Academic Excellence and Gender Bias in the Practices and Perceptions of Scientists in Leadership and Decision-making Positions

Linková, Marcela

doi:10.13060/25706578.2017.18.1.349

Cited by 19 publications

(8 citation statements)

References 45 publications

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“…These studies show how the “excellence” system for evaluating merit reproduces gender inequalities through the gendered construction of the concept, the existence of implicit gender bias in the application of its standards, and its stratifying gendered outcomes. Criticisms of the claim that evaluations of academic excellence are objective and gender‐neutral call for a revision of current meritocratic systems through the incorporation of institutional policy and practices addressing this issue (Linková, 2017; Helgesson & Sjögren, 2019; Treviño et al., 2018).…”

Section: Analysis Of Geps In European Universitiesmentioning

confidence: 99%

Delivering gender justice in academia through gender equality plans? Normative and practical challenges

Clavero

Galligan

2021

Gender Work & Organization

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This paper employs the concept of epistemic justice to examine the potential for gender equality plans (GEPs) to bring about sustainable transformative change towards gender equality in higher education. Mindful of both the limitations and opportunities of gender policy interventions, the paper highlights the importance of approaching gender inequality as a problem of justice and power rather than as an issue of “loss of talent.” The paper draws on Fricker's account of epistemic justice as well as on Bourdieu's analysis of power in the academic field, to evaluate seven GEPs in European universities for their potential to transform gender–power relations in academia. The analysis reveals that insufficient attention is paid to the role of academic power in creating gender injustice at all institutional levels and to the role of organizational culture in the perpetuation of gender inequalities in those settings. The study suggests that the incorporation of an epistemic justice lens in the creation of GEPs would address gendered power relationships and lead to sustainable equitable outcomes.

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Section: Analysis Of Geps In European Universitiesmentioning

confidence: 99%

Delivering gender justice in academia through gender equality plans? Normative and practical challenges

Clavero

Galligan

2021

Gender Work & Organization

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“…In addition, recent research demonstrates how these neoliberal principles and values that pervade the academy have strong gendered consequences for female academics (Morley and Crossouard 2016;van den Brink and Benschop 2012). Thus, Neoliberalism affects at the structural, individual and professional levels, further aggravating gender inequalities in university (Linková 2017;Shore and Wright 2015). In this context, it not only intensifies the already existing gender barriers in the academy, but also contributes to their invisibilization through processes of self-blame for failure (Davies and Bansel, 2010).…”

Section: Neoliberalism Gender and Higher Education: A Preview Notementioning

confidence: 99%

Being a female academic under neoliberal evaluation: A systematic review

Mula-Flacón

González

Segovia

2021

Research Evaluation

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The current academic assessment system is drawing a scenario based on neoliberal values. It has contributed to the perpetuation of gender inequalities. This systematic literature review aims to synthesize the most relevant research on the impact of neoliberalism on the professional identity of female academics. For this purpose, a systematized bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, and Google Scholar), which yielded a total of 26 articles published in international journals. The results illustrate a research field dominated by the USA and the UK and a trajectory of growth in the literature in recent years. The emerging themes reveal some of the challenges faced by women academics in a neoliberal context. These obstacles may be external and even unconsciously imposed by women academics themselves. Motherhood emerges as one of the most influential aspects of their professional development. Furthermore, our findings explore various ways in which women academics reconstruct their identity in the face of systemic challenges. This manuscript culminates with a discussion of the impact that neoliberal values and their general consequences in the performance evaluation processes of academics have on women. Therefore, we provide a number of implications for professional practice and future lines of research.

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“…The number of female researchers in the highest level positions is limited, as women who seek to reach decision-making positions must effectively balance family obligations, have family support, nurture friendships with colleagues, and successfully cooperate with management (Shahtalebi et al, 2011). Even though a masculine culture and practices are not an all-encompassing explanation for the underrepresentation of women, a patriarchal value system makes it difficult for women to reach leading positions, or develop the desire to do so (Linková, 2017: 61).…”

Section: Intersectionality As a Theoretical Frameworkmentioning

confidence: 99%

Ethnic minority women in the Serbian academic community

Lendák-Kabók

2020

European Journal of Women's Studies

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The aim of this article is to discuss the position of ethnic minority women (Hungarian, Slovak, and Romanian) in relation to their career-building in the Serbian higher education system and reaching decision-making positions (such as rector, vice-rector, dean, head of department, etc.). The author defines two hypotheses: (1) that there are invisible biases (gender-based, ethnicity-based, and segregation-related) in the sciences that put ethnic minority women in a challenging position when attempting to build a career in academia, and (2) that these women encounter a glass ceiling when trying to reach more senior positions. The analysis is based on 16 semi-structured interviews conducted with Hungarian, Slovak, and Romanian female teaching staff employed at two Serbian universities. Intersectionality as a theoretical framework and method was used in the analysis of interviews, along with narrative analysis. Analysis of the interviews showed that ethnic minority women adopt specific strategies when discussing and explaining their difficulties and opportunities in the higher education system of Serbia. The intersectional analysis indicates that ethnic minority women struggle with invisible biases at the individual level, and, due to the horizontal segregation in sciences, have to overcome a situation of double jeopardy in Science, Technology, Engineering and Mathematics (STEM) studies. The findings suggest that women from ethnic minorities face a glass ceiling in relation to obtaining decision-making positions. Namely, such positions are usually only guaranteed to them within their own ethnic enclaves at departments with majority female staff. However, positions higher than these are rarely attainable.

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Academic Excellence and Gender Bias in the Practices and Perceptions of Scientists in Leadership and Decision-making Positions

Cited by 19 publications

References 45 publications

Delivering gender justice in academia through gender equality plans? Normative and practical challenges

Delivering gender justice in academia through gender equality plans? Normative and practical challenges

Being a female academic under neoliberal evaluation: A systematic review

Ethnic minority women in the Serbian academic community

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