Inhalt: How to study inequality in innovation? Often, the focus has been gender gaps in patenting. Yet much is missing from our understanding of gendered inequality in innovation with this focus. This review discusses how gender and innovation are intertwined in durable academic inequalities and have implications for who is served by innovation. It summarizes research on gender and race gaps in academic entrepreneurship (including patenting), reasons for those longstanding inequities, and concludes with discussing why innovation gaps matter, including the need to think critically about academic commercialization. And while literature exists on gender gaps in academic entrepreneurship and race gaps in patenting, intersectional analyses of innovation are missing. Black feminist theorists have taught us that gender and race are overlapping and inseparable systems of oppression. We cannot accurately understand inequality in innovation without intersectionality, so this is a serious gap in current research. Intersectional research on gender and innovation is needed across epistemic approaches and methods. From understanding discrimination in academic entrepreneurship to bringing together critical analyses of racial capitalism and academic capitalism, there is much work to do.

Schlagwörter:academic capitalism; entrepreneurship; Gender; higher education; Hochschule; Innovation; intersectional research; intersectionality; Patent; race; Racial Capitalism

CEWS Kategorie:Diversity, Wissenschaftspolitik, Hochschulen, Geschlechterverhältnis

Verfügbarkeit:https://dx.doi.org/10.1111/soc4.12964

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: Research collaboration is key to faculty career success in science, technology, engineering, and mathematics (STEM). Yet little research has considered how faculty from multiply marginalized identity groups experience collaboration compared to colleagues from majority groups. The present study fills that gap by examining similarities and differences in collaboration experiences of faculty across multiple marginalized groups, and the role of department climate in those experiences. A survey of STEM faculty at a large public research university found that faculty from underrepresented groups – in terms of gender, race, and sexual orientation – had more negative experiences with department-level research collaborations. Moreover, faculty with multiply marginalized identities had worse collaboration experiences than others with a single marginalized identity or none. They also perceived their department climate to be less inclusive, equitable, and transparent; and felt their opinions were less valued in their department than colleagues from majority groups. Negative department climate, in turn, mediated and predicted less hospitable experiences with department-level research collaborations. These data suggest that multiply marginalized faculty, across different identity groups, share some common experiences of a “chilly” department climate relative to their peers from majority groups that impede opportunities for scientific collaboration, a key ingredient for faculty success. These findings have policy implications for retention of diverse faculty in university STEM departments.

Schlagwörter:chilly climate; climate survey; collaboration; department; Fachbereich; faculty; Fakultät; Forschungskooperation; Gender; intersectionality; Intersektionalität; Organisationsklima; organizational climate; race; sexual orientation; survey; USA; wissenschaftliches Personal

CEWS Kategorie:Diversity, Wissenschaft als Beruf, Geschlechterverhältnis

Verfügbarkeit:https://dx.doi.org/10.1007/s11199-021-01259-w

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: Dieser Beitrag widmet sich den Herausforderungen von Hochschulen als diskriminierungssensiblen Organisationen im Spannungsfeld von New Public Management, Wettbewerb um die »besten Köpfe«, Unterfinanzierung und der Verantwortung für ein gerechtes und diskriminierungsfreies Bildungssystem. Er wirft einen Blick auf die Strukturen von Diversity Management und Antidiskriminierungspolitik im Lichte der rechtlichen Rahmenbedingungen.

Schlagwörter:anti-discrimination; anti-discrimination law; Antidiskriminierung; Antidiskriminierungsrecht; Beschwerdestelle; complaints office; Diversität; Diversity; higher education structure; Hochschule; Hochschulstruktur; university

CEWS Kategorie:Diversity, Hochschulen

Verfügbarkeit:https://dx.doi.org/10.30820/1431-7168-2022-1-19

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: This paper explores the career experiences of women academics at three South African universities. To understand the experiences of women academics, we conducted an intersectional interrogation of the politics and practices of belonging in departmental cultures. The sample consisted of thirty women academics whose interviews were analysed through a discursive thematic frame. We found that while all participants experienced gender-based discrimination which hinders academic progression, the barriers experienced by black women academics are compounded by the intersections of race, gender, and motherhood. Patriarchal and racist institutional, disciplinary and departmental cultures served as further challenges to belonging. On the other hand, through counter storytelling and refusal, women created alternative spaces of sociality where suffering co-exists with pleasure, refusal and survival. Ultimately, the paper suggests refusal as a generative theoretical lens to surface the complexity of women academics.

