems from how female leaders of scientific projects assemble their teams. Women continue same-sex collaborations as lead authors at twice the rate compared to men, on average, and in particular when the mentor is part of the author team or when the focal junior scientist leads the team. As such, systematic gender homophily among female scientists may engender the sponsorship and resources needed to motivate young women to join and pursue an academic career. On the flip side, we show that author teams led by women receive 11% less citations, on average, and up to 29% less citations for work of comparable caliber published in the most influential journals. Taken together, while women's propensity to working with other women may support early career researchers, biased attention to women's work may harm careers and, in particular, women who publish in the highest-impact journals and who would otherwise be poised to narrowing gender gaps at more senior career stages.
Gendered images of international research collaboration
Autor/in:
Zippel, Kathrin S.
Quelle: Gender, Work & Organization, 4 (2018) 1, 139 S
Inhalt: Joan Acker's theory on gendered organizations offers important tools for understanding subtler forms of inequalities and gendered practices in the workplace. According to Acker, invisible mechanisms in organizations such as the symbolic and material/structural aspects of organizations reproduce gendered inequalities. My application of Acker's theory demonstrates how imagery itself assigns value to collaborative practices in gender stereotypical ways. In an institutional context that devalues international research collaboration among faculty, gendered images of exploiter, patronizing helper, partner, or friend ultimately serve to construct glass fences - obstacles to international collaborative engagement - particularly for women. The reflection and potential recreation of gendered inequalities among academics simultaneously reconstructs inequalities between the U.S. and abroad, as institutional reward structures attach gendered symbolic and material values that (re)shape (international) collaborations themselves. Together, these processes construct the gendered organization of global science and academia.
Schlagwörter:Forschungskooperation; gendered organizations; Geschlechterungleichheit; Internationale Kooperation; Internationalisierung; Organisation; Organisationstheorie; Ungleichheit; USA
CEWS Kategorie:Europa und Internationales, Netzwerke und Organisationen, Wissenschaft als Beruf, Geschlechterverhältnis
The gender gap in science : How long until women are equally represented?
Autor/in:
Holman, Luke; Stuart-Fox, Devi; Hauser, Cindy E.
Quelle: PLoS Biology, 16 (2018) 4, e2004956 S
Inhalt: Women comprise a minority of the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. Quantifying the gender gap may identify fields that will not reach parity without intervention, reveal underappreciated biases, and inform benchmarks for gender balance among conference speakers, editors, and hiring committees. Using the PubMed and arXiv databases, we estimated the gender of 36 million authors from >100 countries publishing in >6000 journals, covering most STEMM disciplines over the last 15 years, and made a web app allowing easy access to the data (https://lukeholman.github.io/genderGap/). Despite recent progress, the gender gap appears likely to persist for generations, particularly in surgery, computer science, physics, and maths. The gap is especially large in authorship positions associated with seniority, and prestigious journals have fewer women authors. Additionally, we estimate that men are invited by journals to submit papers at approximately double the rate of women. Wealthy countries, notably Japan, Germany, and Switzerland, had fewer women authors than poorer ones. We conclude that the STEMM gender gap will not close without further reforms in education, mentoring, and academic publishing.
Titelübersetzung:Führend in der Bildung auf allen Kontinenten
Autor/in:
Macha, Hildegard; Bauer, Quirin J.
Quelle: Gender : Zeitschrift für Geschlecht, Kultur und Gesellschaft, Jg. 2 (2011) H. 3, S. 134-142
Inhalt: "WissenschaftlerInnen aus der ganzen Welt gründeten 2007 auf einer Konferenz in Rom das Netzwerk Women Leading Education Across the Continents (WLE). Ziel war es, einen qualitativen und quantitativen Überblick über Frauen in Führungspositionen im Bildungssystem (Schul- und Hochschulwesen) zu erhalten. Das Netzwerk verfolgt mehrere Ziele: eine Datensammlung zu Frauen in Führungspositionen im Bildungswesen weltweit; die Untersuchung von Gründen, die das Erreichen einer Führungsposition erleichtern oder erschweren; eine Unterfütterung dieser Daten anhand einer Analyse der Biografien der WLE-Mitglieder; die Einflussnahme auf Forschung, Politik und Praxis mithilfe von Publikationen und einem Online-Gender-Audit." (Autorenreferat)
Inhalt: "Scholars across the globe created the Women Leading in Education Across the Continents (WLE) group at a conference held in Rome in 2007. The goal was to fill a knowledge vacuum; an understanding of the status of women in educational leadership, in both basic and higher education, from both a qualitative and quantitative view. The group emerged with the following goals: to gather data from an increasing number of countries across all continents regarding the number of women represented in positions of leadership in education; to describe issues that are either barriers or facilitators regarding the ability of women to attain the highest levels of educational leadership; to bring those issues to life through an analysis of the lives and stories of women within the group; to impact research, policy making and practice through publications and an online gender audit." (author's abstract)
Gleicher Lohn bei gleicher Qualifikation? : Eine Analyse der Einstiegsgehälter von Absolventinnen und Absolventen der MINT-Fächer
Titelübersetzung:Equal pay by equal qualification? : an analysis of starting salaries of graduates in sciences and engineering
Autor/in:
Falk, Susanne
Quelle: Beiträge zur Hochschulforschung, Jg. 32 (2010) H. 4, S. 48-71
Inhalt: "Frauen, die ein MINT-Fach studiert haben, verdienen beim Berufseinstieg weniger als Männer. Die auf Basis des Bayerischen Absolventenpanels durchgeführten Analysen zeigen, dass diese Einkommensunterschiede nicht durch ein unterschiedliches Studienverhalten erklärt werden können. Frauen studieren genauso lang und gut wie Männer, gehen genauso häufig ins Ausland und suchen in ihrem Studium die gleiche Praxisnähe wie Männer. Stattdessen zeigt sich, dass Merkmale der ersten Beschäftigung wie die Befristung oder eine Tätigkeit im öffentlichen Dienst Geschlechterunterschiede beim Einstiegseinkommen erklären. Für einen Abbau der Lohnungleichheit ist es daher entscheidend, dass mehr Frauen Zugang zu unbefristeten Stellen in der Privatwirtschaft bekommen." (Autorenreferat)
Inhalt: "Women with a degree in sciences and engineering earn less than men when entering the labour market. Our analysis, based on the Bavarian Study of Higher Education Graduates, shows that these salary differentials cannot be explained by differences in their study performance because important aspects like time to graduation, international experience and practice orientation are very similar to those of men. It turns out that a large part of the salary differentials can be explained by means of job characteristics such as temporary employment and employment in the public sector. Consequently, it would be essential for more women to gain access to permanent jobs in the private sector in order to reduce gender-related salary differentials." (author's abstract)