A “Chillier” Climate for Multiply Marginalized STEM Faculty Impedes Research Collaboration
Autor/in:
Griffith, Eric E.; Mickey, Ethel L.; Dasgupta, Nilanjana
Quelle: Sex Roles (Sex Roles), 86 (2022) , S 233–248
Inhalt: Research collaboration is key to faculty career success in science, technology, engineering, and mathematics (STEM). Yet little research has considered how faculty from multiply marginalized identity groups experience collaboration compared to colleagues from majority groups. The present study fills that gap by examining similarities and differences in collaboration experiences of faculty across multiple marginalized groups, and the role of department climate in those experiences. A survey of STEM faculty at a large public research university found that faculty from underrepresented groups – in terms of gender, race, and sexual orientation – had more negative experiences with department-level research collaborations. Moreover, faculty with multiply marginalized identities had worse collaboration experiences than others with a single marginalized identity or none. They also perceived their department climate to be less inclusive, equitable, and transparent; and felt their opinions were less valued in their department than colleagues from majority groups. Negative department climate, in turn, mediated and predicted less hospitable experiences with department-level research collaborations. These data suggest that multiply marginalized faculty, across different identity groups, share some common experiences of a “chilly” department climate relative to their peers from majority groups that impede opportunities for scientific collaboration, a key ingredient for faculty success. These findings have policy implications for retention of diverse faculty in university STEM departments.
Vielfältige Verantwortungen : Anforderungen an diskriminierungssensible Organisationen am Beispiel der Hochschule
Autor/in:
Steinweg, Nina
Quelle: Supervision: Mensch, Arbeit, Organisation, 40 (2022) 1, S 19–26
Inhalt: Dieser Beitrag widmet sich den Herausforderungen von Hochschulen als diskriminierungssensiblen Organisationen im Spannungsfeld von New Public Management, Wettbewerb um die »besten Köpfe«, Unterfinanzierung und der Verantwortung für ein gerechtes und diskriminierungsfreies Bildungssystem. Er wirft einen Blick auf die Strukturen von Diversity Management und Antidiskriminierungspolitik im Lichte der rechtlichen Rahmenbedingungen.
Quelle: International journal of environmental research and public health, 19 (2022) 12
Inhalt: Current trends in quantitative health research have highlighted the inadequacy of the usual operationalisation of sex and gender, resulting in a growing demand for more nuanced options. This scoping review provides an overview of recent instruments for the operationalisation of sex and gender in health-related research beyond a concept of mutually exclusive binary categories as male or masculine vs. female or feminine. Our search in three databases (Medline, Scopus and Web of Science) returned 9935 matches, of which 170 were included. From these, we identified 77 different instruments. The number and variety of instruments measuring sex and/or gender in quantitative health-related research increased over time. Most of these instruments were developed with a US-American student population. The majority of instruments focused on the assessment of gender based on a binary understanding, while sex or combinations of sex and gender were less frequently measured. Different populations may require the application of different instruments, and various research questions may ask for different dimensions of sex and gender to be studied. Despite the clear interest in the development of novel sex and/or gender instruments, future research needs to focus on new ways of operationalisation that account for their variability and multiple dimensions.
Schlagwörter:Fragebogen; Gender; Geschlechterbegriff; Geschlechtervielfalt; Gesundheitsforschung; intersectionality; Item; literature review; quantitative Forschung; sex
CEWS Kategorie:Diversity, Frauen- und Geschlechterforschung
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.
Queer Positionality and Researching University Lad Culture
Autor/in:
Stenson, Annis Elizabeth
Quelle: Social Sciences, 11 (2022) 12, 562 S
Inhalt: This paper reflects on my experiences as a queer researcher investigating the relationship between university lad culture and gender-related violence. Gender-related violence is analysed as a useful conceptual tool for considering lad culture, owing to the relationship between lad culture and sexual violence, LGBT-phobia and the privileging of white, young, heterosexual men within lad culture. Using reflections from my doctoral case study research, in which I collected data from self-identified ‘lads’ (5 in-depth interviews), I will consider the challenges and benefits of my researcher position in relation the research methodology. Then, using a re-analysis of interviews, I will argue that my researcher position led to certain presentations of lad culture from my participants. Self-Identified Lad (SIL) participants presented themselves as distant from lad culture, showed queerness/hid homophobia within lad culture and were willing to discuss sexual violence. While the case study yielded only a small sample of SILs, a benefit of my researcher position is that this project was the first to conduct interviews with LGB lads and one female lad. My queer feminist position has therefore produced a unique insight into lads who identify with lad culture but discursively position themselves as fringe members. This contributes to theorisations of a laddish continuum, and allows us to consider why some self-identified lads are on the fringes, and what this tells us about lad culture
“The ethos expected from a management professor forces us to act straight”: Heterosexist harassment against gay professors in Brazil
Autor/in:
Freitas Oleto, Alice de; Palhares, José Vitor
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: This study aims to analyze how gay Brazilian professors experience heterosexist harassment and the implications of this type of violence for the interpersonal relationships of these professors and for the teaching-learning process in the academic environment. To this end, we conducted an exploratory study with a qualitative approach. The data were collected through an online survey using the Google Forms platform based on cases reported by 13 gay Brazilian professors working in a technological or higher education institution at the time of the harassment. Our data suggest that most respondents suffered heterosexist harassment in the workplace with violence being more explicit when the professor is more effeminate. Furthermore, we found that the naturalization of games considered harmless and homophobic jokes in the workplace can compromise the fight against heterosexist harassment in organizations. As a result, respondents report behavioral and workplace changes to fit into social norms and to be socially accepted, physical and psychological problems, professional and interpersonal relationships, adversely affecting educational experiences.
