Quelle: Sex Roles (Sex Roles), 86 (2022) 9-10, S 544–558
Inhalt: Academic studies of gender pay gaps within higher education institutions have consistently found pay differences. However, theory on how organisation-level factors contribute to pay gaps is underdeveloped. Using a framework of relational inequalities and advanced quantitative analysis, this paper makes a case that gender pay gaps are based on organisation-level interpretations and associated management practices to reward 'merit' that perpetuate inequalities
Payroll data of academic staff within two UK Russell Group universities (N = 1,998 and 1,789) with seeming best-practice formal pay systems are analysed to determine causes of gender pay gaps. We find marked similarities between universities. Most of the variability is attributed to factors of job segregation and human capital, however we also delineate a set of demographic characteristics that, when combined, are highly rewarded without explanation. Based on our analysis of the recognition of 'merit,' we extend theoretical explanations of gender pay gap causes to incorporate organisation-level practices.
Schlagwörter:gender pay gap; Großbritannien; higher education institution; human capital; Humankapital; Segregation; UK; wage gap
CEWS Kategorie:Hochschulen, Frauen- und Geschlechterforschung, 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
From Activism to Organizing, From Caring to Care Work
Autor/in:
Kahn, Seth; Lynch-Biniek, Amy
Quelle: Labor Studies Journal, 47 (2022) 3, S 320–344
Inhalt: U.S. higher ed exploits precarity (the intersection of racism, misogyny, ableism, heteronormativity, classism, and job status) to position campus equity work as both essential and dangerous, inclusive and individual. Often left to the faculty who are already most threatened and “activists” who join out of “passion,” successes happen, laudably given the hegemonic regimes that call for the work and then threaten people who do it. Recasting equity efforts as care-work, that is, fundamental aspects of our labor as faculty, and recasting activism as organizing clarifies the labor of solidarity-building. Winning this argument helps constitute equity work as both a professional practice (i.e., mutually supported) and a mutual professional responsibility.
Inhalt: The objective of this study is to present the development of a framework for assessing gender inequality in higher education institutions (HEIs) which reveals how this academic environment is progressing in terms of gender balance. It proposes a multi-dimension-based index comprised by five dimensions—Empowerment, Education, Health, Violence, and Time. The mathematical model used enables the user to assign a weight value to each dimension, customizing the results according to the institution addressed. The paper is based on a post-doctoral research project which analyzed six globally recognized indexes (Gender Inequality Index; Global Gender Gap Index; Women, Business, and Law Index; Gender Equality Index; Social Institutions Global Index; Women Empowerment Principles) to construct a new framework for gender inequality evaluation tailored for HEIs. It used a Laplace–Gauss-based scale. The research included an experiment of concrete application to two instiutions, one in Europe and the other in South America. While the first one had a Gender Equality Plan, the second had not. The analysis was successfully conducted in both institutions. The two institutions presented general results above 60%. These results need to be read in the specific context of each university. The Gender Equality in Higher Education Institutions Index (GEHEI) provides a user-friendly way of checking the existence of gender inequality, summarized into a single number but able to be detailed in several levels and to provide insight into progression over time. The handling of the GEHEI tool is also very straightforward. The proposal is designed to be used in different HEIs; it is recommended that researchers customize the weights of the dimensions according to their relevance in the specific organization. This paper provides a new methodological model to measure gender inequality in HEIs based on easy-to-obtain data, distinguishing itself from global indexes by its ease of application and interpretation. [ABSTRACT FROM AUTHOR]
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Gender Differences in the Relationships Between Research Impact And Compensation And Promotion : A Case Study Among PHD/PHARMD Medical/Dental School Faculty
Autor/in:
McGee, Andrew; Lacy, Paige; Oswald, Anna; Rosychuk, Rhonda J.
Quelle: Canadian Journal of Higher Education, 52 (2022) 2, S 96–122
Inhalt: We examine whether the effects of research impact on faculty compensation and promotion to full professor differ for male and female associate and full professors in the Faculty of Medicine & Dentistry at the University of Alberta. We exclude faculty with MDs and DDSs and proxy for research impact using the faculty member's h-index, where h represents the number of publications that have been cited at least h times. We find that while the compensation of male faculty members increases by 0.6% for every one-unit increase in the h-index, the compensation of female faculty is essentially uncorrelated with their h-indices. We likewise find that for female faculty to be promoted to full professor they have to have higher research impact proxies than their male peers. Our findings highlight the urgent need for more research on the gendered relationships between research impact and career rewards among faculty.