Schlagwörter:Fachkultur; Fakultät; Gender; Geschlechterungleichheit; higher education; intersectional research; intersektionale Perspektive; motherhood; Mutterschaft; Organisationskultur; race; South Africa; Südafrika; Universität; woman academic

CEWS Kategorie:Diversity, Europa und Internationales, Hochschulen, Geschlechterverhältnis

Verfügbarkeit:https://dx.doi.org/10.1080/09540253.2022.2101201

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: The novel coronavirus 2019 (COVID-19) pandemic caused the abrupt curtailment of on-campus research activities that amplified impacts experienced by female and racialized faculty. In this mixed-method study, we systematically and strategically unpack the impact of the shift of academic work environments to remote settings on tenured and tenure-track faculty in Canada. Our quantitative analysis demonstrated that female and racialized faculty experienced higher levels of stress, social isolation and lower well-being. Fewer women faculty felt support for health and wellness. Our qualitative data highlighted substantial gender inequities reported by female faculty such as increased caregiving burden that affected their research productivity. The most pronounced impacts were felt among pre-tenured female faculty. The present study urges university administration to take further action to support female and racialized faculty through substantial organizational change and reform. Given the disproportionate toll that female and racialized faculty experienced, we suggest a novel approach that include three dimensions of change: (1) establishing quantitative metrics to assess and evaluate pandemic-induced impact on research productivity, health and well-being, (2) coordinating collaborative responses with faculty unions across the nation to mitigate systemic inequities, and (3) strategically implementing a storytelling approach to amplify the experiences of marginalized populations such as women or racialized faculty and include those experiences as part of recommendations for change.

Schlagwörter:academic work; Befragung; Canada; COVID-19; faculty; Gender; Interview; Kanada; mixed methods; race; Vereinbarkeit Beruf-Familie; wissenschaftliche Arbeit; wissenschaftliche Karriere

CEWS Kategorie:Diversity, Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis

Verfügbarkeit:https://onlinelibrary.wiley.com/doi/10.1111/gwao.12811?af=R

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: In this paper, we theorize the intersectional gendered impacts of COVID-19 on faculty labor, with a particular focus on how institutions of higher education in the United States evaluate faculty labor amidst the COVID-19 transition and beyond. The pandemic has disrupted faculty research, teaching, and service in differential ways, having larger impacts on women faculty, faculty of color, and caregiving faculty in ways that further reflect the intersections of these groups. Universities have had to reconsider how evaluation occurs, given the impact of these disruptions on faculty careers. Through a case study of university pandemic responses in the United States, we summarize key components of how colleges and universities shifted evaluations of faculty labor in response to COVID-19, including suspending teaching evaluations, implementing tenure delays, and allowing for impact statements in faculty reviews. While most institutional responses recenter neoliberal principles of the ideal academic worker that is both gendered and racialized, a few universities have taken more innovative approaches to better attend to equity concerns. We conclude by suggesting a recalibration of the faculty evaluation system – one that maintains systematic faculty reviews and allows for academic freedom, but requires universities to take a more contextualized approach to evaluation in ways that center equity and inclusion for women faculty and faculty of color for the long term.

Schlagwörter:academic career; COVID-19; faculty; Gender; Hochschule; intersectionality; Intersektionalität; Lehrevaluation; neoliberal university; neoliberale Hochschule; people of color; race; tenure; USA; wissenschaftliche Karriere

CEWS Kategorie:Diversity, Wissenschaft als Beruf, Geschlechterverhältnis

Verfügbarkeit:https://onlinelibrary.wiley.com/doi/10.1111/gwao.12817?af=R

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: This exploratory study seeks to establish an understanding of relationships between Black and white femme faculty (BFF and WFF, respectively) in academic work units, as reifications of anti-Blackness in the academy. The study corpus, or body of work that was analyzed, consists of stories from BFF about interactions and experiences with WFF that have been published in anthologies about womxn in higher education; Black Critical Race Theory and the “mammy” trope supported analysis as the conceptual frameworks. Findings indicate that WFF rejected BFF as professional equals who are deserving of full access to and participation in academia. They also suggested that WFF undermined BFF through white-only alliances, and sometimes appealed to white masculine superiors to sabotage BFF colleagues in support of their own success. The study has implications for expanding scholarly discourses about workplace interactions and harassment, exercises of power, and professional relationships in the academy.

