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: 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: Unequal distribution of child rearing and domestic responsibilities between parents contributes to gender inequity, a wicked problem in Australia. Inequitable parental leave policies at Australian public Universities place the burden of care squarely on the mother, diminishing or absenting the father. We examine how the gendered nature of the existing policies are constructed in ways that create inequities and discourage their uptake. A post-structural feminist lens provides us with a theoretical vantage point from which this wicked problem can be problematized. We present three recommendations for enabling more equitable outcomes for parents. The first is to eradicate the punitive approach and support flexibility; second, the policies must be parental leave in name, provision and practice; and finally we recommend a minimum parental leave standard for Australian universities nationally. These findings have policy-level significance for redressing parental leave inequity within the Australian university context. The paper concludes with theoretical contributions, practical implications, and suggestions for future research.

Schlagwörter:Australia; Australien; Elternschaft; gender inequality; Geschlechterungleichheit; higher education; Mutter; parental leave; Universität; university; Vater

CEWS Kategorie:Europa und Internationales, Vereinbarkeit Familie-Beruf, Hochschulen

Verfügbarkeit:https://dx.doi.org/10.1111/gwao.12880

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: For the past three decades, discussions centred on gender equity have become buzzwords in academic institutions in Nigeria, which has led to an increasing effort to establish gender centres and adopt equity policies. Despite the awareness and presence of gender centres in Nigerian universities, institutionalising gender equity has been challenging. There is a struggle to explain how policy absence and gender centre mergers may constrain positive institutional gender change. This article explores why academic institutions have established gender centres but have not created gender policies. Taking into account the gender stakeholder’s perspectives in two purposively selected universities in Nigeria, this study utilises an integrated feminist approach to investigate why university gender centres are unable to advance gender equity within the institutions. Concepts like institutional resistance and layering offered tools that helped capture the dynamics of institutional change and stasis in the case studies. Findings showed that the existence of gender centres without formalised policies is a window-dressing approach that limits the potential for gender equity within the universities. It also revealed how the redirection of gender centres through mergers with other centres is ‘gendered’. Evidence showed that the prospect for institutional gender change is often tempered by merging incompatible and non-complementary centres. This study, thus, adds to the scholarly literature on institutional resistance, providing valuable insights into the subtle manifestations of resistance towards gender equity institutionalisation in academia.

Schlagwörter:academia; case study; feminist approach; gender change; gender equality policy; Gender Studies; higher education; Hochschule; institutional change; Nigeria; resistance

CEWS Kategorie:Hochschulen, Frauen- und Geschlechterforschung, Gleichstellungspolitik

Verfügbarkeit:https://dx.doi.org/10.32996/jgcs.2022.2.2.2

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: Women leaders are frequently treated as one class – a homogenised group with essentialised skills and competencies in binary relationship to male leaders. We explore how feminist ways of knowing gender and leadership, and circulations of affects, shape women’s diverse leadership practices and identities within the neoliberal, and neuroliberal academy in Finland – a Nordic country with a sophisticated gender equality policy architecture. We debate the (re)production of social and material inequalities through epistemic injustice by exploring what possibilities are emerging from the assemblages and relational potential of policy interventions, global speaking back to patriarchal power, the revisioning of gender, and the inclusion of women in higher education leadership. Theoretically, the study intersects feminist affect notions, neoliberalism, neuroliberalism, and epistemic inclusion/injustice. We conducted 10 interviews with middle-classed women university leaders in five universities. They described how, in the absence of possibilities to facilitate major structural changes, they applied their feminist knowledge and invested affective labour in the mediation of neoliberal and neuroliberal cultures. The politics of representation – counting more women into neoliberal universities, as one class, is not, we conclude, a counter-normative force. We need to consider how to apply feminist knowledge for leading post-gender universities and imagining alternative futurities.

Schlagwörter:Feminist knowledge; Finland; Führungsposition; Hochschule; Neoliberalismus; soziale Klasse

CEWS Kategorie:Berufsbiographie und Karriere, Hochschulen, Geschlechterverhältnis

Verfügbarkeit:https://dx.doi.org/10.1080/01596306.2020.1855567

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: This paper reflects on the first five years of the Changing University Cultures (CHUCL) collective, which conducted equality and diversity projects in four English universities between 2015 and 2020. We explore how CHUCL has been used in the service of institutional polishing (Ahmed, S. 2012. On Being Included: Racism and Diversity in Institutional Life. Duke University Press, 143) and airbrushing (Phipps, A. 2020b. “Reckoning Up: Sexual Harassment and Violence in the Neoliberal University.” Gender & Education 32 (2), 230–233), how our reports have become non-performatives (Ahmed, S. 2012. On Being Included: Racism and Diversity in Institutional Life. Duke University Press, 90), and how our findings have been weaponised in the service of institutional interests. We are two of three white middle-class women who constitute the CHUCL collective; we situate this retrospective within critical reflections on our positionality and an abolitionist theorisation of the institution. We conclude that we have often been the master’s tools, and while we join the work of imagining alternatives, we must build capacity for survival within the master’s house.

Schlagwörter:academic culture; race

CEWS Kategorie:Hochschulen, Frauen- und Gleichstellungsbeauftragte

Verfügbarkeit:https://dx.doi.org/10.1080/09540253.2021.1963420

Dokumenttyp:Zeitschriftenaufsatz

Inhalt: Gender equality is a whole-organization endeavor. Building on Agócs (Journal of Business Ethics, 1997, 16 (9), 917-931) concept of institutionalized resistance this article undertakes a feminist critique of policy and practice around internal promotions to the equivalent of Associate Professor level in one Irish university (called the Case Study University). This university was selected because of its low proportion of women in senior academic positions. The methodology is a single case study design, employing documentary analysis, including secondary data. Since 2013 the proportion of women at Associate Professor in the Case Study University increased significantly (bringing them close to the national average): this being associated with increased transparency, with the cascade model in the background. However, men's "chances" have varied little over time and at 1:4 are the highest in Irish universities. This article uses Agócs (Journal of Business Ethics, 1997, 16 (9), 917-931) stages of institutional resistance to show that while some changes have been made, ongoing institutionalized resistance is reflected in its failure to accept responsibility for change as reflected in its refusal to challenge the "core mission" and restricting the focus to "fixing the women"; and its failure to implement change by focusing on "busy-ness" which does not challenge power and colluding with foot-dragging and slippage in key areas. It is suggested that such institutional resistance reflects the enactment of hidden or stealth power. The article implicitly raises questions about the intractability and the covertness of men's power and privilege and the conditions under which women's "chances" are allowed to improve, thus providing insights into the extent and nature of institutional resistance.

Schlagwörter:Beförderung; Fallstudie; Gender Action Plan; gender equality; Gleichstellungsplan; Gleichstellungspolitik; Irland; Promotion; resistance; Widerstand

CEWS Kategorie:Hochschulen, Gleichstellungspolitik

Verfügbarkeit:https://dx.doi.org/10.3389/fsoc.2021.696446

Dokumenttyp:Zeitschriftenaufsatz