Handbook for Creating a GenderSensitive Curriculum Teaching and Learning Strategies
Autor/in:
Kitchener, Mary; Humbert, Anne Laure
Quelle: Zenodo, 2023.
Inhalt: This handbook has been a joint publication between the Centre for Diversity Policy Research and Practice and the Oxford Centre for Academic Enhancement and Development (Oxford CAED). Led by Dr Mary Kitchener and overseen by Professor Jackie Potter and Professor Anne Laure Humbert. The project has been supported and guided by Dr Kate Clayton-Hathway, Dr Heather Griffiths, Irmgard Huppe, Dr Liz Lovegrove, Cathy Malone, Dr Sue Moron Garcia, Dr Jane Pritchard, Kat Kwok, and Mieke Tyrrell. The project team would like to gratefully thank Chloe Meek, MA in Publishing student at Oxford Brookes for editing the handbook, as well as Milica Antić Gaber, Jasna Podreka, Tjaša Cankar and Živa Kos at the University of Ljubljana, and Zeynep Gülru Göker, İlayda Ece Ova and Ayşe Gül Altınay at Sabancı University for reviewing it.
This handbook has been developed as part of the GEARING-Roles project (https://gearingroles.eu/), funded by the European Union’s Horizon 2020 Research and Innovation program under Grant Agreement n° 824536. GEARING-Roles stands for Gender Equality Actions in Research Institutions to traNsform Gender Roles and consists of a multidisciplinary consortium of 10 European academic and non-academic partners that work together to design, implement, and evaluate six Gender Equality Plans (GEPs) following the steps described in the GEAR tool (define, plan, act and check). Overall, the GEARING-Roles project challenges and transforms gender roles and identities linked to professional careers and works towards real institutional change.
Cross-national variations in postdoc precarity: An inquiry into the role of career structures and research funding models
Autor/in:
O’Connor, Pat; Le Feuvre, Nicky; Sümer, Sevil
Quelle: Policy Futures in Education, (2023)
Inhalt: Insecurity and intense competition for permanent academic positions appear to be common experiences for early career researchers across the globe. With academic precarity now firmly on the international research and policy agenda, this article looks comparatively at postdoc precarity in three European countries: Ireland, Norway and Switzerland. It suggests that the career prospects and status of these early career stage researchers depend to a large extent on societal variations in academic career structures and research funding models. The article underlines the implications of an increasingly competitive academic labour market on postdoc precarity and identifies both common and specific (national and/or disciplinary) challenges facing postdocs in these different contexts.
Schlagwörter:career structures; early career researcher; international comparison; internationaler Vergleich; Post-doc; precarity; prekäre Beschäftigung; research funding; wissenschaftliche Karriere
CEWS Kategorie:Europa und Internationales, Wissenschaft als Beruf
Women's leadership gamut in Saudi Arabia's higher education sector
Autor/in:
Akbar, Hammad; Al‐Dajani, Haya; Ayub, Nailah; Adeinat, Iman
Quelle: Gend Work Organ (Gender, Work and Organization), (2023)
Inhalt: This paper explores women's leadership in Saudi Arabia's three university settings—gender segregated (women or men-only), unsegregated (co-educational) and the majority of partially segregated universities where women's campuses exist within male-dominated universities. While Saudi Arabia's accelerated reforms are creating new opportunities for women's leadership, these are not reflected in the higher education sector yet. In adopting a feminist institutional theory perspective, this study employed a feminist qualitative approach, including 14 semi-structured interviews in Saudi Arabia's three university settings. The findings revealed that the barriers to women's leadership were most significant within the partially segregated universities, rendering women leaders as effectively powerless. In contrast, women's leadership flourished in the women-only university setting. As such, the findings suggest that the dominating partially segregated model is ineffective and problematic for women's leadership, and contradict the dominant view that gender segregation disempowers women. These insights have implications for the transformation of Saudi Arabia's higher education sector, aligned with the Kingdom's Vision 2030 policy.
