Everyday sexism and racism in the ivory tower: The experiences of early career researchers on the intersection of gender and ethnicity in the academic workplace
Autor/in:
Bourabain, Dounia
Quelle: Gend Work Organ (Gender, Work and Organization), (2020)
Inhalt: The academic workplace is often described as a place of merit and equal opportunities. However, research shows a leaky pipeline where the share of women and people of color decreases in the higher echelons of academia. Explanations are often structural, referring to the access barriers women are confronted with, such as hiring and recruitment. This research investigates what goes wrong in the early phases of a female academic's career. From an intersectional perspective, I study the experiences with everyday sexism and racism of PhD and postdoctoral researchers across disciplines. After conducting 50 in‐depth interviews, four processes are discovered: smokescreen of equality, everyday cloning, patronization, and paternalism.
The Intersection of Gender Identity and Violence: : Victimization Experienced by Transgender College Students
Autor/in:
Griner, Stacey B.; Vamos, Cheryl A.; Thompson, Erika L.; Logan, Rachel; Vázquez-Otero, Coralia; Daley, Ellen M.
Quelle: Journal of Interpersonal Violence, 35 (2020) 23-24, S 5704–5725
Inhalt: College students disproportionately experience victimization, stalking, and relationship violence when compared with other groups. Few studies explore victimization by the gender identity of college students, including those who identify as transgender. The purpose of this study is to explore the rates of violence experienced by transgender students compared with male and female college students. This study utilized the National College Health Assessment-II (NCHA-II) and included data from students (n = 82,538) across fall 2011, 2012, and 2013. Bivariate statistics and binary logistic regression were conducted to test the relationships between gender identity and victimization. Transgender students (n = 204) were compared with male (n = 27,322) and female (n = 55,012) students. After adjusting for individual factors, transgender students had higher odds of experiencing all nine types of violence when compared with males and higher odds of experiencing eight types of violence than females. Transgender students experienced the highest odds in crimes involving sexual victimization, including attempted sexual penetration (adjusted odds ratio [aOR]: 9.49, 95% confidence interval [CI] = [6.17, 14.59], d = 1.00), sexual penetration without consent (aOR: 9.06, 95% CI = [5.64, 14.53], d = 0.94), and being in a sexually abusive relationship (aOR: 6.48, 95% CI = [4.01, 10.49], d = 0.48), than did male students. Findings reveal increased odds of victimization among transgender students when compared with male and female students. Results demonstrate the need for more comprehensive violence prevention efforts in college settings.
Schlagwörter:gender identity; gender-based violence; higher education; sexual violence; Transgeschlechtlichkeit
CEWS Kategorie:Diversity, Hochschulen, Sexuelle Belästigung und Gewalt
Moving beyond the gender binary: Examining workplace perceptions of nonbinary and transgender employees
Autor/in:
Dray, Kelly K.; Smith, Vaughn R.E.; et.al.
Quelle: Gend Work Organ (Gender, Work and Organization), 27 (2020) , S 1181–1191
Inhalt: This study is one of the first to experimentally examine the workplace prejudice faced by nonbinary employees, or those who identify outside of the man/woman gender binary. Participants (N = 249) were presented with a vignette which included a description of a fictitious co-worker’s sex and gender identity, and asked to rate the co-worker’s likeability and perceived job performance.
Results revealed that the assigned sex and the gender of hypothetical employees interactively impacted interper1sonal and workplace perceptions. For individuals assigned male at birth, identifying as a man led to the most positive ratings, followed by identifying as a transgender woman, followed by identifying as a nonbinary person. This work expands upon gender schema theory and highlights some of the unexplored challenges faced by nonbinary and trans2gender employees. We end with suggestions for future research, such as incorporating qualitative data to highlight
the unique experiences of these gender minorities in
organizations.
Rethinking Diversity Management: An Intersectional Analysis of Diversity Networks
Autor/in:
Dennissen, Marjolein; Benschop, Yvonne; van den Brink, Marieke
Quelle: Organization Studies, 41 (2020) 2, S 219–240
Inhalt: The aim of this paper has been to further our knowledge on diversity management practices by applying an intersectionality lens to single category diversity networks. Diversity networks are in-company networks intending to inform and support employees with similar social identities. Their focus on single identity categories is exemplary of current diversity management practices. We shed light on the strategies of network members to deal with their multiple identities vis-a-vis their network membership (structural intersectionality) and on the processes that hamper collaboration and coalition building between diversity networks (political intersectionality). Our intersectional analysis shows how the single category structure of diversity networks marginalizes members with multiple disadvantaged identities and reveals how collaborations between diversity networks are hindered by processes of preserving privilege rather than interrogating it. We contribute to the literature on diversity management practices by highlighting how dynamic processes of privilege and disadvantage play a role in sustaining intersectional inequalities in organizations.
