Quelle: Hochschulmanagement. Zeitschrift für die Leitung, Entwicklung und Selbstverwaltung von Hochschulen und Wissenschaftseinrichtungen, 17 (2022) 3+4, S 91–95
CEWS Kategorie:Wissenschaft als Beruf, Gleichstellungspolitik
Dokumenttyp:Zeitschriftenaufsatz
Identifying gender disparities in research performance: the importance of comparing apples with apples
Autor/in:
Nygaard, Lynn P.; Aksnes, Dag W.; Piro, Fredrik Niclas
Quelle: High Educ (Higher Education), 84 (2022) 5, S 1127–1142
Inhalt: Many studies on research productivity and performance suggest that men consistently outperform women. However, women and men are spread unevenly throughout the academy both horizontally (e.g., by scientific field) and vertically (e.g., by academic position), suggesting that aggregate numbers (comparing all men with all women) may reflect the different publication practices in different corners of the academy rather than gender per se. We use Norwegian bibliometric data to examine how the “what” (which publication practices are measured) and the “who” (how the population sample is disaggregated) matter in assessing apparent gender differences among academics in Norway. We investigate four clusters of indicators related to publication volume, publication type, authorship, and impact or quality (12 indicators in total) and explore how disaggregating the population by scientific field, institutional affiliation, academic position, and age changes the gender gaps that appear at the aggregate level. For most (but not all) indicators, we find that gender differences disappear or are strongly reduced after disaggregation. This suggests a composition effect, whereby apparent gender differences in productivity can to a considerable degree be ascribed to the composition of the group examined and the different publication practices common to specific groups. We argue that aggregate figures can exaggerate some gender disparities while obscuring others. Our study illustrates the situated nature of research productivity and the importance of comparing men and women within similar academic positions or scientific fields—of comparing apples with apples—when using bibliometric indicators to identify gender disparities in research productivity.
University, neoliberalism and hegemonic bodies: narratives of international students in Chile
Autor/in:
Martinez, César Augusto Ferrari
Quelle: Gender and Education, (2022) , S 1–15
Inhalt: This article investigates the production of neoliberal subjectivities in Latin American international students in Chilean universities. In last years, Chile have registered plenty political uprisings regarding its economic, social and gender inequalities. The premise is that Chile is a country where Neoliberalism is rooted not only in the form of political and economic guidelines, but as rationality. It proposes that these forms of thought-action reinforce typically male success stereotypes, dismissing bodies challenged of non-hegemonic paths. Narrative interviews with doctoral students in Chile are used to describe how the topic of academic excellence sustained by the Chilean neoliberal university market materializes differently in each body. Students report the interpellation of success discourses affecting their bodies and relating their nationhood, gender and sexualities experiences to feelings of diminishment, loneliness, discrimination, etc. I argue that the presence of neoliberal rationalities in the Chilean university favours the exercise of sexist practices, naturalized as market practices, and impose normative adjustments on the gender and sexuality performance of students.
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.
Beyond the neoliberalized academy: caring and careful practices of women full professors
Autor/in:
Castelao-Huerta, Isaura
Quelle: Gender and Education, (2022) , S 1–16
Inhalt: This article reveals how some women full professors have developed caring and careful practices with their students despite the neoliberalization of public higher education, thus, avoiding individualization and establishing trust and solidarity. It presents interviews with 24 women full professors from a Colombian public university, an ethnographic study with three of them and nineteen interviews with their students and colleagues. The content analysis of the fieldwork shows that the professors have caring practices, which include rebuscarse to ensure the well-being of the students and providing financial support, as well as careful practices such as intervening to prevent harm and being open to listening. Caring and careful practices of the professors serve to improve the lives of the people that are close to them and to build a much friendlier and more supportive university. However, care activities are complex, undervalued and represent a double burden, which is why modifying university policies is an urgent task.
Schlagwörter:academia; academic care; Care; Ethnographie; higher education; Kolumbien; Latin America; neoliberal university; professor care; Professorin; Solidarität
CEWS Kategorie:Wissenschaft als Beruf, Geschlechterverhältnis
Autor/in:
Ross, Matthew B.; Glennon, Britta M.; Murciano-Goroff, Raviv; Berkes, Enrico G.; Weinberg, Bruce A.; Lane, Julia I.
Quelle: Nature, 608 (2022) 7921, S 135–145
Inhalt: There is a well-documented gap between the observed number of works produced by women and by men in science, with clear consequences for the retention and promotion of women1. The gap might be a result of productivity differences2-5, or it might be owing to women's contributions not being acknowledged6,7. Here we find that at least part of this gap is the result of unacknowledged contributions: women in research teams are significantly less likely than men to be credited with authorship. The findings are consistent across three very different sources of data. Analysis of the first source-large-scale administrative data on research teams, team scientific output and attribution of credit-show that women are significantly less likely to be named on a given article or patent produced by their team relative to their male peers. The gender gap in attribution is present across most scientific fields and almost all career stages. The second source-an extensive survey of authors-similarly shows that women's scientific contributions are systematically less likely to be recognized. The third source-qualitative responses-suggests that the reason that women are less likely to be credited is because their work is often not known, is not appreciated or is ignored. At least some of the observed gender gap in scientific output may be owing not to differences in scientific contribution, but rather to differences in attribution.
„Wenn’s nirgendwo so richtig stimmt“ – Einblicke in qualitative Forschung zu Hochschulkarrieren und Elternschaft unter Corona-Bedingungen
Autor/in:
Haag, Hanna
Quelle: FemPol (Femina Politica – Zeitschrift für feministische Politikwissenschaft), 31 (2022) 2, S 132–136
Inhalt: Wissenschaftskarrieren sind allgemeinhin von einem hohen Selektionsdruck gekennzeichnet (Reuter et al. 2020). In dem vorliegenden Beitrag wird insbesondere die Frage nach der (Un)-Vereinbarkeit von Familie und Beruf mit Blick auf die pandemische Lage fokussiert und aufgezeigt, wie diese selbige verstärkt.
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.
Promovieren mit Kind : Welche Rolle spielen Promotionskontexte für eine erfolgreiche Vereinbarkeit von familialen und beruflichen Anforderungen in der Promotionsphase?
Quelle: Beiträge zur Hochschulforschung, 43 (2021) 3, S 8–29
Inhalt: Vor dem Hintergrund der Etablierung von Personalentwicklungsstrategien an Hochschulen ist die Vereinbarkeit von Privat- und Erwerbsleben in den vergangenen Jahren ein wichtiges Thema im Berufsfeld Wissenschaft geworden. Mit Daten der National Academics Panel Study werden erstmals die Bedingungen für Elternschaft während der Promotionsphase in verschiedenen Promotionskontexten in den Blick genommen. Im Zentrum der Analysen steht ein schrittweises Regressionsmodell zu den Determinanten der Zufriedenheit mit der Vereinbarkeit von Familie und Arbeit promovierender Eltern. Diese ist bei Müttern geringer als bei Vätern und variiert sowohl zwischen Promotionsfächern als auch -formen. Eine als gut eingeschätzte Promotions2betreuung in Form von Betreuungsstabilität und emotionaler Unterstützung erweist sich als besonders bedeutsam. Die Analysen zeigen somit Handlungsspielräume auf, in denen hochschulische Maßnahmen zur Förderung von Familienfreundlichkeit verortet werden können