Academic harassment: The need for interdependent actions of stakeholders

Täuber, Susanne; Keashly, Loraleigh; Moss, Sherry E.; Swann, Jennifer M.; Hollis, Leah P.; Crockett, Linda; Sareh, Pooya

doi:10.1016/j.eclinm.2022.101481

Cited by 2 publications

(1 citation statement)

References 10 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These markers of excellence are connected to the persisting norms of meritocracy, which sorts people into positions and makes distributions based on individual performance or talents (Scully, 2002 ). They are perceived to be neutral and objective and further perpetuated by the belief that academics should be judged on merit alone and that other categories (e.g., gender, race or class) contexts (e.g., a less prestigious university, a Global South country) or detrimental experiences (e.g., harassment, bullying; Täuber et al, 2022 ) should not matter or be given much weight. This belief results in an organizational culture that is defined by individual success and competitiveness as main drivers (Van den Brink & Benschop, 2012 ) and works as an internal control.…”

Section: Understanding Precarity In the Academic Contextmentioning

confidence: 99%

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

Albayrak‐Aydemir

Gleibs

2022

British J Social Psychol

View full text Add to dashboard Cite

Research and teaching conditions have, particularly for those who are junior or from disadvantaged backgrounds, deteriorated considerably over the years in the higher education sector. Unequal opportunities in access and advancement in careers have led to increasing levels of precarity in the higher education sector. Although the concept of precarity has been grasped in many other disciplines, the social-psychological understanding of this concept remains unexplored. In this paper, we aim to develop a social-psychological understanding of precarity to examine how identity dynamics and intergroup relations, as well as associated organizational controls, reinforce inequality regimes and power structures that create precarious conditions in academia. In doing so, we use social identity theory and system justification theory under an inequality regime framework. We argue that even though change towards equality and equity in academia should be possible, it is difficult to achieve this because of entrenched identity interests by power holders and the perceived legitimacy of the existing system. Therefore, academic precarity should be recognized both as a subjective experience and as an organizational practice to make inequalities more visible and decrease the perceptions of legitimacy-and to eventually achieve a fundamental positive transformation in academia.

show abstract

Section: Understanding Precarity In the Academic Contextmentioning

confidence: 99%

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

Albayrak‐Aydemir

Gleibs

2022

British J Social Psychol

View full text Add to dashboard Cite

show abstract

“If This Is What Working in Sports Is, I Want Absolutely No Part of It”: Women’s Experiences With Sexual Harassment in Sport Organizations

Taylor,

Sveinson,

Burton

2024

Journal of Sport Management

View full text Add to dashboard Cite

There is a plethora of recent examples from the sport industry that situate sport organizations as contributing to sexual violence against women (e.g., Phoenix Suns, Nike). Though research has shown that these issues exist in sport, little work has focused on the impacts of gender-based violence and sexual harassment. Therefore, utilizing gender regimes as our conceptual framework, we explored how experiences of gender-based violence and sexual harassment within sport organizations work to perpetuate the gender inequality in sport workplaces. Findings illustrate the influence of a multilevel relationship to the gender-based violence and sexual harassment experienced by women is impacted by the presence of gender regimes and use of containment strategies to conceal this abuse. Thus, we argue that institutional-level failures to protect women represent organizational success, which reinforces gender regimes and the purposeful containment of these incidents maintains the gender/power hierarchy.

show abstract

Academic harassment: The need for interdependent actions of stakeholders

Cited by 2 publications

References 10 publications

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

A social‐psychological examination of academic precarity as an organizational practice and subjective experience

“If This Is What Working in Sports Is, I Want Absolutely No Part of It”: Women’s Experiences With Sexual Harassment in Sport Organizations

Contact Info

Product

Resources

About