Rethinking Diversity Management: An Intersectional Analysis of Diversity Networks
Autor/in:
Dennissen, Marjolein; Benschop, Yvonne; van den Brink, Marieke
Quelle: Organization Studies, 41 (2020) 2, S 219–240
Inhalt: The aim of this paper has been to further our knowledge on diversity management practices by applying an intersectionality lens to single category diversity networks. Diversity networks are in-company networks intending to inform and support employees with similar social identities. Their focus on single identity categories is exemplary of current diversity management practices. We shed light on the strategies of network members to deal with their multiple identities vis-a-vis their network membership (structural intersectionality) and on the processes that hamper collaboration and coalition building between diversity networks (political intersectionality). Our intersectional analysis shows how the single category structure of diversity networks marginalizes members with multiple disadvantaged identities and reveals how collaborations between diversity networks are hindered by processes of preserving privilege rather than interrogating it. We contribute to the literature on diversity management practices by highlighting how dynamic processes of privilege and disadvantage play a role in sustaining intersectional inequalities in organizations.
Trans experiences of a university campus in northern England
Autor/in:
Mearns, Graeme W.; Bonner‐Thompson, Carl; Hopkins, Peter
Quelle: Area, 52 (2020) 3, S 488–494
Inhalt: The spatial experiences of transgender and gender non‐conforming (“trans”) people continue to occupy the margins of geography, especially compared to the amount of work centred on lesbian and gay lives. Though research on trans geographies in educational and health settings is expanding, most literatures stem from the USA. This paper shares findings from a study about the experiences of trans people who study and/or work on a specific university campus in northern England. Our findings demonstrate how particular spaces of the campus are generative of interactions which enable micro‐aggressions and misrecognition.
Quelle: Journal of Diversity in Higher Education, 13 (2020) 1, S 66–84
Inhalt: Trans students face institutional and interpersonal discrimination that renders them vulnerable to minority stress. Some trans students respond to minority stress, and perceptions of injustice on their campuses, via engagement in campus activism or advocacy. The current mixed methods study explores trans undergraduate and graduate students’ explanations for engaging or not engaging in activism/advocacy and the types of activities in which they engage. It also examines, using logistic regression, what institutional, student, and trans-specific factors predict whether trans students engage in activism/advocacy. Qualitative analyses indicated that students engaged in a variety of activism and advocacy activities, both formal and informal. Students who engaged in activism/advocacy cited their personal values, sense of personal and community responsibility, desire for community, and opportunities for engagement in explaining their involvement. Students who did not engage emphasized other obligations and identities as taking precedence, visibility concerns, lack of connections to campus trans communities (e.g., as nonbinary students or students of color), burnout, mental health issues, activism not being a priority, and structural barriers. Logistic regression analyses indicated that attending a 4-year (vs. 2-year) institution and being an undergraduate (vs. graduate) student were related to a greater likelihood of activism/advocacy. A negative perception of campus climate was related to greater likelihood of activism/advocacy, but interacted with participants’ perceptions of their institution’s trans-supportiveness relative to other colleges, such that those who perceived a negative climate but also viewed their institution relatively positively in comparison to other colleges had the highest likelihood of engaging in activism/advocacy. Experiences of discrimination and being more out were also related to a greater likelihood of engagement.
The Persistence of the Gender Pay Gap in British Universities*
Autor/in:
Frank, Jeff
Quelle: Fiscal Studies, 41 (2020) 4, S 883–903
Inhalt: The gender pay gap in the UK has been persistent despite the Equal Pay Act 1970. Universities were given a positive duty to redress this in the Equality Act 2010. Some British universities introduced a system of 'professorial banding'. All professors were regraded from scratch. Surprisingly, this had almost no impact on the gender pay gap. We model how the design of the system could amplify discrimination. With individual data from one research university, we find evidence of gendered external market effects, effects of shorter tenure in the rank of professor and sticky floors.
Improvement in Gender and Transgender Knowledge in University Students Through the Creative Factory Methodology
Autor/in:
Gorrotxategi, Maitane Picaza; Ozamiz-Etxebarria, Naiara; Jiménez-Etxebarria, Eneritz; Cornelius-White, Jeffrey H. D.
Quelle: Front. Psychol. (Frontiers in Psychology), 11 (2020) , S 1–9
Inhalt: In Spain, Social Educators, similar to both social workers and educators in the United States, help coordinate social change through educational interventions and mobilization of social groups to benefit marginalized people and overall societal welfare. They are trained to work with diverse populations, and it is important that they have awareness and training on gender and transgender issues given the extensive discrimination that transgender people endue. Research has begun to identify the important role that knowledge and attitudes of health and educational professionals may play in providing a supportive, healing context to combat the harmful effects of this discrimination and how educational trainings may foster improved knowledge and attitudes in helping professions. This study describes a program to improve knowledge and positive attitudes toward gender and especially transgender people in university students who study Social Education. The researchers measured knowledge and attitudes toward gender and transgender people issues of 64 students before and after receiving a 4-month interactive training. They used the Short Form of the Genderism and Transphobia Scale, a 12-item scale of transphobia and gender ideology variables. The researchers also asked participants about their knowledge of gender and transgender issues before and after training. The methodological experience "Creative Factory" was employed as an interactive training program. The main goal of this methodology is to enable students in a formative context to analyze social realities to generate discussion and innovate ideas to design successful practices. After 4 months of training with a weekly session on gender and transgender learning, students showed improvements in knowledge and attitudes toward both gender and transgender people. Specifically, students demonstrated more knowledge about gender and transgender issues and more positive attitudes toward transgender people. The study demonstrates that training in gender education using the Creative Factory methodology improved knowledge and attitudes in students.
