Inhalt: This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It draws from a project aiming to create non-hierarchical, co-mentoring spaces in which participants collaboratively generate feminist analyses. Letter-writing was identified as a form of feminist praxis and an auto/biographical method to access the multidimensional inequalities women navigated in their careers. Opening counter-hegemonic time–space and providing feminist conceptual resources, the women explored their aspirations, experiences, and subjectivities. In Ghana, women are attempting to balance the accelerated temporalities of neoliberal higher education, as productive subjects, with the explicit demands of patriarchy, which construct them primarily in reproductive terms as wives and mothers. Our collective reflections illustrate that intersecting forces are at play that impact women’s higher education careers in unpredictable and contradictory ways.
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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Inhalt: This article presents the development and piloting of an innovative tool to assess the sustainability and impact of institutional change towards gender equality, termed the Impact Driver model. It provides a description of the model and the resulting tool, as well as how it has been developed, based on earlier models. It also presents the revised model following a pilot test and accompanying workshop, which were carried out to gather feedback on the use and potential of the tool. In conclusion, the article provides recommendations for the use of the tool, considering the EU context and policy framework, which pushes towards the institutionalisation of gender equality in research and innovation. [ABSTRACT FROM AUTHOR]
Quelle: SI (Social Inclusion), 9 (2021) 3, S 69–80
Inhalt: In this article, we investigate how the globalized academic labor market has changed the composition of teaching and research staff at Swedish, Norwegian, and Finnish universities. We use national statistical data on the gender and country‐origin of universities’ teaching and research staff between 2012 and 2018 to study how the globalized academic labor market has influenced the proportion of women across career stages, with a special focus on STEM fields. We pay special attention to how gender and country‐origin are interrelated in universities’ academic career hierarchies. The findings show that the proportion of foreign‐born teaching and research staff rose substantially at the lower career level (grade C positions) in the 2010s. The increase was more modest among the most prestigious grade A positions, such as professorships. The findings show significant national differences in how gender and country‐origin of staff intersect in Nordic universities. The study contributes to research on the gendered patterns of global academic labor markets and social stratification in Nordic universities.
Some findings among post-docs:
The total number of post-docs increased during the period 2012–2018.
In 2018, the proportion of post-doc women overall was about 45 per cent in Finland and Sweden and 46 per cent in Norway.
In Norway, the proportion of post-doc women fell a bit, from about 48 per cent in 2012 to 46 per cent in 2018.
Among post-docs, the percentages of both foreign men and foreign women increased. For Norway, the combined percentage jumped from 50 per cent to 68 per cent.
The share of foreign men among post-docs in Norway grew from 29 per cent in 2012 to 40 per cent in 2018.
In Sweden, the share of foreign women in post-doc positions climbed from 19 up to 30 per cent. The proportion of Swedish women fell from 27 per cent to 15 per cent. The total proportion of women post-docs dropped by one percentage point.
Some findings among professors:
The proportion of women increased in all three countries and was quite similar.
In 2018, 31 per cent of professors in Norway were women, 27 per cent in Sweden and 28 per cent in Finland.
The percentage of foreign women professors varied across the three countries.
Of all professors in Norway, 8 per cent were foreign women.
Un/making academia: gendered precarities and personal lives in universities
Autor/in:
McKenzie, Lara
Quelle: Gender and Education, (2021) , S 1–18
Inhalt: Recent scholarship on universities explores how academics’ families and partners restrict their careers and how academic labour limits these relationships, both in highly gendered ways. Such research less often considers how people’s close relations might unevenly support them in continuously relocating; dedicating unpaid time to ‘career development’; or taking on or influencing them to remain in short-term, poorly paid precarious roles. This paper explores precariously employed post-PhDs in Australia, investigating their gendered careers and personal lives. Drawing on interviews at three public universities, it shows how women with children and partners in particular raise concerns over how their relationships and work interact. Here, certain kinds of workers – men and single women, unencumbered by family responsibilities and restrictions on travel, and with access to financial resources – appear better able to navigate moves to more secure work. This paper argues that support from close relations is productive and restrictive for precarious academics’ careers.
