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Gender and academic careers

Gender and academic careers. Kate Sang, School of Management and Languages, Heriot Watt University Warwick, February 2013. Gender and academic careers (UK). Women are over-represented in the ‘junior’ levels of academia (post-doc and lecturer).

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Gender and academic careers

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  1. Gender and academic careers Kate Sang, School of Management and Languages, Heriot Watt University Warwick, February 2013

  2. Gender and academic careers (UK) • Women are over-represented in the ‘junior’ levels of academia (post-doc and lecturer). • HESA Data 2010/11 women 42% of academic staff, 19.8% of Professors (slight increase), vast majority of support staff • HEFCE (2010) – gender pay gap 20.3% - suggestion higher than UK wide. Argues result of disciplinary segregation and lower working hours.

  3. Gender and academic careers • Mobility – male academics more likely to receive job offers outside own institution (Blackaby et al., 2005). • Masculine career model (Knights and Richards, 2003) – research, uninterrupted career history, aggression, competitive – silences the marginalised – conform or resist (Doherty and Manfredi, 2006). • Women only writing retreats – beneficial for women academic (NZ, Grant, 2006). • Women – less prolific? Bird (2011) – depends on the discipline – homosociality as well.

  4. Feminist academics • ‘Chilly Climate’ (Chilly Collective, 1995). • Symbolic violence from both other faculty and students (Davidson and Langan, 2006). • Resistance to feminism from student body and faculty (Morrison et al., 2005). • Ethos of feminism may be incompatible with managerialism within universities (Edwards, 2000). • Feminist call to arms (Lee, 2005) – resist market driven HE changing relationships between staff and students. • Personalised knowledge generated by feminist research – difficult to publish (Edwards, 2000)

  5. Gender and academic careers – recent work • Feminist academics (focus groups) • Social network analysis (patterns of publishing in HRM) • Case study of E&D • Migrant academics (data collection ongoing) • Sang et al (forthcoming) Frayed Careers of Migrant Female Professors in British Academia: An Intersectional Perspective Gender, Work and Organization • Further field work in Australia and New Zealand May 2013 (funded by Carnegie Trust and HWU)

  6. Suggestions • Networks • Mentoring • No networks? Set one up! • ‘intelligent life outside universities’

  7. Refs • Bird, D. K. S. (2011). Do women publish fewer journal articles than men? Sex differences in publication productivity in the social sciences. British Journal of Sociology of Education, 32(6), 921-937. • Blackaby, D., Booth, A. L. and Frank, J., (2005) Outside Offers and the Gender Pay Gap: Empirical Evidence from the UK Academic Labour Market. Economic Journal, 115 501, 81-107. • Knights, D. and Richards, W. (2003) Sex discrimination in UK academia. Gender, Work and Organisation, 10, 2, 213-38. • Doherty, L., Manfredi, S., (2006) ‘Women’s progression in UK universities’ Employee Relations, Vol 28 (6) • Grant, B. M. Writing in the company of other women: exceeding the boundaries. Studies in Higher Education31(4): 483-495. • Chilly Collective (Eds). 1995. Breaking anonymity: the chilly climate for women faculty. Waterloo, ON. Wilfrid Laurier University Press. • Davidson, D. and Langan, D. 2006. The breastfeeding incident: teaching and learning through transgression. Studies in Higher Education. 31(4): 439-452. • Morrison, Z.; Bourke, M.; Kelley, C. 2005. ‘Stop making is such a big issue’: Perceptions and experiences of gender inequality by undergraduates at a British University, Women’s Studies International Forum28:150-162 • Edwards, R. 2000. Numbers are not enough: on women in higher education and being a feminist academic. Academic Work and Life, Volume 1, (International Perspectives on Higher Education Research): 307-333. Ed: Tight, M. JAI Press. • Lee, D. 2005. Students and Managers Behaving Badly: An exploratory analysis of the vulnerability of feminist academics in anti-feminist market driven UK higher education. Women’s Studies International Forum28: 195-208

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