“Academic guilt”: The impact of the pandemic-enforced lockdown on women's academic work

Walters, Cyrill; Ronnie, Linda; Jansen, Jonathan D.; Kriger, Samantha

doi:10.1016/j.wsif.2021.102522

Cited by 22 publications

(24 citation statements)

References 7 publications

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“…With respect to the first concern, this study responds with a political analysis of 'the experiential and subjective dimension of precarity' 29(p.16) inside Southern institutions; and in respect of the second concern, this is one of the first empirical accounts of the workings of precarity in pandemic times. Given emerging evidence of the disproportionately negative effects of the pandemic lockdown on the future of women's academic careers 30,31 , this study clearly has implications for the future of representation in the academy, given still unresolved concerns about gender justice and equity beyond the South African case.…”

Section: A Theoretical Perspective On Gender and Academic Precarity F...mentioning

confidence: 94%

“…As part of a broader study addressing the impact of the pandemic lockdown on female academics, this study reports on the experiences of 2029 participants from 26 higher education institutions. 9,31 The largest numbers of responses per institution were from the University of South Africa with 287 responses; the University of Pretoria with 185; Stellenbosch University with 172; and the University of Cape Town with 111. To protect privacy, respondents are not identifiable beyond their institution, and no response will be attributed to any university in this paper.…”

Section: Methodsmentioning

confidence: 99%

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precarity of women’s academic work and careers during the COVID-19 pandemic

2022

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The novel coronavirus set off a global pandemic of the COVID-19 disease that affected higher education institutions in profound ways. Drawing on the experiences of more than 2029 academic women, this article shows the precarity of academic women’s work under pandemic conditions. We analysed seven persistent themes that emerged from the qualitative analysis of the open-ended responses to an online survey across South Africa’s 26 higher education institutions. In short, these seven factors have rendered women’s work precarious with serious implications for an already elusive gender inequality in the academy. Finally, we aim to provide insight for academic leaders and policymakers to accommodate support for women academics and families in higher education during this time and in the future.

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Section: A Theoretical Perspective On Gender and Academic Precarity F...mentioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

precarity of women’s academic work and careers during the COVID-19 pandemic

2022

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“…The impact of the pandemic-enforced lockdown on women's academics has been well-documented (Collins et al, 2020;Walters et al, 2022;Minello, 2020;Myers et al, 2020;Nash & Churchill, 2020). While male academics can be assumed to experience many of the same challenges posed by the enforced lockdown, this research indicates that these challenges have been exacerbated for women academics during the Covid-19 period (Meyers et al, 2020;Walters et al, 2021). It is noteworthy that 80,34% of women in our current study (n=2,029) perceived that doing academic work at home during the pandemic was "more" to "much more" difficult for them than for men.…”

Section: Introductionmentioning

confidence: 96%

How COVID reconfigured family relationships: Explaining the work of academic women through the lens of complexity theory

Kriger

Walters

Jansen

2022

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Since 2020, there has been a flurry of research on the impact of Covid-19 on families, and some research on the effects of the pandemic on academic parents. However, little is known about how the pandemic reshaped academic women's family lives and how this influenced their teaching, research, and inner selves. This innovative study of South African university-based female academics from 2020 to 2021 investigates how Covid restructured family lives in relation to children, partners, elderly parents, and outside support (domestic workers, gardeners, etc.), and what this meant for their academic work. A complexity paradigm is used as the framework, and it provides a relevant approach by recognising that elements interacting in a system result in emergent outcomes that are more complex than can be predicted at the outset. This paper will show that the pandemic-enforced lockdown exposed vulnerability threats to the Education for Sustainable development (ESD) both in terms of the direct education goals (such as lifelong learning opportunities and discrimination in education) as well as the cross-over goals from other sectors (such as health and wellbeing, gender equality, and decent work and sustainable growth).

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“…COVID-19 has impacted women's academic productivity, with the pandemic expected to result in women being left even further behind. [1][2][3][4][5] Authorship can serve as a marker for gender equity since grants and peer-reviewed papers are key currency in academia. Though women now publish more articles than in previous decades, men continue to dominate 6 7 and this is especially the case for the prestige authorship positions most valued for promotion at universities, a paper's first and last authors.…”

Section: Introductionmentioning

confidence: 99%

“…Inequities facing women in academia persist despite efforts to redress them. COVID-19 has impacted women’s academic productivity, with the pandemic expected to result in women being left even further behind 1–5. Authorship can serve as a marker for gender equity since grants and peer-reviewed papers are key currency in academia.…”

Section: Introductionmentioning

confidence: 99%

Gender equity in health research publishing in Africa

et al. 2022

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IntroductionWomen researchers find it more difficult to publish in academic journals than men, an inequity that affects women’s careers and was exacerbated during the pandemic, particularly for women in low-income and middle-income countries. We measured publishing by sub-Saharan African (SSA) women in prestigious authorship positions (first or last author, or single author) during the time frame 2014–2016. We also examined policies and practices at journals publishing high rates of women scientists from sub-Saharan Africa, to identify potential structural enablers affecting these women in publishing.MethodsThe study used Namsor V.2, an application programming interface, to conduct a secondary analysis of a bibliometric database. We also analysed policies and practices of ten journals with the highest number of SSA women publishing in first authorship positions.ResultsBased on regional analyses, the greatest magnitude of authorship inequity is in papers from sub-Saharan Africa, where men comprised 61% of first authors, 65% of last authors and 66% of single authors. Women from South Africa and Nigeria had greater success in publishing than those from other SSA countries, though women represented at least 20% of last authors in 25 SSA countries. The journals that published the most SSA women as prominent authors are journals based in SSA. Journals with overwhelmingly male leadership are also among those publishing the highest number of SSA women.ConclusionWomen scholars in SSA face substantial gender inequities in publishing in prestigious authorship positions in academic journals, though there is a cadre of women research leaders across the region. Journals in SSA are important for local women scholars and the inequities SSA women researchers face are not necessarily attributable to gender discrepancy in journals’ editorial leadership.

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“Academic guilt”: The impact of the pandemic-enforced lockdown on women's academic work

Cited by 22 publications

References 7 publications

precarity of women’s academic work and careers during the COVID-19 pandemic

precarity of women’s academic work and careers during the COVID-19 pandemic

How COVID reconfigured family relationships: Explaining the work of academic women through the lens of complexity theory

Gender equity in health research publishing in Africa

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