Quelle: GENDER (GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft), 13 (2021) 1-2021, S 43–58
Inhalt: In der Soziologie bezeichnet der Begriff der Ambivalenz gegensätzliche, konflikthafte oder widersprüchliche kulturelle Ziele einer Gesellschaftsstruktur. Dieser Beitrag wendet den Begriff auf die im Europäischen Forschungsraum institutionalisierten kulturellen Normen und Werte an, um eine strukturelle Ambivalenz europäischer Integration in der Wissenschaft zu untersuchen. Ziel ist eine Analyse des Verhältnisses von Gleichstellungsnormen und Exzellenzidealen am Beispiel der durch den European Research Council (ERC) repräsentierten europäischen Exzellenzinitiative. Die These ist, dass das aktuell dominante Exzellenzparadigma eine Umsetzung supranationaler Gleichstellungsnormen in der Wissenschaft erschwert. Diese These wird anhand sekundärstatistischer Analysen und qualitativer Befunde zu geförderten Forschungsprojekten einer Überprüfung unterzogen. Die Ergebnisse zeigen, dass es u. a. aufgrund existierender Widerstände gegen die Umsetzung von Gleichstellungsstandards unwahrscheinlich ist, dass es dem ERC in naher Zukunft gelingen wird, seine selbst gesetzten Gleichstellungsziele zu erreichen.
Factors associated with female students' past year experience of sexual violence in South African public higher education settings: A cross-sectional study
Inhalt: BACKGROUND
Intimate partner sexual violence and non-partner rape experiences are widely reported by female students in South African higher education institutions, as they are globally. However, limited research has focused on investigating vulnerability factors, which is vital for informing interventions.
OBJECTIVE
To describe the factors and inter-relationships associated with female students' increased vulnerability to past year experience of partner sexual violence and non-partner rape in South African higher education settings.
METHODS
We interviewed 1293 female students, i.e., 519 students in six Technical Vocational Education and Training (TVET) college campuses and 774 students at three university campuses. Participants were volunteers aged 18-30. The measured vulnerability factors included childhood sexual abuse, other trauma, mental ill-health, risky sexual behaviours, food insecurity, partner violence, and controlling behaviours. We used bivariate analysis, logistic regression, and structural equation modelling methods.
RESULTS
Twenty percent of participants experienced past-year sexual violence (17% partner sexual violence and 7.5% non-partner rape). Childhood sexual abuse had direct effects on experiencing past year sexual violence and physical, emotional partner violence or controlling behaviours. Risky sexual behaviours mediated the relationships of childhood sexual abuse or harmful alcohol use and past-year sexual violence experience. Mental ill-health mediated the relationships between childhood sexual abuse, other traumatic exposures, food insecurity, physical, emotional partner violence or controlling behaviours, and past-year partner sexual violence or non-partner rape experience.
CONCLUSIONS
Risky sexual behaviours, gender inequitable relationship dynamics, mental ill-health, and food insecurity are related and amenable vulnerability factors associated with female students' sexual violence experiences. Therefore, addressing these through comprehensive campus interventions, which are implemented when students first enrol in higher education and are most vulnerable to sexual violence, is critical. Society-wide sexual violence prevention is also imperative.
Schlagwörter:Missbrauch; rape; sexual abuse; sexual education; sexuelle Gewalt; South Africa; Studienanfänger*in; Südafrika; university; Vergewaltigung
CEWS Kategorie:Europa und Internationales, Sexuelle Belästigung und Gewalt
Quelle: Pol & Gen (Politics & Gender), (2021) , S 1–32
Inhalt: This article develops an analytical framework to study the power struggles between status quo and gender equality actors underpinning the implementation of gender equality.