Schlagwörter:attitudes; discrimination; gender identity; higher education; sexual education; social change; social education; transgender people; Transgeschlechtlichkeit
Forced sex among youth: accrual of risk by gender identity, sexual orientation, mental health and bullying
Autor/in:
Atteberry-Ash, Brittanie; Walls, N. Eugene; Kattari, Shanna K.; Peitzmeier, Sarah M.; Kattari, Leo; Langenderfer-Magruder, Lisa
Quelle: Journal of LGBT Youth, 17 (2020) 2, S 193–213
Inhalt: Forced sex is a major issue experienced by individuals of all ages, genders, and sexual orientations. Little is known about how LGBQ, transgender, and non-binary young people experience sexual violence. This study examines experiences of forced sex, exploring the intersection of sexual orientation and gender identity, as well as how other socio-demographic and mental health variables are related to differential risk of forced sex. Young people who experience sexual orientation and gender identity marginalization were at elevated risk for experiencing sexual violence. Forced sex was also associated with negative mental health outcomes and bullying victimization. More inclusive sexual violence prevention and support programing for young people and methodological improvements in the way we examine sexual orientation and gender identity in research are needed.
Schlagwörter:cisgenderism; GBV; gender identity; LGBTQ; sexual assault; sexual orientation; Transgender; youth
Vermeidung von Belastungen oder Verlust der Deutungshoheit?
Autor/in:
Schlingmann, Thomas
Quelle: Forschungsdatenmanagement und Sekundärnutzung qualitativer Forschungsdaten. Martin Wazlawik (Hrsg.), Bernd Christmann (Hrsg.), Wiesbaden: Springer VS. 2020, S 75–125
Inhalt: Dieser Beitrag bezieht sich dezidiert auf den Umgang mit Interviewdaten, die auf Gesprächen mit Betroffenen von sexualisierter Gewalt basieren. Es wird versucht sich einer Sicht von Betroffenen sexualisierter Gewalt auf die Archivierung und Sekundärverwertung von Interviews zu nähern. In dem Zuge werden mögliche Verallgemeinerungen der Betroffenensicht diskutiert. Ausgehend von diesen werden Schlussfolgerungen für eine Archivierung und Sekundärverwertung entwickelt, welche die teils divergierenden Interessenlagen von Forschenden und Betroffenen berücksichtigen. Abschließend wird folgender Vorschlag gemacht, um eine Archivierung und Sekundärverwertung unter Berücksichtigung der benannten Anforderungen zu organisieren. Die Interviewtranskripte werden nach Abschluss des primären Forschungsprojektes in die Verfügungsgewalt der jeweiligen Interviewpartner*innen übergeben. Ein möglicher Lösungsansatz besteht in einer „Kontaktbörse Forschung“, über welche Betroffene und Forscher*innen in Kontakt treten können. Betroffene könnten über diesen Weg die Transkripte selbstbestimmt zur Verfügung stellen.
Quelle: Journal of Women and Gender in Higher Education, 13 (2020) 2, S 175–192
Inhalt: We tested four proposed dimensions of a Culture Conducive to Women's Academic Success (CCWAS; i.e., supportive leadership, freedom from gender bias, equal access to opportunities, and support for work-life balance) on a sample of women faculty from Canadian Natural Sciences and Engineering (NSE) departments/units. The results of our serial and parallel mediation analysis confirmed the CCWAS dimensions, and further indicated that a positive NSE department/unit culture supports women's career satisfaction and may reduce their emotional exhaustion. Accordingly, our findings suggest that investing in local gender equity interventions to improve department/unit culture may be an effective way to improve women's experiences and help retain women in academic NSE positions, as a result. (As Provided).
#MedToo: A Large-Scale Examination of the Incidence and Impact of Sexual Harassment of Physicians and Other Faculty at an Academic Medical Center
Autor/in:
Vargas, Emily A.; Brassel, Sheila T.; Cortina, Lilia M.; Settles, Isis H.; Johnson, Timothy R. B.; Jagsi, Reshma
Quelle: Journal of Women's Health 29 (1), S. 13–20, (2020, zuerst veröffentlicht online 2019)
Inhalt: Background: A landmark National Academies report highlighted the need for rigorous evaluation of sexual harassment in medicine. We examined the prevalence and impact of sexual harassment using the Sexual Experiences Questionnaire, the standard for measurement of sexual harassment, but which has not been previously applied within academic medicine. Materials and Methods: A 20-minute online survey was administered to all faculty who had been working at University of Michigan Medical School for at least 1 year (n = 2723). We assessed sexual harassment within the past year from insiders (i.e., from staff, students, and faculty) and from patients and patients' families. We also evaluated mental health, job satisfaction, sense of safety at work, and turnover intentions. Results: In the final sample (n = 705; which included 25.9% of the originally targeted population), most respondents, 82.5% of women and 65.1% of men, reported at least one incident of sexual harassment from insiders in the past year; 64.4% of women and 44.1% of men reported harassment from patients and patients' families. The most frequently experienced dimension of sexual harassment for women and men was sexist gender harassment. Increased experiences of harassment were independently associated with lower mental health, job satisfaction, and sense of safety at work, as well as increased turnover intentions, with no significant interactions by gender. Conclusions: Sexual harassment against medical faculty is alarmingly common at an institution that is not expected to be atypical. Interventions must address sexual harassment, which affects mental health and career outcomes of male and female physicians.
Schlagwörter:career outcomes; medicine; Medizin; mental health; sexual harassment; sexuelle Belästigung