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.
“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.
Queerness as Being in Higher Education. Narrating the Insider/Outsider Paradox as LGBTQ+ Scholars and Practitioners
Autor/in:
Duran, Antonio; Miller, Ryan A.; Jourian, T.J; Cisneros, Jesus
Quelle: Routledge, 2022.
Inhalt: Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment. The first of a two-volume series, this book foregrounds the experiences of LGBTQ+ higher education scholars and practitioners in the United States as they navigate cisheteronormative culture, structures, practices, and policies on campus. Through theorization of contributors’ lived experiences in relation to identity and the concept of queerness as being, the volume posits queer identity as embodied resistance and demonstrates how this plays out within an insider/outsider paradox. An innovative theoretical framing, this text artfully exemplifies how queer and trans people exist simultaneously as both insider and outsider in university communities and deepens understanding of how critical narratives might inform institutional transformation and drives toward equity. The book then looks to the future, discussing implications for research and practice, using the lessons learned from the chapter authors. Embellished with a plethora of diverse firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ higher education scholars and practitioners as they navigate central tensions in their practice.
CEWS Kategorie:Diversity, Hochschulen, Wissenschaft als Beruf, Gleichstellungspolitik
Dokumenttyp:Monographie
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.
“That's bang out of order, mate!” : Gendered and racialized micro‐practices of disadvantage and privilege in UK business schools
Autor/in:
Śliwa, Martyna; Gordon, Lisi; Mason, Katy; Beech, Nic
Quelle: Gend Work Organ (Gender, Work and Organization), (2022)
Inhalt: The existence of gendered and racialized inequalities in academia has been well documented. To date, research has primarily addressed the intersectional disadvantages faced by members of minority groups with much less attention paid to the privileges experienced by dominant group members. This paper draws on 21 interviews and 36 audio-diary entries completed by a diverse group of senior higher education leaders who have successfully navigated the career ladder in UK business schools. By juxtaposing minority with dominant group members' narratives, the study advances intersectionality research, offering a contextualized analysis of the micro-practices of both disadvantage and privilege in academia. Through a focus on how micro-practices perform differently for members of different groups, it foregrounds “obvious” as well as nuanced differences that contribute to the accumulation of disadvantage and privilege throughout an individual's career and emphasizes simultaneity as crucial to understanding the workings of gendered and racialized disadvantage and privilege.
Trans faculty and queer battle fatigue: : poetic (re)presentations of navigating identity politics in the academy
Autor/in:
Robinson, Sean
Quelle: International Journal of Qualitative Studies in Education, 35 (2022) 9, S 911–927
Inhalt: Research on the experiences of trans* employees show that trans* individuals face disproportionate levels of harassment, discrimination, violence, and forms of aggression in the workplace. While broader organizational and workplace research exploring issues of trans* employees may be transferrable to higher education settings, higher education nevertheless has specific needs that make it distinctly different from non-higher education work environments. Although organizational scholars writing on workplace discrimination issues have offered recommendations for increasing trans-affirmation in workplace environments, little research has focused exclusively on trans* faculty on college and university campuses. Responding to calls for a nuanced understanding of trans* educators in more creative ways, this article (re)presents the experiences of six trans* identified post-secondary faculty in the format of a found poem that weaves together the voices of the participants into a collective narrative. When read through the lens of queer battle fatigue, the poem highlights the violence, marginalization, and forms of aggression experienced by trans* individuals that lead to feelings of exhaustion.
Quelle: High Educ (Higher Education), 83 (2022) 2, S 461–479
Inhalt: Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and nonbinary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and nonbinary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and nonbinary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We use a social-ecological model to identify sources of discrimination in postsecondary education and to provide transgender- and nonbinary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.
Quelle: Oslo: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing), 2022. 395 S
Inhalt: What is the state of gender equality in science and technology? Gender Equality in Academia - from Knowledge to Change presents the results of a comprehensive research project and program of initiatives at the University of Oslo's Faculty of Mathematics and Natural Sciences. Researchers have examined gender equality within the department, looking at reasons for imbalance, and at what occurs when measures to promote equality are implemented. The book opens with an in-depth study of careers, gender issues and gender balance within academia. The study, based on questionnaires, interviews and follow-up evaluation, provides a new and updated understanding of the daily lives of academics in Norway. Among the topics covered are perceptions of equality and gender balance, effects of male dominance, sexual harassment, gender with respect to publishing, and the relationship between gender and diversity. In addition to presenting new empirical data, the book is also an innovative contribution to theoretical development within gender equality research. In the second part of the book, the authors present three working models that elucidate current mechanisms recreating gender imbalance, and challenges for gender equality. The book's final part consists of analyses of measures taken to increase gender equality within the department and their effects, and what an organization can do to increase gender equality. The range of topics in this book make it relevant for everyone concerned with gender equality in research and higher education. Researchers, administrators, students, other practitioners, and politicians will all find this book of interest.
Bildung.Macht.Diversität : Critical Diversity Literacy im Hochschulraum
Herausgeber/in:
Dankwa, Serena O.; Filep, Sarah-Mee; Klingovsky, Ulla; Pfruender, Georges
Quelle: transcript, 2021.
Inhalt: "Die Hochschule gerät dabei als Spiegel und Manifestation gesellschaftlicher Verhältnisse in den Blick und überdies als ein Ort, der unter spezifischen Bedingungen zum Motor notwendiger Veränderungsprozesse werden kann. Aus unterschiedlichen disziplinären, aktivistischen und sozialkritischen Perspektiven wird die Hochschule als eine machtvolle Institution beleuchtet. Von deren Rändern aus entfalten sich widerständige Vermittlungspraxen, die schließlich kritisch-performative Zugänge für eine sozial und kulturell gerechtere (Hochschul-)Welt eröffnen."