When faith intersects with gender: the challenges and successes in the experiences of Muslim women academics
Autor/in:
Ramadan, Ibtihal
Quelle: Gender and Education, (2021) , S 1–16
Inhalt: This paper explores the experiences of eight Muslim women academics (MWA) within a range of sciences and humanities disciplines. The data draws from my doctoral study which examined the experiences of men and women Muslim academics at UK universities. Findings from in-depth interviews with participants highlight the intersectionality of religio-gendered identities as central to their experiences. Being hijabed in academia triggered gendered-Islamophobic micro-aggressions, whose potential impact on the participants was buffered by their resilience, positive outlook, and belief. Further, they capitalized on their visible faith to demystify negative perceptions about Muslims and to advance their career-through utilizing the diversity logic within academia, while recognizing its tokenistic nature. Despite facing challenges, the participants share certain qualities that facilitate success, with agency being the uppermost quality.
Schlagwörter:academics; akademische Karriere; Großbritannien; Intersektionalität; Islam; microaggressions; Muslim; muslim woman; Rassismus; UK
CEWS Kategorie:Berufsbiographie und Karriere, Diversity, Europa und Internationales, Geschlechterverhältnis
The Intersection of Racial and Gender Attitudes, 1977 through 2018
Autor/in:
Scarborough, William J.; Pepin, Joanna; Lambouths, Danny; et al.
Quelle: American Sociological Review, 86 (2021) 5, S 823–855
Inhalt: Intersectionality scholars have long identified dynamic configurations of race and gender ideologies. Yet, survey research on racial and gender attitudes tends to treat these components as independent. We apply latent class analysis to a set of racial and gender attitude items from the General Social Survey (1977 to 2018) to identify four configurations of individuals’ simultaneous views on race and gender. Two of these configurations hold unified progressive or regressive racial and gender attitudes. The other two formations have discordant racial and gender attitudes, where progressive views on one aspect combine with regressive views on the other. In the majority of survey years, the most commonly held configuration endorsed gender equality but espoused new racialist views that attributed racial disparities to cultural deficiencies. This perspective has become increasingly common since 1977 and is most prevalent among White women and White men, likely due to racial-group interest. Black women and Black men, in contrast, are more likely to embrace progressive racial and gender attitudes. We argue that White men’s gender egalitarianism may be rooted in self-interest, aimed at acquiring resources through intimate relationships. In contrast, Black men adopt progressive racial and gender attitudes to form a necessary coalition with Black women to challenge racism.
Schlagwörter:gender attitudes; General Social Survey; intersectionality; Meinungsumfrage; public discourse; racial attitude; USA
CEWS Kategorie:Europa und Internationales, Frauen- und Geschlechterforschung
Inhalt: In this paper, we examine the experiences of female students and academics to understand the factors that underpin the persistence of sexual harassment in science, technology, engineering and mathematics (STEM) institutions. We draw on data from interviews and focus group discussions with female students and academics who participated in a study that focuses on gender inequality in science and technology universities in Ethiopia. Drawing on the concept of institutional betrayal, we argue that the high prevalence of sexual harassment in these universities is perpetuated by institutional actions and inactions through which universities fail to proactively prevent and effectively respond to sexual harassment. We suggest efforts to tackle sexual harassment need to focus on proactive and preventive measures that involve revisiting institutional policies and structures. We further suggest that grievance procedures need to be accessible, responsive, trustworthy and supportive.
Quelle: GENDER (GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft), 13 (2021) 1-2021, S 27–42
Inhalt: Gendergerechtigkeit wird in Hochschulen in der EU im Rahmen des Programms Science with and for Society (SwafS) der Europäischen Kommission durch die Umsetzung von Gleichstellungsplänen aktiv gefördert. Die Erarbeitung und Umsetzung von Gleichstellungsplänen wurde durch die Beteiligung an EU-Projekten in irischen sowie italienischen Hochschuleinrichtungen stark beeinflusst. Dieser Beitrag bezieht sich auf Erfahrungen des EU-Projekts SAGE (H2020), bei dem irische und italienische Universitäten kooperieren, die Athena SWAN Charta in Irland, den Aktionsplan Piano di Azioni Positive (PAP) in Italien und Interviews mit Gender- Expert*innen irischer und italienischer Hochschuleinrichtungen. Es wird untersucht, inwieweit die Teilnahme an EU- und nationalen Initiativen ähnliche Ergebnisse erzielen kann. Der Beitrag kommt zu dem Schluss, dass eine abgestimmte Strategie, die sich auf gemeinsame Prioritäten konzentriert und kulturelle, politische und soziale Vielfalt berücksichtigt, die Internationalisierung des Hochschulsektors fördern und den Prozess zur Herstellung von Gendergerechtigkeit in der Wissenschaft beschleunigen könnte.