Quelle: Opladen, Berlin, Toronto: Verlag Barbara Budrich, 2021.
Schlagwörter:Behinderung; Inklusion; neoliberal university; participation in education; vergleichende Erziehungswissenschaft
CEWS Kategorie:Diversity, Europa und Internationales
Dokumenttyp:Sammelwerk
What professors do in peer review : Interrogating assessment practices in the recruitment of professors in Sweden
Autor/in:
Mählck, Paula; Kusterer, Hanna Li; Montgomery, Henry
Quelle: Gender Work Organ (Gender, Work & Organization), 54 (2020) 2, 9 S
Inhalt: Sweden is known for its political will to gender equality. Sweden is also a country with a strong tradition of transparency in university recruitments. In this article, the assessment practices in the appointment of full professors in one Swedish university are investigated from an intersectional and postcolonial perspective on gender and place/space. Using a multimethod approach to investigate written evaluations of applicants, recruitment group meeting minutes and interviews with reviewers, the results show that there is great variation in how evaluation criteria are applied and filled with meaning. Moreover, in more than half of the appointment decisions the reviewers disagreed. The interview results show a structural bias operating towards researchers applying from non‐Western university contexts. At an aggregated level, national applicants have 3.88 times greater chance to be proposed for a position and national women applicants are the most likely to be proposed for the position.
Schlagwörter:Berufungsverfahren; Gender; intersectionality; intersektionale Perspektive; Intersektionalität; Peer-Review; Schweden; Sweden
CEWS Kategorie:Diversity, Europa und Internationales, Geschlechterverhältnis, Hochschulen, Berufungsverfahren
Equality, diversity and inclusion in research and innovation: UK review
Autor/in:
Guyan, Kevin; Douglas Oloyede, Freya
Quelle: UK Research and Innovation; , 2020. 100 S
Inhalt: UK Research and Innovation (UKRI) commissioned Advance HE to review equality, diversity and inclusion (EDI) challenges and interventions in the research and innovation (R&I) sector. This review examines the UK context only (a concurrent review examines the international context).
A review of literature, both academic and ‘grey’, and responses to a Call for Evidence were used to address the following five research questions:
■ previous work - which organisations have previously reviewed and explored the key challenges for EDI in the R&I landscape?
■ what works? - among interventions implemented by organisations comparable to UKRI, which have proven effective, or less effective, and why?
■ measuring success - how is the effectiveness of EDI interventions measured and are there methods that are particularly useful for the R&I landscape?
■ enhan cing data and disclosure - how can EDI data capture and disclosure rates in the R&I landscape be improved?
■ who is leading? - which organisations are leading in terms of EDI in R&I?
Schlagwörter:gender equality measures; higher education; research and innovation
CEWS Kategorie:Diversity, Europa und Internationales
Diversity, democracy and solidarity in EU societies
Autor/in:
Research Executive Agency
Quelle: European Commission; , 2020.
Inhalt: Can ethnographic case studies and quantitative research help to understand the ways stigmatised or conflictual youngsters engage with social, environmental and political issues, and how they create opportunities for social change? How will the concept of “democratic efficacy” help to counter populism? How do populists use social media? How could we use history to encourage debate amongst teenagers about religious tolerance?
The Horizon 2020 research projects presented in this brochure address these and many other questions, all sharing a common goal: helping understand how to create a more cohesive, inclusive and democratic Europe.
Schlagwörter:cultural heritage; cultural pluralism; democracy; European company; multi-level governance; research project; social change; social inequality; social integration; social movement; sustainable development; youth policy
CEWS Kategorie:Diversity, Europa und Internationales
Dirty Body Politics: Habitus, Gendered Embodiment, and the Resistance to Women's Agency in Transforming South African Higher Education
Autor/in:
Idahosa, Grace Ese‐osa
Quelle: Gend Work Organ (Gender, Work and Organization), 27 (2020) 6, S 988–1003
Inhalt: In discussing the difficulty with transformation, research notes that women and Blacks are excluded and marginalised by the cultures and practices within universities in South Africa. While the literature highlights the invisibility of these minorities in universities, with their bodies only becoming visible as tokens, or when representing minority issues, it is silent on how this plays out in interchanges in the transformation process, the embodiment of gender, and the resistance to women's agency within the field of higher education transformation. Adopting a hermeneutic phenomenological lens and Bourdieu's concept of field and habitus, this study examines ten academics' experiences of having agency to effect transformation. In particular, it explores women's narratives of body‐centered attacks in expressions of resistance to their transformation strategies, revealing the normalisation of the White, male body. This normalisation obscures the gendered processes of transformation and the bodily resistance to women's agency, revealed in tugging, pulling, shutting doors and having metaphorical knives pulled from their backs. The study argues that this not only prevents women from exercising their agency, but also ensures the reproduction of oppressive relations within the university and should be directly addressed in the struggle for transformation.