Schlagwörter:Beförderung; discrimination; Diskriminierung; full professor; gender pay gap; productivity; Produktivität; Professor*in; wage gap
CEWS Kategorie:Hochschulen, Frauen- und Geschlechterforschung, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
Gender, Power and Higher Education in a Globalised World
Herausgeber/in:
O'Connor, Pat; White, Kate
Quelle: Cham: Springer International Publishing; Imprint Palgrave Macmillan (Springer eBook Collection), 2021, 1.0. 226 S
Inhalt: This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. The editors and contributors argue that organizational resistance to gender equality is the key explanation; reflected in the endorsement of discourses such as excellence, choice, distorted intersectionality, revitalized biological essentialism and gender neutrality. These discourses implicitly and explicitly depict the status quo as appropriate, reasonable and fair: ultimately impeding efforts and attempts to promote gender equality. Drawing on research from around the world, this book explores the limits and possibilities of challenging these harmful discourses, focusing on the state and universities themselves as levers for change. It stresses the importance of institutional transformation, the vital contribution of feminist activists and the importance of women’s deceptively ‘small victories’ in the academy
The volume is a must-read for anyone interested in fairness and justice around gender". Professor Patricia Yancey Martin, Florida State University, USA
This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. The editors and contributors argue that organizational resistance to gender equality is the key explanation; reflected in the endorsement of discourses such as excellence, choice, distorted intersectionality, revitalized biological essentialism and gender neutrality. These discourses implicitly and explicitly depict the status quo as appropriate, reasonable and fair: ultimately impeding attempts to promote gender equality. Drawing on research from around the world, this book explores the limits and possibilities of challenging these misleading discourses, focusing on the state and universities themselves as levers for change. It stresses the importance of institutional transformation, the vital contribution of feminist activists and the importance of women’s deceptively ‘small victories’ in the academy.
Pat O’Connor is Professor Emeritus of Sociology and Social Policy at the University of Limerick, Ireland, and Visiting Professor at the Geary Institute, University College Dublin, Ireland. She is a sociologist with a focus on gender equality in higher education institutions: particularly leadership, excellence, micropolitics, gender-based violence, equality related interventions and women’s academic careers. Kate White is Adjunct Associate Professor at Federation University Australia and Director of the Women in Higher Education Management Network. Her research focuses on gender equality and leadership in higher education, women’s academic careers and women in science.
Chancengleichheit in Wissenschaft und Forschung : 25. Fortschreibung des Datenmaterials (2019/2020) zu Frauen in Hochschulen und außerhochschulischen Forschungseinrichtungen
The affective economy of feminist leadership in Finnish universities: class-based knowledge for navigating neoliberalism and neuroliberalism
Autor/in:
Morley, Louise; Lund, Rebecca
Quelle: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 1, S 114–130
Inhalt: Women leaders are frequently treated as one class – a homogenised group with essentialised skills and competencies in binary relationship to male leaders. We explore how feminist ways of knowing gender and leadership, and circulations of affects, shape women’s diverse leadership practices and identities within the neoliberal, and neuroliberal academy in Finland – a Nordic country with a sophisticated gender equality policy architecture. We debate the (re)production of social and material inequalities through epistemic injustice by exploring what possibilities are emerging from the assemblages and relational potential of policy interventions, global speaking back to patriarchal power, the revisioning of gender, and the inclusion of women in higher education leadership. Theoretically, the study intersects feminist affect notions, neoliberalism, neuroliberalism, and epistemic inclusion/injustice. We conducted 10 interviews with middle-classed women university leaders in five universities. They described how, in the absence of possibilities to facilitate major structural changes, they applied their feminist knowledge and invested affective labour in the mediation of neoliberal and neuroliberal cultures. The politics of representation – counting more women into neoliberal universities, as one class, is not, we conclude, a counter-normative force. We need to consider how to apply feminist knowledge for leading post-gender universities and imagining alternative futurities.
The Gender Wage Gap Among University Vice Chancellors in the UK
Autor/in:
Bachan, Ray; Bryson, Alex
Quelle: (IZA Discussion Paper, 14110), 2021.
Inhalt: The gender wage gap has closed gradually in the United Kingdom, as in other countries, but convergence is slower among top earners. Using linked employer-employee data over two decades we examine the gap among university Vice Chancellors who are among the most highly paid employees in the UK. Traditionally dominated by men the occupation has experienced a recent influx of women. The substantial gender wage gap of 12 log points in the first decade of the 21st Century closed markedly during the second decade, becoming statistically non-significant in later years. The closure in the gap is accounted for by change in the attributes of male and female VCs and the universities they lead - in particular, the financial performance of universities employing female VCs. The unexplained component of the gap is small and explains none of the convergence in the gap. A “new starter” wage penalty women faced in the early 2000s disappeared. However, women continued to receive a lower wage when replacing an outgoing male Vice Chancellor, whereas no differential was apparent between incoming male Vice Chancellors and the women they replaced.
Schlagwörter:Frauen in Führungspositionen; gender pay gap; Hochschulleitung; Kanzler*in; male domination; UK; university chancellor; Vice-chancellor