Gender and innovation through an intersectional lens: Re‐imagining academic entrepreneurship in the United States
Autor/in:
Mickey, Ethel L.; Smith‐Doerr, Laurel
Quelle: Sociology Compass, 16 (2022) 3
Inhalt: How to study inequality in innovation? Often, the focus has been gender gaps in patenting. Yet much is missing from our understanding of gendered inequality in innovation with this focus. This review discusses how gender and innovation are intertwined in durable academic inequalities and have implications for who is served by innovation. It summarizes research on gender and race gaps in academic entrepreneurship (including patenting), reasons for those longstanding inequities, and concludes with discussing why innovation gaps matter, including the need to think critically about academic commercialization. And while literature exists on gender gaps in academic entrepreneurship and race gaps in patenting, intersectional analyses of innovation are missing. Black feminist theorists have taught us that gender and race are overlapping and inseparable systems of oppression. We cannot accurately understand inequality in innovation without intersectionality, so this is a serious gap in current research. Intersectional research on gender and innovation is needed across epistemic approaches and methods. From understanding discrimination in academic entrepreneurship to bringing together critical analyses of racial capitalism and academic capitalism, there is much work to do.
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.
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: In this paper, we theorize the intersectional gendered impacts of COVID-19 on faculty labor, with a particular focus on how institutions of higher education in the United States evaluate faculty labor amidst the COVID-19 transition and beyond. The pandemic has disrupted faculty research, teaching, and service in differential ways, having larger impacts on women faculty, faculty of color, and caregiving faculty in ways that further reflect the intersections of these groups. Universities have had to reconsider how evaluation occurs, given the impact of these disruptions on faculty careers. Through a case study of university pandemic responses in the United States, we summarize key components of how colleges and universities shifted evaluations of faculty labor in response to COVID-19, including suspending teaching evaluations, implementing tenure delays, and allowing for impact statements in faculty reviews. While most institutional responses recenter neoliberal principles of the ideal academic worker that is both gendered and racialized, a few universities have taken more innovative approaches to better attend to equity concerns. We conclude by suggesting a recalibration of the faculty evaluation system – one that maintains systematic faculty reviews and allows for academic freedom, but requires universities to take a more contextualized approach to evaluation in ways that center equity and inclusion for women faculty and faculty of color for the long term.
Schlagwörter:academic career; COVID-19; faculty; Gender; Hochschule; intersectionality; Intersektionalität; Lehrevaluation; neoliberal university; neoliberale Hochschule; people of color; race; tenure; USA; wissenschaftliche Karriere
CEWS Kategorie:Diversity, Wissenschaft als Beruf, Geschlechterverhältnis
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: This exploratory study seeks to establish an understanding of relationships between Black and white femme faculty (BFF and WFF, respectively) in academic work units, as reifications of anti-Blackness in the academy. The study corpus, or body of work that was analyzed, consists of stories from BFF about interactions and experiences with WFF that have been published in anthologies about womxn in higher education; Black Critical Race Theory and the “mammy” trope supported analysis as the conceptual frameworks. Findings indicate that WFF rejected BFF as professional equals who are deserving of full access to and participation in academia. They also suggested that WFF undermined BFF through white-only alliances, and sometimes appealed to white masculine superiors to sabotage BFF colleagues in support of their own success. The study has implications for expanding scholarly discourses about workplace interactions and harassment, exercises of power, and professional relationships in the academy.
Schlagwörter:Arbeitsbeziehung; black woman; critical whiteness; Interaktion; Intersektionalität; people of color; whiteness; wissenschaftliches Personal; Woman Faculty