The Glass Door of Academia : Unveiling New Gendered Bias in Academic Recruitment
Autor/in:
Picardi, Ilenia
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 5, 160 S
Details
Inhalt: Gender statistics and studies on gendering mechanisms have been developing over recent years on two parallel tracks. This research reveals the need to rethink the standard indicators used in European comparative analyses to identify (1) gender-related mechanisms responsible for the production and reproduction processes of gender asymmetries, (2) their specificities in different local contexts, and (3) the profound transformations that have characterized the academies and the research system in Europe in recent years. The paper analyses the data on the composition of Italian academia provided by the Italian Ministry of Education, universities and research from a gender perspective. The introduction of the glass door index, specifically designed to measure gendering processes taking place in the recruitment stages in Italian academia, discloses new forms of gender segregation in Italian universities after the last academic reform (Law 240/2010), despite the emphasis placed on the neutral and meritocratic criteria of the new recruitment and career progression rules
Schlagwörter:Geschlechterdiskriminierung; Geschlechtersegregation; glass ceiling; Hochschule; Index; Indikatoren; Italien; Monitoring; Rekrutierung; Statistik; wissenschaftliches Personal
CEWS Kategorie:Europa und Internationales, Hochschulen, Statistik und statistische Daten, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
Excellent and gender equal? : Academic motherhood and ‘gender blindness' in Norwegian academia
Autor/in:
Thun, Cecilie
Quelle: Gender Work Organ (Gender, Work & Organization), 27 (2019) 2, S 166–180
Details
Inhalt: This article explores Norwegian female academics' experiences with academic motherhood in an organizational perspective. A main finding is that academia as an organization is greedy, uncertain, and has ‘blind spots' that reveal gender bias related to gender and parental status, especially mothers. By analysing the link between gendered organization of work and the legitimatizing of gender inequality, the article reveals ‘gender blindness' in the academic organization concerning gender and parental status. The article concludes that changes in academia — in line with academic capitalism — may indicate that the Norwegian model of work–life balance is under pressure. This article suggests that the organizational conditions for academic motherhood are important factors in order to understand the persistence of gender inequality.
Schlagwörter:Elternschaft; gender in academia; gender inequality; gendered organization; Geschlechterungleichheit; Hochschule; Mutterschaft; Norwegen; Vereinbarkeit; Wissenschaft; work-life balance
CEWS Kategorie:Europa und Internationales, Hochschulen, Vereinbarkeit Familie-Beruf, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
The Widening Participation Agenda in German Higher Education : Discourses and Legitimizing Strategies
Autor/in:
Mergner, Julia; Leišytė, Liudvika; Bosse, Elke
Quelle: SI (Social Inclusion), 7 (2019) 1, 61 S
Details
Inhalt: Although participation in higher education (HE) has expanded in Europe, social inequalities remain a major political chal-lenge. As HE expansion has not led to equal access and success, the mechanisms behind policies seeking to reduce in-equalities need to be examined. Focusing on the widening participation agenda, this article investigates how universities translate political demands to their local contexts. The translation perspective is adopted to study the German HE system as an example characterized by high social exclusion. Based on policy document analysis, the study first explores the ra-tionales underlying the discourse on widening participation. Second, a multiple case study design is used to investigate the organizational responses to the demand of widening participation. The findings indicate that the political discourseis dominated by two perspectives that regard widening participation as either a means to bring about social justice or toensure a reliable pool of skilled labor. The study further reveals that different legitimizing strategies serve to link the policyof widening participation to local contexts. This study contributes to research on social inequalities in HE by introducinga translation perspective that permits analysis at both macro and organizational levels, while acknowledging institutionalvariations in organizational responses to political demands.
Schlagwörter:German higher education; legitimizing strategies; policy discourse; qualitative content analysis; Scandinavian institutionalism; translation perspective; university for all; widening participation
CEWS Kategorie:Diversity, Hochschulen
Dokumenttyp:Zeitschriftenaufsatz
Sexism is still a problem for German research
Autor/in:
Hruby, Denise
Quelle: Nature, 567 (2019) 7749, 60–S62
Details
Schlagwörter:CEWS; Deutschland; Geschlechterverhältnis; Gleichstellungspolitik; Professorinnenprogramm; Wissenschaft
CEWS Kategorie:Hochschulen, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
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
Details
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.
Schlagwörter:Diversität; Ethnicity; Fallstudie; Gender; Gleichstellungsmaßnahmen; Gleichstellungspolitik; Großbritannien; Hochschule; impact assessment; Interview; Karriereentwicklung; UK
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen
Dokumenttyp:Zeitschriftenaufsatz
Competing inequalities : Gender versus race in higher education institutions in the UK
Autor/in:
Bhopal, Kalwant; Henderson, Holly
Quelle: Educational Review, 42 (2019) 2, S 1–17
Details
Inhalt: This article explores findings from two projects that explore the impacts and institutional experiences of the Athena SWAN (ASC) and Race Equality (REC) Charter Marks in UK universities. The article offers an important, timely and original insight into the ways that these two charter marks are shaping and influencing practice in universities. We argue that in higher education policymaking, there has been a privileging of gender over race in terms of addressing inequalities in higher education. Whilst acknowledging the persistence of inequalities in both groups, the data from our projects highlight a significant risk that gender and race inequalities become conflated in current equalities work. We argue that as a consequence of a logic of efficiency that drives Higher Education Institutions (HEIs) to combine gender and race equalities work, and the privileging within this combination of gender, HEIs can publicly work towards equality and inclusion in general terms, without having to confront uncomfortable and deeply embedded practices that perpetuate White privilege in the academy.