Schlagwörter:Arbeitsbeziehung; black woman; critical whiteness; Interaktion; Intersektionalität; people of color; whiteness; wissenschaftliches Personal; Woman Faculty

CEWS Kategorie:Diversity, Geschlechterverhältnis

Verfügbarkeit:https://dx.doi.org/10.1111/gwao.12798

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: In this article, as have many Black women scholars in the past, we again call for collective action against anti‐blackness and White supremacy in the academy. Drawing from black feminist theory, we discuss the long history of Black women academics' activism against anti‐black racism and introduce the current movement: Black Lives Matter (BLM). Although BLM is often construed as resisting anti‐black violence outside the academy, it is also relevant for within the academy wherein anti‐blackness is likely to be manifested as disdain, disregard, and disgust for Black faculty and students. We discuss some of the ways in which anti‐blackness and liberal White supremacy are manifested in the lives of Black faculty and students, and propose that non‐Black allies have key roles to play in resisting them. Like second‐hand cigarette smoke that harms everyone in proximity, anti‐blackness and White supremacy harm us all, and a shared movement is needed to dismantle them.

Schlagwörter:academia; black feminism; black women; Hochschule; racism; Rassismus; Schwarze Frauen; Schwarzer Feminismus; white supremacy

CEWS Kategorie:Diversity, Hochschulen, Gleichstellungspolitik

Verfügbarkeit:https://dx.doi.org/10.1111/gwao.12555

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: With this article, I seek to contribute to understandings of how racial and gender hierarchies are reproduced through organizational processes. Using an autoethnographic method, I seek to demonstrate the workings of Mill's Racial Contract Theory and Ahmed's concepts of raced and gendered encounters through the implementation of a university diversity initiative: the Race Equality Charter. My findings demonstrate how the “doing” of diversity work results “undoing” the non-white diversity worker, as their lived experiences catastrophically diverge from the sunny promise of the diversity project. Furthermore, the Race Equality Charter's is revealed that the Charter is a factual, rather than normative type of contract, which enshrines a socio-political reality in which colonialism continues to shape white over non-white domination. Scholars and activists have long been naming the secret weapons of white supremacy in order to expose how anti-racist practice is co-opted by institutions. In this article, I theorize my lived experience to expose how policy and organizational processes fail to protect me, a non-white woman early career academic. I conclude that the Race Equality Charter, far from being a tool of social justice, enforces raced and gendered privileges in academic settings.

Schlagwörter:academia; colonialism; ethnic minority; ethnische Minderheit; Gender; Geschlechterungleichheit; hierarchy; Privileg; race discrimination; Race Equality Charter; Rassismus; white supremacy

CEWS Kategorie:Diversity, Gleichstellungspolitik

Verfügbarkeit:https://onlinelibrary.wiley.com/doi/10.1111/gwao.12781?af=R

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: It is more and more evident that there is diversity among university students, but this diversity encompasses a wide variety of personal characteristics that, on occasion, may be subject to rejection or discrimination. The feeling of inequality is the result of one stand‐alone characteristic or an intersection of many. To widen our knowledge of this diversity and to be able to design actions with an inclusive approach, we have set out to explore the relationship between students’ feelings of discrimination, their group identification and their intersections. Participants for the study are selected from protected groups which fall into the following criteria: ethnic minority, illness, migrant minority, disability, linguistic minority, sexual orientation, income, political ideology, gender, age and religion. We will refer to this relationship as the ‘discrimination rate.’ To fulfil our objective, we have given a questionnaire to a sample of 2,553 students from eight Spanish universities. The results indicate that the characteristics with which they most identify are religion, age, sex and political ideology. However, the highest rate of discrimination is linked to linguistic minority, ideology and migration. Regarding intersectionality, it is worth noting that 16.6% of students feel discriminated against for more than one characteristic, with the most frequent relationships being the following: (1) ethnic or migrant minorities (2) sexual orientation, sex, being under 30, leftist ideology, low income, linguistic minority and (3) Christian Catholic, right‐wing and upper‐class ideology.

Schlagwörter:age; Befragung; Diskriminierung; Diversität; Gender; Geschlecht; Identität; Intersektionalität; Religion; Spanien; Studierende; survey; Ungleichheit

CEWS Kategorie:Diversity, Studium und Studierende

Verfügbarkeit:https://www.cogitatiopress.com/socialinclusion/article/view/...

Dokumenttyp:Zeitschriftenaufsatz