An Occupational Hazard Warning: academic life can seriously damage your health. An investigation of sexual harassment of women academics in a UK university

Bagilhole, Barbara; Woodward, Hazel

doi:10.1080/0142569950160103

Cited by 21 publications

(16 citation statements)

References 18 publications

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“…Many had experienced, and/or had heard from colleagues about, episodes of sexism in face to face interactions with students. Like their counterparts in similar studies in the UK such as those by Bagilhole (1993 a, b;Bagilhole and Woodward, 1995), they described having to consciously work hard to `prove' to students the academic authority they felt was taken for granted in male lecturers. Heckert et al (1999) have presented evidence from the US that female faculty report experiencing behaviours from students indicative of a relative lack of respect, e.g.…”

Section: Discussionmentioning

confidence: 87%

“…It provides a background against which to interpret quantitative ® ndings in documenting the apparently widespread and deep feelings of disaffection of women working in a man's world, subject to global and subtle prejudice and discrimination within their institutions. Studies reporting such experiences have examined both North American (Statham et al, 1991;Caplan, 1993;Acker and Feuerverger, 1996;Bronstein and Farnsworth, 1998) and European experiences (Bagilhole, 1993a, b;Bagilhole and Woodward, 1995;Malina and Maslin-Prothero, 1998;Wager, 1998). Gallant and Cross's (1993) single case study of the prolonged and irrevocable process by which a female academic failed to achieve tenure following her attempt to bring a charge of sexual harassment against a male superior, makes compelling reading.…”

Section: Introductionmentioning

confidence: 95%

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Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Carson¹

2001

Research Papers in Education

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Quantitative evidence suggests that higher education students may exhibit gender bias against women when evaluating the teaching of male and female faculty. Qualitative research in this area has been concerned with the broader context of institutional sexism in academia, which has been represented as a pervasive and depressing in¯uence on women lecturers. Relatively little research has investigated university teachers' specific views about student perceptions and behaviour. This study explored this issue qualitatively in a group of British academics. While most of the female academics represented students as having prejudiced views about them, the prevailing understanding in the literature of women university staff as demoralized, alienated and experiencing tension between their occupational and feminine selves was not confirmed. Rather, women appeared entirely confident in their identities as conscientious teachers, a circumstance which related empirically (and possibly theoretically) to an almost unanimous derogation of their male colleagues. No body of literature about male lecturers' views of sexism exists: this study suggested that they contrast markedly with those of their female colleagues. Problematic aspects of women's apparent assiduity about teaching are discussed, as is the other principal area of concern raised by the study, namely the extensive areas of disagreement in outlook between the female and male respondents.

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Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 95%

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Carson¹

2001

Research Papers in Education

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“…Women may, for example, be excluded from important male networks (Bagilhole, 1993). They may also be exposed to regular bullying, sabotage, manipulation and spite (Morley, 2002) or sexual harassment (Bagilhole & Woodward, 1995). The discrimination may also be less overt.…”

Section: Institutional Factors: Discrimination Against Women?mentioning

confidence: 98%

Gender differences in educational attainment: the case of doctoral degrees in Norway

Mastekaasa

2005

British Journal of Sociology of Education

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“…A theme in the literature is fear -both of the violence itself and of reporting it (Thomas & Kitzinger, 1997). Bagilhole and Woodward's (1995) study of the UK found under-reporting and underestimation of the incidence of sexual harassment and its effect on women in academia. Bajpai (1999) noted that the taboo is so great that many women refused to participate in her study in Mumbai.…”

Section: Surfacing Sexual Harassment: a Risky Businessmentioning

confidence: 99%

Sex, grades and power in higher education in Ghana and Tanzania

Morley

2011

Cambridge Journal of Education

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Quantitative increases tell a partial story about the quality of women's participation in higher education. Women students' reporting of sexual harassment has been noteworthy in a recent study that I directed on widening participation in higher education in Ghana and Tanzania. The hierarchical and gendered power relations within universities have naturalised a sexual contract in which some male academics consider it a right to demand sex with female students in return for grades. These practices of transactional sex involve spatial and cognitive injustice as they contribute to social pressures for women reflexively to minimise their visibility and academic performance. The construction of female sexuality as a commodity and an object of barter also produces negative female learner identities. If women fail, this is evidence of lack of academic abilities and preparedness for higher education. If they achieve, this is attributed to women's 'favoured' position in gendered academic markets. © 2011 University of Cambridge, Faculty of Education

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An Occupational Hazard Warning: academic life can seriously damage your health. An investigation of sexual harassment of women academics in a UK university

Cited by 21 publications

References 18 publications

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Gender relations in higher education: exploring lecturers’ perceptions of student evaluations of teaching

Gender differences in educational attainment: the case of doctoral degrees in Norway

Sex, grades and power in higher education in Ghana and Tanzania

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