Schlagwörter:Antidiskriminierung; Diskriminierung; Gender; Gleichstellungsmaßnahmen; Hochschule; race; Rassismus; UK
CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen
Dokumenttyp:Zeitschriftenaufsatz
The re-production process of gender bias: A case of ICT professors through recruitment in a gender-neutral country
Autor/in:
Tiainen, Tarja; Berki, Eleni
Quelle: Studies in Higher Education, 44 (2019) 1, S 170–184
Details
Inhalt: Women's under-representation in the fields of science and technology is strong; both in software houses and academic posts. We focus on the academic field by gender sensitive analysis of Information and Communication Technology (ICT) academics. The general picture given by statistics' meta-analyses illustrates male dominance even in Finland, which is often presented as a country which values gender equality high. For achieving deeper understanding about the process of gender bias reproduction, we focus on one university and its selection of ICT professors. Although every professorship fulfilling is a situated process, they all together shape a homogeneous male-dominant picture. This paper continues on early gender-focused discussion of Studies in Higher Education by presenting an organisational point of view.
Schlagwörter:Berufungsverfahren; gender bias; MINT; STEM
CEWS Kategorie:Hochschulen, Naturwissenschaft und Technik, Geschlechterverhältnis, Berufungsverfahren
Dokumenttyp:Zeitschriftenaufsatz
The marketised university and the politics of motherhood
Autor/in:
Amsler, Sarah; Motta, Sara C.
Quelle: Gender and Education, 31 (2019) 1, S 82–99
Details
Inhalt: In this paper, we offer a critique of neoliberal power from the perspective of the gendered, sexualised, raced and classed politics of motherhood in English universities. By using dialogical auto-ethnographic methods to examine our own past experiences as full-time employed mother–academics, we demonstrate how feminist academic praxis can not only help make the gendered workings of neoliberal power more visible, but also enable us to nurture and sustain alternative ways of being and working in, against and outside the university. Far from desiring greater inclusion into a system which enshrines repressive logics of productivity and reproduces gendered subjectivities, inequalities, silences and exclusions, we aim to refuse and transgress it by bringing feminist critiques of knowledge, labour and neoliberalism to bear on how we understand our own experiences of motherhood in the academic world.
Schlagwörter:academia; motherhood; neoliberal university
CEWS Kategorie:Hochschulen
Dokumenttyp:Zeitschriftenaufsatz
Transgender experiences and transphobia in higher education
Autor/in:
Siegel, Derek P.
Quelle: Sociology Compass, 13 (2019) 10
Details
Inhalt: While categories like “campus climate” highlight variation across institutions, trans people's experiences also vary within an institutional context. By studying trans people's experiences in higher education, however, we can better understand and respond to the differentiated and changing needs of transgender people in other arenas. In this paper, I review key qualitative and quantitative findings along several themes: (a) disclosing trans identities, (b) trans communities, and (c) resources and career-level support. Specifically, I use the concept of microclimates to explain how trans people encounter various forms of support and discrimination on campus. For example, someone might receive support from particular individuals, such as an advisor, or spaces, like a gender studies classroom, but not others. Researchers also report both similarities and differences between binary and nonbinary trans people, as well as between transgender men and transgender women, suggesting that there is no universal trans experience, nor a one-size-fits-all approach to supporting trans students and faculty members. Challenging interpersonal and systemic transphobia requires context-specific interventions.
Schlagwörter:campus; faculty member; higher education; Hochschule; student; trans communities; trans identities; Transgeschlechtlichkeit; transphobia
CEWS Kategorie:Diversity, Hochschulen
Dokumenttyp:Zeitschriftenaufsatz
Gendered management in Spanish universities : Functional segregation among vice-rectors
Autor/in:
Castaño, Cecilia; Vázquez-Cupeiro, Susana; Martínez-Cantos, José Luis
Quelle: Gender and Education, 31 (2019) 8, S 966–985
Details
Inhalt: The reorganisation of higher education according to the marketplace logic ? and framed within the process of Europeanisation and globalisation ? has run parallel to a significant rise in the number of women in senior management positions at Spanish universities. This would seem to be a step to more gender equality. However, the analysis of the situation used thus far, based on conventional indicators, may be harbouring a not-so-egalitarian reality. Our approach studies the gender distribution of vice-rectors according to assigned functions in all forty-eight Spanish public universities offering both graduate and postgraduate studies. It does so by creating a typology to exemplify gendered divisions of labour within those positions. The results confirm an uneven gender distribution: women, although mostly in charge of caregiving and housekeeping functions, are underrepresented across the board in areas where strategic power resides and the future of university is decided and where, eventually, gender norms could be changed.
Schlagwörter:Geschlechterungleichheit; Geschlechtervergleich; Hochschulleitung; Hochschulmanagement; Rektor; Rektorin; Segregation; Spanien
CEWS Kategorie:Wissenschaftspolitik, Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz