Doing Good and Feeling Bad: the work of women university teachers

Acker, Sandra; Feuerverger, Grace

doi:10.1080/0305764960260309

Cited by 211 publications

(137 citation statements)

References 20 publications

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“…Authors such as Raddon (2002) and Haynes and Fearfull (2008), among others, have empirically explored the institutional allocation of administrative and research activities in order to highlight the production and reproduction of gendered roles and identities within the academy. They have reported, similarly to our interviewees, that many academic women are under pressure to accept a heavier teaching load and more pastoral care than their male colleagues who can focus more on research and external networking (see also Davies, 2002 andAcker andFeuerverger, 1996). This results in a reduction of research time and therefore of research publications (Brooks, 2001).…”

Section: Challenging Subjectivities: Resisting Gendered Stereotypesmentioning

confidence: 93%

“…If they behaved like 'missionaries', as uncompromising promoters of women's issues, they would be perceived as 'having an agenda', thus been discredited by colleagues and become ineffective within the bureaucracy (Eisenstein, 1996: 87). The experience of many feminist academic can thus be an uncomfortable one, where feelings of being on the margins and isolated from the dominant organisational culture (Acker and Feuerverger, 1996;Katila and Meriläinen, 2002;Leathwood, 2005;Haynes and Fearfull, 2008) co-exist with feelings of frustration, loneliness and self-doubt.…”

Section: Feminist Activism and Identitymentioning

confidence: 99%

“…At the level of identity, the continuous negotiation between selves, both those sanctioned and those encouraged by the organisational culture, can be a significant source of stress. In their study of women academics in Canada, Acker and Feuerverger (1996) locate contradictions in tensions between prescriptions for 'caring women' and 'productive academics' (see also Park, 1996;Raddon 2002). Similarly Haynes and Fearfull (2008) observe that women academics are often forced to grapple with complex and conflicting priorities which, on the organisational level, see women's identities subject to stereotypical notions of femininity and, on the professional level, see them torn between intellectual scholarship, research and inquiry and the nurturing and teaching components of the academic role.…”

mentioning

confidence: 99%

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Agents for Change and Changed Agents: The Micro‐politics of Change and Feminism in the Academy

Parsons

Priola

2012

Gender Work & Organization

103

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This paper explores gender politics and processes in the academy and investigates change from the perspectives of feminist academics. In particular it explores the experiences of women academics attempting to effect change to the gendered status quo of their own institutions. Focusing on micro-politics, the feminist movement is empirically explored in localised spaces of resistance and in the small, but significant, individual efforts at making changes within academic institutions. The analysis is based on interviews with female academics working in business and management schools and focuses on the challenges for change and how change attempts affect their personal and professional identities. The paper explores the range of change strategies participants use as they try to progress in their academic career while staying true to their feminist values and priorities through both resisting and/or incorporating dominant discourses of academic work. The analysis highlights such tensions and focuses on a contextualised, bottom up perspective on change which, counter to more totalizing theorisation, takes into account mundane and lived experiences at the level of the individual.

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Section: Challenging Subjectivities: Resisting Gendered Stereotypesmentioning

confidence: 93%

Section: Feminist Activism and Identitymentioning

confidence: 99%

mentioning

confidence: 99%

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Agents for Change and Changed Agents: The Micro‐politics of Change and Feminism in the Academy

Parsons

Priola

2012

Gender Work & Organization

103

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“…Little research has been done in relation to females in physics advanced education, employment, and career satisfaction and success [5][6][7][8]. What we do know is that women are less likely to receive doctorates in STEM fields and when they do they are less likely to receive tenure positions and tend to make lower salaries [5,6,8].…”

mentioning

confidence: 99%

Female physicist doctoral experiences

Dabney

Tai

2013

Phys. Rev. ST Phys. Educ. Res.

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The underrepresentation of women in physics doctorate programs and in tenured academic positions indicates a need to evaluate what may influence their career choice and persistence. This qualitative paper examines eleven females in physics doctoral programs and professional science positions in order to provide a more thorough understanding of why and how women make career choices based on aspects both inside and outside of school and their subsequent interaction. Results indicate that female physicists experience conflict in achieving balance within their graduate school experiences and personal lives and that this then influences their view of their future careers and possible career choices. Female physicists report both early and longterm support outside of school by family, and later departmental support, as being essential to their persistence within the field. A greater focus on informal and out-of-school science activities for females, especially those that involve family members, early in life may help influence their entrance into a physics career later in life. Departmental support, through advisers, mentors, peers, and women's support groups, with a focus on work-life balance can help females to complete graduate school and persist into an academic career.

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“…The majority of theories and studies examine variables in doctoral programs that influence persistence, success, and satisfaction while eschewing educational supports prior to entrance into doctorate fields [6][7][8][9][10][11][12][13][14][15][16]. Existing research on female physical scientists compares women to men or examines women as a single entity.…”

Section: Introductionmentioning

confidence: 99%

Comparative analysis of female physicists in the physical sciences: Motivation and background variables

Dabney¹,

Tai²

2014

Phys. Rev. ST Phys. Educ. Res.

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The majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average, do females who select physics as compared to chemistry doctoral programs differ in their reported personal motivations and background factors prior to entering the field? This question is analyzed using variables from the Project Crossover Survey data set through a subset of female physical science doctoral students and scientists (n ¼ 1137). A logistic regression analysis and prototypical odds ratio uncover what differentiates women in the physical sciences based on their academic achievement and experiences ranging from high school through undergraduate education. Results indicate that females who have negative undergraduate chemistry experiences as well as higher grades and positive experiences in undergraduate physics are more likely to pursue a career in physics as opposed to chemistry. Conclusions suggest that a greater emphasis should be placed on the classroom experiences that are provided to females in gateway physics courses. Analyses show that women are not a single entity that should only be examined as a whole group or in comparison to men. Instead women can be compared to one another to see what influences their differences in educational experiences and career choice in STEM-based fields as well as other academic areas of study.

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Doing Good and Feeling Bad: the work of women university teachers

Cited by 211 publications

References 20 publications

Agents for Change and Changed Agents: The Micro‐politics of Change and Feminism in the Academy

Agents for Change and Changed Agents: The Micro‐politics of Change and Feminism in the Academy

Female physicist doctoral experiences

Comparative analysis of female physicists in the physical sciences: Motivation and background variables

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