A PhD In motion: Advancing a critical academic mobilities approach (CAMA) to researching short-term mobility schemes for doctoral students
Autor/in:
Henderson, Emily F.
Quelle: Teaching in Higher Education, 24 (2019) 5, S 678–693
Inhalt: Short-term mobility has been neglected in the higher education mobilities literature, which tends to focus on longer stays such as study abroad or entire degrees. Short-term doctoral mobility schemes are relatively low-cost, potentially high-value investments in the development of early career researchers. Doctoral mobilities research – and the field of academic mobilities research more broadly – is characterised by a positivist, often atheoretical orientation; this article responds to this by introducing a critical academic mobilities approach (CAMA). This approach is rooted in the ‘mobilities paradigm’, and involves (i) questioning the status of mobility as a universal good; (ii) exploring the subjectivity of mobile subjects as dynamic and shifting, but also structurally determined; (iii) a commitment to researching mobility processes as well as investments and outcomes. The article explores ‘autoethno-case studies’ of two doctoral mobility schemes funded by the UK Economic and Social Research Council (ESRC): Overseas Institutional Visits (OIV) and the PhD Partnering Scheme (PPS).
Schlagwörter:doctoral student; Förderprogramm; Forschungsförderung; Großbritannien; international academic mobility; internationale akademische Mobilität; UK
CEWS Kategorie:Berufsbiographie und Karriere, Wissenschaft als Beruf
Quelle: Social Work Education, 38 (2019) 7, S 908–924
Inhalt: Social work education globally expresses an unwavering commitment to promoting social justice and the amelioration of oppression. Nevertheless, mounting research suggests that social work programs (SWPs) may inadvertently perpetuate microaggressions toward individuals who are transgender and gender non-conforming (TGNC). This qualitative study elucidates experiences of TGNC social work students in North America. Grounded theory analysis revealed six key themes related to students’ experiences of microaggressions within their SWPs: (1) structural oppression, (2) cisgender bias, (3) faculty knowledge gaps, (4) visible discomfort, (5) pervasive nature of transphobia, and (6) social exclusion. Despite the existence of educational and professional policies aimed at fostering transgender inclusive social work education and practice, results from this study underscore the need to take a closer look at the ways in which knowledge gaps, implicit cisgender biases, and existing practices and policies within SWPs inadvertently privilege the experiences of cisgender students and marginalize TGNC students. Key findings from the current study can be used to inform the implementation of transgender affirmative changes, contributing to efforts to eradicate transphobic bias within SWPs.
Schlagwörter:discrimination; gender nonconformity; microaggression; qualitative analysis; social work; Transgeschlechtlichkeit
De-biasing on university campuses in the age of misinformation
Autor/in:
Krutkowski, Sebastian; Taylor-Harman, Sarah; Gupta, Kat
Quelle: RSR (Reference Services Review), 48 (2019) 1, S 113–128
Inhalt: Purpose – The purpose of this study is to highlight that in today’s polarised information environment, freedom of speech should not be conflated with a freedom to spread demonstrable lies unchallenged. The authors argue for a review of information literacy instruction to focus on social justice and help participants understand the implications of the views they may hold on vulnerable minority groups.
Design/methodology/approach – In this paper, the authors review and reflect upon the delivery of staff development training on the facts and myths surrounding transgender issues. The authors also encourage other library and information professionals to expand their information literacy instruction into polarised issues that are marked by considerable amounts of misinformation.
Findings – Training participants reported that being more aware of transphobic media coverage will help them reduce bias and better support trans students and staff. It also enabled further opportunities for colleagues across teams and a variety of roles to incorporate the principles of equality, diversity and inclusion into their practice. The success of the sessions also contributed to wider institutional change.