Schlagwörter:body; Bourdieu; Feldtheorie; Gender; Gewalt; Habitus; higher education; Hochschule; Körper; minority; Organisationswandel; people of color; racism; Rassismus; resistance; sexism; Sexismus; South Africa; Südafrika; Transformation; violence; Widerstand
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen, Geschlechterverhältnis
The Palgrave Handbook of Intersectionality in Public Policy
Herausgeber/in:
Hankivsky, Olena.; Jordan-Zachery, Julia Sheron
Quelle: Cham: Palgrave Macmillan, 2019.
Inhalt: Grounded in black feminist scholarship and activism and formally coined in 1989 by black legal scholar Kimberlé Williams Crenshaw, intersectionality has garnered significant attention in the field of public policy and other disciplines/fields of study. The potential of intersectionality, however, has not been fully realized in policy, largely due to the challenges of operationalization. Recently some scholars and activists began to advance conceptual clarity and guidance for intersectionality policy applications; yet a pressing need remains for knowledge development and exchange in relation to empirical work that demonstrates how intersectionality improves public policy. This handbook fills this void by highlighting the key challenges, possibilities and critiques of intersectionality-informed approaches in public policy. It brings together international scholars across a variety of policy sectors and disciplines to consider the state of intersectionality in policy research and analysis. Importantly, it offers a global perspective on the added value and “how-to” of intersectionality-informed policy approaches that aim to advance equity and social justice.
Schlagwörter:intersectionality; people of color; public policy
CEWS Kategorie:Diversity, Europa und Internationales
Queering and diversifying gender in equality work at European higher education institutions
Autor/in:
Mense, Lisa; Sera, Stephanie; Vader, Sarah
Quelle: GENDER (GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft), 11 (2019) 1-2019, S 78–91
Inhalt: In den letzten Jahren hat die zunehmende Anerkennung von Forderungen und Bedürfnissen der LGBTIQ* Communities zu Änderungen im EU-Recht beigetragen. Vor diesem Hintergrund plädieren die Autor*innen für ein queeres und damit vielfältiges Verständnis von Gender in den Gleichstellungsdiskursen an Hochschulen. Anhand der Fallbeispiele Deutschland und den Niederlanden werden rechtliche und diskursive Bedingungen sowie die Motivationen, Herausforderungen und Chancen der Akteur*innen im jeweiligen Hochschulsystem aus einer queeren Perspektive betrachtet. Die Beispiele zeigen, wie unterschiedlich die Umsetzung von EU-Richtlinien in nationales Recht erfolgt ist. Sie machen ebenfalls deutlich, dass Veränderungen in den Hochschulen derzeit von hoch motivierten Akteur*innen wie Studierenden, Gleichstellungs- und Diversity-Beauftragten oder einzelnen Einrichtungen angestoßen werden. Als aufeinander aufbauende, analytische Konzepte können „queering“ und „diversifying“ dazu beitragen, heteronormative Vorannahmen und diskriminierende Prozesse im gleichstellungspolitischen Kontext an Hochschulen zu erkennen. Sie erlauben ferner die Entwicklung von Strategien, die die Komplexität von Geschlechteridentitäten und Diskriminierungen berücksichtigen.
Against the background of recent changes to EU legislation to meet the demands and needs of LGBTIQ* communities, the authors seek to situate a queered and diversified understanding of gender firmly at the centre of the gender equality discourse in higher education (HE). Based on case examples, the legal and discursive status quo in German and Dutch HE institutions as well as actors’ motivations, challenges and opportunities are examined through a queer lens. The results highlight how differently EU legislation is transposed into national law. They also show that change is currently driven by highly motivated individual actors, be they students, gender equality and diversity officers, or individual institutions. We argue that queering and diversifying should be understood and used as modes to reflect on and analyse the processes that lead to heteronormative understandings of gender in HE and to develop strategies that take the complexities of gendered identities and discrimination into account.