Quelle: Gend Work Organ (Gender, Work and Organization), (2021)
Inhalt: This study aims to explore the COVID‐19 experiences of Turkish female academics in terms of gender roles by focusing on how these women have dealt with domestic and academic responsibilities. The study group consisted of 21 female academics working from home, along with their spouses. Interpretative phenomenological analysis was used to analyze the data collected through semistructured telephone interviews. The findings were clustered under five main themes: the early days of the pandemic, work life after the pandemic, domestic responsibilities after the pandemic, family relationships after the pandemic, and the perception of gender roles. The results indicate that the pandemic has deepened gender inequalities, and the academic life of female academics has changed in terms of academic productivity. Therefore, we recommend that more research examining the quarantine process and involving women in other occupations and of different socioeconomic statuses should be done to develop more effective social policies.
Delivering gender justice in academia through gender equality plans? Normative and practical challenges
Autor/in:
Clavero, Sara; Galligan, Yvonne
Quelle: Gend Work Organ (Gender, Work and Organization), (2021)
Inhalt: This paper employs the concept of epistemic justice to examine the potential for gender equality plans (GEPs) to bring about sustainable transformative change towards gender equality in higher education. Mindful of both the limitations and opportunities of gender policy interventions, the paper highlights the importance of approaching gender inequality as a problem of justice and power rather than as an issue of ‘loss of talent’. The paper draws on Fricker’s account of epistemic justice as well as on Bourdieu’s analysis of power in the academic field, to evaluate seven gender equality plans in European universities for their potential to transform gender‐power relations in academia. The analysis reveals that insufficient attention is paid to the role of academic power in creating gender injustice at all institutional levels and to the role of organisational culture in the perpetuation of gender inequalities in those settings. The study suggests that the incorporation of an epistemic justice lens in the creation of GEPs would address gendered power relationships and lead to sustainable equitable outcomes.
Undoing the 'Nordic Paradox': Factors affecting rates of disclosed violence against women across the EU
Autor/in:
Humbert, Anne Laure; Strid, Sofia; Hearn, Jeff; Balkmar, Dag
Quelle: PLoS ONE, 16 (2021) 5
Inhalt: Measuring violence against women raises methodological questions, as well as the wider question of how to understand violence and locate it in relation to a societal context. This is all the more relevant given that measurement of violence against women in the EU has made an interesting phenomenon apparent, the so-called 'Nordic Paradox', whereby prevalence is higher in more gender equal countries. This article examines this phenomenon by exploring a range of factors-methodological, demographic and societal-to contextualise disclosed levels of violence. The analysis makes use of a multilevel analytic approach to take into account how macro and micro levels contribute to the prevalence of violence. The intercepts are then used to illustrate how taking these into account might provide an alternative ranking of levels of violence against women in EU countries. The results show that the 'Nordic Paradox' disappears-and can be undone-when factors at individual and country levels are considered. We conclude that the 'Nordic Paradox' cannot be understood independently from a wider pattern of violence in society, and should be seen as connected and co-constituted in specific formations, domains or regimes of violence. Our results show that the use of multi-level models can provide new insights into the factors that may be related to disclosed prevalence of violence against women. This can generate a better understanding of how violence against women functions as a system, and in turn inform better policy responses.
Women, academic leadership and the ‘constricting’ gender equity policies in Nigerian universities: an integrated feminist approach
Autor/in:
Igiebor, Oluwakemi
Quelle: Journal of Higher Education Policy and Management, 43 (2021) 4, S 338–352
Inhalt: Concerted efforts to transform gender cultures within Nigerian universities have introduced formal strategies aimed at reinforcing gender equity principles and practice. This is evidenced through the creation of gender centres and the adoption of gender equity policies in some Nigerian universities. However, existing literature reveals that despite these formal measures, gender imbalance in academic leadership is still prevalent. This paper seeks to investigate why gender equity policies in Nigerian universities have failed to gain traction, especially for advancing women to academic leadership positions. Using documentary data gathered from purposively selected universities in Nigeria, this paper unveils the various ways in which the content and enactment of institutional gender policies are gendered and potentially reinforce systems of inequality. Informed by a Feminist Institutionalism and Feminist Policy Analysis framework, I analyse gender policy documents and identify areas of silence, women’s exclusion, and how male dominance is perpetuated in the policy.