Originality/value – Trans people are a vulnerable minority facing severe, persistent harassment and discrimination both in everyday life and potentially in educational settings. Offering staff effective tools to educate themselves about media transphobia is a step towards creating an environment where trans students and staff can flourish. The authors explore how the media coverage of trans issues allows misinformation to stick and spread. Through applying the concepts of critical thinking and information literacy to trans issues, the authors explain how unconscious bias towards the trans community can be challenged.
Schlagwörter:cognitive bias; critical thinking; higher education; information literacy; Social Justice; Transgender; Transgeschlechtlichkeit; visibility
The Gender Pay Gap in Academia: Evidence from the Ohio State University
Autor/in:
Chen, Joyce J.; Crown, Daniel
Quelle: American Journal of Agricultural Economics, 101 (2019) 5, S 1337–1352
Inhalt: We utilize human resources data from The Ohio State University to assess the gender wage gap. We find a persistent gap of 11% among regular, tenure-track faculty after accounting for fiscal year, race, clinical appointments, experience, and department. While the presence of a statistically significant gender wage gap is robust, the magnitude of the gap varies substantially depending on how the sample of interest is defined. In assessing gender wage gaps, researchers and universities must be attentive to issues of attrition and classification. Transparency regarding how estimates are affected by sample exclusions and variable definitions will yield insight into possible sources of gender bias.
The Future of Sex and Gender in Psychology : Five Challenges to the Gender Binary
Autor/in:
Hyde, Janet Shibley; Bigler, Rebecca S.; Joel, Daphna; Tate, Charlotte Chucky; van Anders, Sari M.
Quelle: American Psychologist, 74 (2019) 2, S 171–193
Inhalt: The view that humans comprise only two types of beings, women and men, a framework that is sometimes referred to as the "gender binary," played a profound role in shaping the history of psychological science. In recent years, serious challenges to the gender binary have arisen from both academic research and social activism. This review describes 5 sets of empirical findings, spanning multiple disciplines, that fundamentally undermine the gender binary. These sources of evidence include neuroscience findings that refute sexual dimorphism of the human brain; behavioral neuroendocrinology findings that challenge the notion of genetically fixed, nonoverlapping, sexually dimorphic hormonal systems; psychological findings that highlight the similarities between men and women; psychological research on transgender and nonbinary individuals' identities and experiences; and developmental research suggesting that the tendency to view gender/sex as a meaningful, binary category is culturally determined and malleable. Costs associated with reliance on the gender binary and recommendations for future research, as well as clinical practice, are outlined.
(PsycINFO Database Record (c) 2019 APA, all rights reserved).
Schlagwörter:cultural determination; Dimorphismus; Gender; gender identity; Geschlechterbinarität; neuroscience; non-binary; Psychologie; sex difference; social neuroendocrinology; Transgender
CEWS Kategorie:Diversity, Frauen- und Geschlechterforschung
Autor/in:
Li, Anita; Gravina, Nicole; Pritchard, Joshua K.; Poling, Alan
Quelle: Behavior analysis in practice, 12 (2019) 4, S 743–746
Inhalt: We examined publicly available faculty salaries for men and women faculty members at 16 university programs accredited by the Association for Behavior Analysis International (ABAI). Overall, 52.4% of the 103 faculty members were women, although there were twice as many men as women at the full-professor level. Our data suggest that ABAI-accredited training programs pay women less than men at all academic levels. Both in absolute terms and relative to the wage gap reported in other areas of psychology, the difference in mean wages for women and men in our sample was substantial. The mean salaries of men were 13%, 6%, and 15% greater than those of women at the assistant-, associate-, and full-professor levels, respectively. At all levels, the highest salary reported was earned by a man, and the lowest salary was earned by a woman. This is an embarrassment for our discipline. It is time for a change, and we behavior analysts have the tools to make change happen. Let us put those tools to good use.
Schlagwörter:academia; faculty member; full professor; gender pay gap; Universität; university; wage gap
CEWS Kategorie:Arbeitswelt und Arbeitsmarkt, Frauen- und Geschlechterforschung, Geschlechterverhältnis