At the intersection of science, technology, engineering, and mathematics and business management in Canadian higher education: An intentional equity, diversity, and inclusion framework
Autor/in:
Ruel, Stefanie; Tajmel, Tanja
Quelle: Gend Work Organ (Gender, Work and Organization), (2023)
Inhalt: In this study, the authors address the persistent discrimination cis women face in the Canadian science, technology, engineering and mathematics (STEM) higher education context. Pulling on the notion of interrelationships that cross educational faculty boundaries and on intersectionality scholarship to unsettle the structural and disciplinary domains of power, the authors ask, “How can business education and STEM education work together with respect to social considerations, such as gender/race/ethnicity/etc., and social equity and inclusivity, within the Canadian higher education system?” This study aims to build on these interrelationships among diverse, complex individuals who participated in a graduate-level STEM and business management summer institute to provide an evidence-based and intentional equity, diversity and inclusion (EDI) framework for STEM higher education contexts. Using a mixed-methods approach, which saw data collection via a survey instrument and semi-structured interviews, the subsequent quantitative analysis points to expanding interrelationships to broader areas beyond STEM and business management programs. The close reading of the collected qualitative data, via antenarrative spirals, elevates the participants' complexities beyond focusing “just” on their intersecting identities to looking at their perceptions of STEM fields, the order that ensues and the potential for the undoing of that order. The findings, results, and analyses of these collected data led to an intentional EDI framework, the main contribution of this study, constructed into three main pillars represented by the figure of a tree: the foundational elements (roots) built on individuals' complexities and experiences of Othering, the interrelationships (trunk) possible across various educational and professional dimensions, and a call to structural change initiatives (branches) with the possibility for growth in other areas. This work then contributes to not only filling a significant literature gap and building awareness regarding EDI concerns in STEM contexts via active interrelationship-building activities but also to unsettling the structural and disciplinary domains of power by embracing a holistic strategy to address systemic discriminatory practices in the Canadian STEM higher education context.
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.
Academic women’s silences in Iran: exploring with positioning theory
Autor/in:
Lotfi Dehkharghani, Leila; Menzies, Jane; Suri, Harsh
Quelle: Gender & Education, (2023) , S 1–18
Inhalt: In this paper, we seek to understand the complexity of women outside ‘the centre’ of scholarship by exploring women’s silences in an Iranian University. Building on a framework of external and internal silencing and positioning theory, we analyse in-depth interviews with 15 women and five men from an Iranian University. Using inductive and deductive approaches to data analysis, we find that women's silences are influenced by their positioning due to constraining forces stemming from the political and societal environment as well as their own perceptions of self. We find prevalent storylines rooted in the broader patriarchal Muslim society, sexist cultural norms and unjust laws in Iran that reify women’s oppressed position, exclusion, and silence within the academic workplace. Manifesting through socialization processes and stereotypical perceptions of gender roles, these prevalent storylines silence academic women and position them to be silent. We identify emerging emancipatory storylines that foster women’s positioning from being silenced to being heard.
Schlagwörter:academic work; exclusion; Interview; Iran; muslim woman; Norm; positionality; qualitative method; silencing; women
CEWS Kategorie:Europa und Internationales, Hochschulen, Geschlechterverhältnis
International vergleichende Forschung über Formen geschlechtsbezogener Gewalt in Wissenschaftsorganisationen
Autor/in:
Lipinsky, Anke; Schredl, Claudia
Quelle: Sexualisierte Belästigung, Diskriminierung und Gewalt im Hochschulkontext. Sabine Blackmore (Hrsg.), Heike Pantelmann (Hrsg.), Wiesbaden: Springer Fachmedien. 2023, S 43–54
Inhalt: Zahlreiche empirische Prävalenzstudien befassen sich mit dem Vorkommen geschlechtsbezogener Gewalt in der Wissenschaft. Die theoretischen Ansätze und Konzepte, welche die Studiendesigns und Operationalisierung der empirischen Messinstrumente bestimmen, stellen sich in einer Überblicksstudie im direkten Vergleich als heterogen dar. Die Heterogenität betrifft die Operationalisierung von Geschlechterkonzepten genauso wie die Auswahl der behandelten Gewaltformen. Durch die Entwicklung eines gemeinsamen Bezugsrahmens aus drei Dimensionen (Kontext des Geschehens, Geschlecht, Gewalt) lassen sich Unterschiede herausstellen, die ausschlaggebend für das spätere Verständnis der jeweiligen Prävalenzdaten sind. Ausgangspunkt unserer Analyse ist ein Mapping von Umfragestudien und Messinstrumenten aus dem Themenbereich geschlechtsbezogener Gewalt unter besonderer Berücksichtigung von sexualisierter Belästigung und Gewalt. Unsere Auswertung von neun Umfragestudien stellt Erhebungsinstrumente in den Mittelpunkt, die für die empirische Forschung im Hochschul- und Wissenschaftskontext entwickelt und dort zur Datenerhebung eingesetzt wurden. Die Befunde unseres Mappings weisen auf konzeptionelle Entscheidungen bei der Erhebung von sexueller Belästigung und Übergriffen hin, die unter Berücksichtigung des jeweiligen Forschungskontexts und der späteren Nutzungsabsicht der Ergebnisse getroffen wurden, einen direkten Vergleich der Prävalenzniveaus jedoch erschweren. Die hier angewendete Methode des selektiven Vergleichs weist auf Grenzen und Möglichkeiten der kulturübergreifenden Interpretation von Prävalenzdaten hin, selbst wenn die Umfragen alle aus dem Hochschul- und Wissenschaftskontext stammen.
