Academic motherhood in the United Arab Emirates

Dickson, Martina

doi:10.1080/0966369x.2018.1555143

Cited by 16 publications

(15 citation statements)

References 41 publications

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“…Those with an overarching view of their academic and parent roles as self-focused or as centred on external recognition tend to be male and those with an overarching aim to provide holistic contributions in their roles and a view of their roles as part of the individual self tend to be female. These outcomes are significant and contribute to the research that highlights the role that motherhood plays in gender inequality in HE (Baker, 2012;Dickson, 2019;Wilton & Ross, 2017). An understanding of being an academic and a parent as self-focused or as concerned with external recognition centres on particular goals that tend to be individualistic and career and parent-centred.…”

Section: External Judgementsmentioning

confidence: 86%

“…It is important to recognise that what might appear to be personal choice (Dickson, 2019 ; Wolf-Wendel & Ward, 2006 ) about the ways in which men and women articulate the meaning of being an academic and a parent and their aspirations within each role may actually be influenced by normative structures in HE and wider society. If the intentions and goals of academic mothers and fathers are indeed personal choices, universities should consider the role that research and publications play in promotions criteria and the work demands that this encourages.…”

Section: Discussionmentioning

confidence: 99%

“…In the United Kingdom (UK), women make up 42% of full-time academic staff (HESA, 2018 /19), but they still face barriers to promotion to senior roles (Morley, 2013 ). This complex problem cannot be attributed to a single cause; however, research shows that motherhood plays a role in gender inequality in HE (Baker, 2012 ; Dickson, 2019 ; Wilton & Ross, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academics’ perceptions of what it means to be both a parent and an academic: perspectives from an English university

Rosewell

2021

High Educ

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This article explores male and female academics’ perceptions of what it means to be both a parent and an academic and the relations between them. Based on an Interpretative Phenomenological Analysis of interviews with 35 academics from a university in England, findings suggest that the way in which academics experience being both a parent and an academic depends upon how they understand the meaning of each of these two roles and what they are trying to achieve within them. These meanings and experiences also appear to differ by gender. Ways in which higher education can offer more targeted and specific support to academic mothers in particular are discussed.

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Section: External Judgementsmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Academics’ perceptions of what it means to be both a parent and an academic: perspectives from an English university

Rosewell

2021

High Educ

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“…As discussed in the theory section, women researchers often experience 'parental guilt' and a troublesome work-life balance. The experience of feeling torn between competing obligations at work and home, and the feelings of inadequacy this created, has been found among women across national settings (Acker and Armenti, 2004;Dickson, 2019;Ward & Wolf-Wendel, 2004). How did Norwegian and Japanese professors organise their personal and professional lives, and how did they make sense of their own time management and priorities in this regard?…”

Section: Work-life Balancementioning

confidence: 99%

Comparative Perspectives on Gender Equality in Japan and Norway

Ishii‐Kuntz¹,

Kristensen²,

Ringrose³

2021

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This book compares perspectives on gender equality in Norway and Japan, focusing on family, education, media, and sexuality and reproduction as seen through a gendered lens. What can we learn from a comparison between two countries that stand in significant contrast to each other with respect to gender equality? Norway and Japan differ in terms of historical, cultural and socioeconomic backgrounds. Most importantly, Japan lags far behind Norway when it comes to the World Economic Forum's Gender Gap Report. Rather than taking a narrow approach that takes as its starting point the assumption that Norway has so much 'more' to offer in terms of gender equality, the authors attempt to show that a comparative perspective of two countries in the West and East can be mutually beneficial to both contexts in the advancement of gender equality. The interdisciplinary team of researchers contributing to this book cover a range of contemporary topics in gender equality, including fatherhood and masculinity, teaching and learning in gender studies education, cultural depictions of gender, trans experiences and feminism. This unique collection is suitable for researchers and students of gender studies, sociology, anthropology, Japan studies and European studies.

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“…Emergent research suggest that social positions bring varying degrees of (dis)advantage to academic and teacher expatriates across institutional and national borders. For example, research on expatriate academic mothers in the United Arab Emirates (Dickson, ) and those working in new Western‐style universities in Kazakhstan (Kuzhabekova, ) found that their host institutions offered women‐ and child‐friendly policies and arrangements that enabled them to manage professional and familial pursuits. The authors noted that this might not have been possible in other contexts where traditional gender norms and expectations prevail.…”

Section: Diversity Intersectionality and Translocational Positionalitymentioning

confidence: 99%

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Koh

Sin

2020

Geography Compass

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Foreign academics and international school teachers have received little attention in migration studies and human geography despite their rapidly growing numbers and diversity in the global education landscape. This paper explores the inconsistent terms and categorical definitions attached to them and puts forth the value of approaching them as migrants under the term "expatriate." It critically reviews an emerging body of work, led by human resource management and education literature, which uncovers the complexities and unique specificities of their mobilities. Our review reveals the diverse and uneven mobility structures, practices, and outcomes of academic and teacher expatriation that are stratified by gender, age, class, race, ethnicity, and nationality.Using the concept of translocational positionality, we argue that these intersectional positions must be situated within geographical contexts of power and differentiation to make visible the multiple, contingent, and contradictory realities of such expatriation. Doing so opens avenues for more nuanced and balanced insights into the privileges and vulnerabilities that confront these expatriates and which make them distinct and worthy of study.

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Academic motherhood in the United Arab Emirates

Cited by 16 publications

References 41 publications

Academics’ perceptions of what it means to be both a parent and an academic: perspectives from an English university

Academics’ perceptions of what it means to be both a parent and an academic: perspectives from an English university

Comparative Perspectives on Gender Equality in Japan and Norway

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

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