Success against the odds : The Effect of Mentoing on the Careers of Senior Black and Minority Ethnic Academics in the UK
Autor/in:
Bhopal, Kalwant
Quelle: British Journal of Educational Studies, 14 (2019) 4, S 1–17
Inhalt: This article explores the effect of mentoring on the career progression of Black and minority ethnic (BME) academics in senior roles in UK higher education institutions (HEIs). It draws on 37 interviews with BME academics working in HEIs in the UK and argues that whilst universities present a strong rhetoric of equality and diversity; this is not necessarily followed by specific policies and procedures which ensure a serious commitment to an equality agenda.
Schlagwörter:Diversität; impact; Intersektionalität; Mentoring; Networking; Netzwerk; people of color; Rassismus; UK; Unterstützungsmaßnahmen
CEWS Kategorie:Diversity, Europa und Internationales, Gleichstellungspolitik, Hochschulen
Diversity, Equity and Inclusion in European Higher Education Institutions : Results from the INVITED project
Autor/in:
Claeys-Kulik, Anna-Lena; Jørgensen, Thomas Ekman; Stöber, Henriette
Quelle: European University Association (EUA); Geneva, 2019.
Inhalt: Vielfalt, Gerechtigkeit und Integration – mit diesen drei gewichtigen Schlagwörtern hat die European University Association (EUA) einen neuen Bericht überschrieben. Darin untersuchen Anna-Lena Claeys-Kulik, Thomas Ekman Jørgensen und Henriette Stöber, ob und wie europäische Universitäten sich um Gerechtigkeit und Integration bemühen und die Diversität fördern. Universitäten sollten sich nicht exklusiv geben in einer Zeit, in der sich die Gesellschaft schnell entwickelt und das Bewusstsein für die Dimensionen der Vielfalt – kultureller, geschlechtsbezogener oder sexueller Art – wächst. In seinem Vorwort betont auch der EUA-Präsident Michael Murphy: „Hochschulen, die ihr hohes Exzellenzniveau beibehalten möchten, müssen Talente auf allen Ebenen anziehen können. In einer globalisierten Welt bedeutet dies, dass sie für Vielfalt offen sind.“ Die Studie basiert auf einer Umfrage unter 159 Instituten aus 36 europäischen Systemen.
EUA has released a major report on “Diversity, equity and inclusion in European higher education institutions” just days ahead of the second World Access to Higher Education Day (WAHED). The report presents a broad picture with data from 159 higher education institutions in 36 European systems gathered through a survey and follow-up interviews. It is part of the INVITED project, a cooperation between EUA and the European University Continuing Education Network (eucen), supported by the European Students’ Union (ESU).
The report shows that inclusiveness has become a strategic question for a number of higher education institutions across Europe, impacting learning and teaching, research and institutional cultures. Many have taken action to find new ways to enable people from various backgrounds to find their place in higher education. The idea that diverse learning environments may better prepare students for a diverse society and diverse research environments is gaining ground.
The report features different institutional strategies and measures and analyses success factors, challenges and needs for support to build institutional capacity. Furthermore, it gives examples of different institutional practices and approaches. The report presents a useful European overview and timely background information for the various policy debates that are currently taking place in different fora, such as the Bologna Process, where new approaches towards strengthening the social dimension of higher education are being explored. The topic is also key in the negotiations on the future Erasmus+ programme at the EU level, where inclusiveness of students from disadvantaged backgrounds is in the focus.
EUA hosted a webinar on the topic this week, giving those interested an opportunity to deepen their knowledge. EUA experts also published an article in Research Europe highlighting the key findings of the report.
Gender, ethnicity and career progression in UK higher education : A case study analysis
Autor/in:
Bhopal, Kalwant
Quelle: Research Papers in Education, 34 (2019) 3, S 1–16
Inhalt: This article uses case study interviews to examine women’s experiences in higher education. It focuses on career progression, support available for promotion and particular initiatives for staff retention. The findings suggest that whilst some progress has been made to support White and Black and minority ethnic women in their career trajectories, greater change is needed in order that inclusion is embedded within institutional frameworks and strategic plans. Furthermore, clearer evidence is needed by universities to demonstrate how they are meeting their legal equality requirements as specified by the Equality Act (2010). The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. Such policies may simply result in a ‘tick box’ exercise. In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice. Additionally, there is a need to consider intersectional identities and the impact of ethnicity on women’s experiences in higher education.