Micro Change Agents for Gender Equality: Transforming European Research Performing Organizations
Autor/in:
Dahmen-Adkins, Jennifer; Peterson, Helen
Quelle: Front. Sociol. (Frontiers in Sociology), 6 (2021)
Inhalt: This article explores the experiences of micro change agents for gender equality in seven European Research Performing Organizations in seven different countries. The micro change agents were all participants of an international collaborative project consortium, implementing gender equality plans (GEPs), and funded by the European Commission during 4 years. The analysis draws on empirical data consisting of information submitted by the micro change agents during these 4 years and collected using three different monitoring tools, developed within the project to follow the progress of the implementation efforts, but also to provide an arena for individual and collaborative reflection and knowledge exchange between the partners. The aim of the article is to present a systematic analysis of the change practices that these micro change agents experienced as useful and important for promoting gender equality in their different organizational contexts. A total of six such micro change practices are identified, emerging from the empirical data: 1. communicating, 2. community building, 3. building trust and legitimacy, 4. accumulating and using resources, 5. using and transferring knowledge, and 6. drawing on personal motivation. The findings illustrate the multifaceted character of micro change agency for gender equality, particularly in a time-limited project context with a designated funding period. The results from this study can be useful when developing gender equality strategies, policies and practices and can also be used to empower gender equality micro change agents that face challenges while trying to implement GEPs and promote structural change in any kind of institution.
Policy framing and resistance : Gender mainstreaming in Horizon 2020
Autor/in:
Vida, Bianka
Quelle: European Journal of Women's Studies, 28 (2021) 1, S 26–41
Inhalt: Scholarship on gender mainstreaming (GM) in the European Union (EU) consistently highlights the disappointing implementation of gender mainstreaming. This article contributes to that discussion through the analysis of the first policy frame on gender equality in the work programmes of the EU’s Framework Programme for Research and Development, Horizon 2020, from 2014 until 2016. This article analyses how GM as a transformative strategy is contextualised by advisory group experts, and what is being achieved within Horizon 2020 work programmes. In opposition to the Commission’s rhetorical commitment to GM, this article demonstrates that Horizon 2020 work programmes exemplify a failure of implementing GM, further depoliticising gender equality in the Commission’s neoliberal context.
Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences (OUR SPACE) cross-sectional survey: a study protocol
Autor/in:
Steele, Bridget; Degli Esposti, Michelle; Mandeville, Pete; Hamnett, Gillian; Nye, Elizabeth; Humphreys, David K.
Quelle: BMJ Open, 11 (2021) 11
Inhalt: INTRODUCTION
Sexual violence among higher education students is a public health concern, threatening the general safety of students, often with significant physical and mental health implications for victims. Establishing the prevalence estimates of sexual violence at higher education institutions (HEIs) is essential for designing and resourcing responses to sexual violence, including monitoring the effectiveness of prevention initiatives and institutional programmes. Yet, to date, there have been no rigorous studies assessing prevalence of sexual violence at HEIs in the UK.
METHODS AND ANALYSIS
Informed by guidance from Universities UK, the University of Oxford administration and the related student advocacy groups working within the University, Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences is a cross-sectional survey of all undergraduate and graduate students over the age of 18 enrolled at the University of Oxford, UK. The survey design uses a complete sampling approach and measures adapted from previous campus climate surveys in the USA as well as the Sexual Experiences Survey (USA). The analysis will estimate the prevalence of sexual harassment and sexual violence perpetration and victimisation, and will examine whether ethnicity, gender identity, and sexual orientation are associated with these primary outcomes.
ETHICS AND DISSEMINATION
Ethical approval was obtained by the Social Sciences and Humanities Interdivisional Research Ethics Committee at the University of Oxford which is a subcommittee of the Central University Research Ethics Committee (ref no.: R73805/RE001). The research team will disseminate findings through peer-reviewed journal articles and conference presentations. A report cowritten by authors and stakeholders will be shared with Oxford University students.
Schlagwörter:data collection; empirical research; England; prevalence; sexual assault; sexuelle Gewalt; student; Studierende; survey; UK; Umfrage; undergraduate; university
CEWS Kategorie:Europa und Internationales, Hochschulen, Sexuelle Belästigung und Gewalt