Quelle: Eur. j. archaeol (European Journal of Archaeology), (2022) , S 1–25
Inhalt: Viele Nachwuchsarchäologinnen und -archäologen sind besorgt wegen mangelnder beruflicher Entwicklungsmöglichkeiten und halten es nicht für wahrscheinlich, dass sie dauerhaft in ihrer Wissenschaft arbeiten können. Das ist eines der kürzlich im European Journal of Archaeology veröffentlichten Ergebnisse einer internationalen Umfrage, die von Dr. Maxime Brami, Prähistoriker an der Johannes Gutenberg-Universität Mainz (JGU), koordiniert wurde und an der sich 419 Nachwuchsarchäologinnen und -archäologen beteiligt hatten. "Lediglich 21 Prozent der Teilnehmenden halten es für wahrscheinlich, dass sie eine dauerhafte Stelle in der Archäologie bekommen", sagt Brami. 45 Prozent gaben an, dass unbefristete Stellen extrem selten seien. Außerdem litten 84 Prozent wegen mangelnder beruflicher Perspektiven unter Stress und 61 Prozent benannten die Konkurrenz um Arbeitsplätze als Stressfaktor. Dennoch brennen offenbar viele Nachwuchsarchäologinnen und -archäologen für ihr Fach: 71 Prozent der Teilnehmenden gaben an, in der Wissenschaft bleiben zu wollen.
Anlass für die Umfrage war laut Brami, dass sich in der Vergangenheit immer mehr der rund 1.500 in der European Association of Archaeologists (EAA) organisierten Archäologen, vor allem Nachwuchsarchäologinnen und -archäologen, besorgt über ihre berufliche Situation geäußert hätten. Deshalb hätten er und Kolleginnen und Kollegen der Early Career Archaeologists (ECA), der Nachwuchsinitiative der EAA, die Umfrage entworfen und im vergangenen Jahr zur Teilnahme veröffentlicht. Die Umfrage umfasste 37 Fragen und wurde über die ECA- und die EAA-Website sowie per Social Media beworben. 86 Prozent der Teilnehmenden stammten aus Europa, 20 Prozent aus Deutschland; 46 Prozent hatten einen Doktortitel, 43 einen Master- oder vergleichbaren Anschluss. Außer den Sorgen um die berufliche Situation war Mobbing ein wichtiges Thema: 47 Prozent der Teilnehmenden berichteten davon, am Arbeitsplatz gemobbt worden zu sein, in den meisten Fällen von Vorgesetzten. Wiederholt wurde das Arbeitsumfeld in der Archäologie als "vergiftet" und als "von starker Konkurrenz geprägt" beschrieben. 62 Prozent der Frauen, aber nur 12 Prozent der Männer, berichteten, während ihrer beruflichen Laufbahn aufgrund ihres Geschlechts benachteiligt worden zu sein.
"In den vergangenen zwei Jahrzehnten hat es an den Hochschulen sowohl eine starke Zunahme an Doktorandinnen und Doktoranden als auch an kurzen Arbeitsverträgen gegeben, während die Zahl der unbefristeten Stellen stagniert hat. Das hat zu einem Überangebot auf dem akademischen Arbeitsmarkt und zu prekären Arbeitsbedingungen geführt", sagt Brami über die Ursachen für die schwierige Lage. Eine mögliche Verbesserung für Nachwuchsarchäologinnen und -archäologen sieht er unter anderem darin, den Übergang vom akademischen Abschluss zu einer dauerhaften Beschäftigung an den Hochschulen klarer zu strukturieren. Außerdem sollte der akademische Nachwuchs besser über Unterstützungsmöglichkeiten, zum Beispiel von Gewerkschaften, und über Möglichkeiten gegen Mobbing informiert werden. "Grundsätzlich sollten Nachwuchswissenschaftlerinnen und -wissenschaftler dieselben strukturierten Arbeitsbedingungen erhalten wie dauerhaft Beschäftigte, mit regelmäßigen Fortschrittsberichten und Weiterbildungsmöglichkeiten, damit sie ihre Karrierechancen verbessern können."
Schlagwörter:akademischer Arbeitsmarkt; Arbeitsatmosphäre; Archäologie; Befristung; Benachteiligung; early career researcher; fachspezifische Situation; geschlechtsspezifische Diskriminierung; Karrierechancen; Mobbing; Precarious employment; prekäre Beschäftigung; survey; Umfrage; wissenschaftliche Karriere; wissenschaftlicher Nachwuchs; young academic
Who is publishing journal articles during graduate school? Racial and gender inequalities in biological sciences over time
Autor/in:
Roksa, Josipa; Wang, Yapeng; Feldon, David; Ericson, Matthew
Quelle: Journal of Diversity in Higher Education, 15 (2022) 1, S 47–57
Inhalt: Despite increased enrolment of women and students from underrepresented racial/ethnic groups in doctoral programs, notable inequalities in academic careers persist. We investigate one potential source of these inequalities: publication rates during graduate school. Results, based on a sample of doctoral students in biological sciences across 53 institutions, indicate that both white women and students from underrepresented racial/ethnic groups (African American and Latinx) have lower publication rates than white men. Notably, these gaps grow over time and are not explained by background factors, socialization experiences, or family obligations. The same patterns persist for first-authored publications for African American and Latinx students, but not white women, suggesting potentially differential mechanisms of exclusion. Implications for research and practice are discussed.
Male Gatekeepers: Gender Bias in the Publishing Process?
Autor/in:
Bransch, Felix; Kvasnicka, Michael
Quelle: Journal of Economic Behavior & Organization, 202 (2022) , S 714–732
Inhalt: Using data on articles published in the top-five economics journals in the period 1991 to 2018, we explore whether the gender composition of editorial boards is related to the publishing success of female authors and to the quality of articles that get published.
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.