Trans experiences of a university campus in northern England
Autor/in:
Mearns, Graeme W.; Bonner‐Thompson, Carl; Hopkins, Peter
Quelle: Area, 52 (2020) 3, S 488–494
Inhalt: The spatial experiences of transgender and gender non‐conforming (“trans”) people continue to occupy the margins of geography, especially compared to the amount of work centred on lesbian and gay lives. Though research on trans geographies in educational and health settings is expanding, most literatures stem from the USA. This paper shares findings from a study about the experiences of trans people who study and/or work on a specific university campus in northern England. Our findings demonstrate how particular spaces of the campus are generative of interactions which enable micro‐aggressions and misrecognition.
Quelle: Journal of Diversity in Higher Education, 13 (2020) 1, S 66–84
Inhalt: Trans students face institutional and interpersonal discrimination that renders them vulnerable to minority stress. Some trans students respond to minority stress, and perceptions of injustice on their campuses, via engagement in campus activism or advocacy. The current mixed methods study explores trans undergraduate and graduate students’ explanations for engaging or not engaging in activism/advocacy and the types of activities in which they engage. It also examines, using logistic regression, what institutional, student, and trans-specific factors predict whether trans students engage in activism/advocacy. Qualitative analyses indicated that students engaged in a variety of activism and advocacy activities, both formal and informal. Students who engaged in activism/advocacy cited their personal values, sense of personal and community responsibility, desire for community, and opportunities for engagement in explaining their involvement. Students who did not engage emphasized other obligations and identities as taking precedence, visibility concerns, lack of connections to campus trans communities (e.g., as nonbinary students or students of color), burnout, mental health issues, activism not being a priority, and structural barriers. Logistic regression analyses indicated that attending a 4-year (vs. 2-year) institution and being an undergraduate (vs. graduate) student were related to a greater likelihood of activism/advocacy. A negative perception of campus climate was related to greater likelihood of activism/advocacy, but interacted with participants’ perceptions of their institution’s trans-supportiveness relative to other colleges, such that those who perceived a negative climate but also viewed their institution relatively positively in comparison to other colleges had the highest likelihood of engaging in activism/advocacy. Experiences of discrimination and being more out were also related to a greater likelihood of engagement.
Improvement in Gender and Transgender Knowledge in University Students Through the Creative Factory Methodology
Autor/in:
Gorrotxategi, Maitane Picaza; Ozamiz-Etxebarria, Naiara; Jiménez-Etxebarria, Eneritz; Cornelius-White, Jeffrey H. D.
Quelle: Front. Psychol. (Frontiers in Psychology), 11 (2020) , S 1–9
Inhalt: In Spain, Social Educators, similar to both social workers and educators in the United States, help coordinate social change through educational interventions and mobilization of social groups to benefit marginalized people and overall societal welfare. They are trained to work with diverse populations, and it is important that they have awareness and training on gender and transgender issues given the extensive discrimination that transgender people endue. Research has begun to identify the important role that knowledge and attitudes of health and educational professionals may play in providing a supportive, healing context to combat the harmful effects of this discrimination and how educational trainings may foster improved knowledge and attitudes in helping professions. This study describes a program to improve knowledge and positive attitudes toward gender and especially transgender people in university students who study Social Education. The researchers measured knowledge and attitudes toward gender and transgender people issues of 64 students before and after receiving a 4-month interactive training. They used the Short Form of the Genderism and Transphobia Scale, a 12-item scale of transphobia and gender ideology variables. The researchers also asked participants about their knowledge of gender and transgender issues before and after training. The methodological experience "Creative Factory" was employed as an interactive training program. The main goal of this methodology is to enable students in a formative context to analyze social realities to generate discussion and innovate ideas to design successful practices. After 4 months of training with a weekly session on gender and transgender learning, students showed improvements in knowledge and attitudes toward both gender and transgender people. Specifically, students demonstrated more knowledge about gender and transgender issues and more positive attitudes toward transgender people. The study demonstrates that training in gender education using the Creative Factory methodology improved knowledge and attitudes in students.
Schlagwörter:attitudes; discrimination; gender identity; higher education; sexual education; social change; social education; transgender people; Transgeschlechtlichkeit