Schlagwörter:comparative; gender based violence; harassment; survey; vergleichende Forschung
CEWS Kategorie:Europa und Internationales, Sexuelle Belästigung und Gewalt
Inhalt: International mobility in academia can enhance the human and social capital of researchers and consequently their scientific outcome. However, there is still a very limited understanding of the different mobility patterns among scholars with various socio-demographic characteristics. By studying these differences, we can detect inequalities in access to scholarly networks across borders, which can cause disparities in scientific advancement. The aim of this study is twofold. First, we investigate to what extent individuals’ factors (e.g., country, career stage, and field of research) associate with the mobility of male and female researchers. Second, we explore the relationship between mobility and scientific activity and impact. For this purpose, we used a bibliometric approach to track the mobility of authors. To compare the researchers’ scientific outcomes, we considered the number of publications and received citations as indicators, as well as the number of unique co-authors in all their publications. We also analysed the co-authorship network of researchers and compared centrality measures of “mobile” and “nonmobile” researchers. Results show that researchers from North America and Sub-Saharan Africa, particularly female ones, have the lowest, respectively, highest tendency towards international mobility. Having international co-authors increases the probability of international movement. Our findings uncover gender inequality in international mobility across scientific fields and countries. Across genders, researchers in the Physical sciences have the most and in the Social sciences the least rate of mobility. We observed more mobility for Social scientists at the advanced career stage, while researchers in other fields prefer to move at earlier career stages. Also, we found a positive correlation between mobility and scientific outcomes, but no apparent difference between females and males. Indeed, researchers who have started mobility at the advanced career stages had a better scientific outcome. Comparing the centrality of mobile and non-mobile researchers in the co-authorship networks reveals a higher social capital advantage for mobile researchers.
Internationale Mobilität im akademischen Bereich kann das Human- und Sozialkapital von Forschenden und folglich ihre wissenschaftlichen Ergebnisse verbessern. Allerdings ist das Verständnis für die unterschiedlichen Mobilitätsmuster von Wissenschaftler*innen mit verschiedenen soziodemografischen Merkmalen noch sehr begrenzt. Durch die Untersuchung dieser Unterschiede können die Autor*innen Ungleichheiten beim Zugang zu wissenschaftlichen Netzwerken über Grenzen hinweg aufdecken, die zu Ungleichheiten beim wissenschaftlichen Fortschritt führen können. Mit dieser Studie werden zwei Ziele verfolgt. Erstens untersuchen die Autor*innen, inwieweit individuelle Faktoren (z. B. Land, Karrierestufe und Forschungsgebiet) mit der Mobilität von Forscherinnen und Forschern zusammenhängen. Zweitens untersuchen sie den Zusammenhang zwischen Mobilität und wissenschaftlicher Tätigkeit und Wirkung.
Die Ergebnisse zeigen, dass Forschende aus Nordamerika und Afrika südlich der Sahara, insbesondere Frauen, die geringste bzw. höchste Tendenz zur internationalen Mobilität aufweisen. Die Wahrscheinlichkeit der internationalen Mobilität steigt, wenn man internationale Ko-Autor*innen hat.
Bei den Geschlechtern haben Forschende in den Naturwissenschaften die höchste und in den Sozialwissenschaften die niedrigste Mobilitätsrate.
Schlagwörter:bibliometric analysis; Bibliometrie; Gender; international academic mobility; internationale akademische Mobilität; Mobilität; Region; scopus
CEWS Kategorie:Europa und Internationales, Wissenschaft als Beruf
Women’s refusal of racial patriarchy in South African academia
Autor/in:
Raymond, Zaakira; Canham, Hugo
Quelle: Gender and Education, (2022) , S 1–18
Inhalt: This paper explores the career experiences of women academics at three South African universities. To understand the experiences of women academics, we conducted an intersectional interrogation of the politics and practices of belonging in departmental cultures. The sample consisted of thirty women academics whose interviews were analysed through a discursive thematic frame. We found that while all participants experienced gender-based discrimination which hinders academic progression, the barriers experienced by black women academics are compounded by the intersections of race, gender, and motherhood. Patriarchal and racist institutional, disciplinary and departmental cultures served as further challenges to belonging. On the other hand, through counter storytelling and refusal, women created alternative spaces of sociality where suffering co-exists with pleasure, refusal and survival. Ultimately, the paper suggests refusal as a generative theoretical lens to surface the complexity of women academics.