Etnisk mangfold i akademia

Abstract

SAMMENDRAGDet er betydelige forskjeller i hvem som blir i Universitets-og høyskolesektoren etter oppnådd doktorgrad om man sammenligner personer med majoritetsbakgrunn og innvandrere. Doktorer med majoritetsbakgrunn har størst sannsynlighet for å inneha en undervisnings-eller forskningsstilling i UH-sektoren. Forskjellen er størst innenfor pedagogiske og økonomisk administrative fagfelt og lavest innenfor helsefag og naturvitenskapelige og teknologiske fagfelt. Det er små forskjeller i sannsynligheten for å ha et professorat ti år etter uteksaminering etter innvandringsbakgrunn, men innvandrere har en marginalt lavere sannsynlighet for å oppnå dette.Nøkkelord akademia, professorat, innvandrer, fagfelt ABSTRACT There are considerable differences in who stays in academia after achieving a Ph.D. when comparing the majority population with immigrants. Doctors of majority origin have a higher likelihood of having a teaching or research position at universities or university colleges, but the differences vary between different fields of education. The largest differences are found within the fields of pedagogy and economics and administration, while the smallest difference is observed in health-related subjects, natural sciences, and technology. Immigrants generally have a slightly lower likelihood of being professors.

Gender and Globalization of Academic Labor Markets: Research and Teaching Staff at Nordic Universities

“…However, the research does not provide evidence on where the global labor comes from, but some evidence corroborates that the elite institutions recruit more staff from the United States and not from the Global East and South (Khattab & Fenton, 2016). In the Norwegian context, Askvik and Drange (2019) demonstrate that academics with majority origin and those who come from Europe and other Western countries display equal distribution across employment categories, whereas staff from the Global East and South are overrepresented in research and postdoc positions and underrepresented in grade A and teaching positions.…”

Decolonizing Higher Education in Norway: Critical Collaborative Autoethnographic Reflections on a University Pedagogy Course

“…Recent initiatives have shown the urgency of making Indigenous knowledge and knowledge of the Sámi visible in research and HE (Dankertsen, 2019(Dankertsen, , 2021Eriksen, 2021;Fjellheim, 2020;Students' and Academics' International Assistance Fund, 2020). Furthermore, Norwegian lecturers remain predominantly white/Western and there is a relative lack of teachers from minority groups in tenured positions and within fields such as educational science (Askvik & Drange, 2019;Thomas & Fylkesnes, forthcoming). A study by Thomas and Fylkesnes (forthcoming) confirms the lack of non-white authors in Norwegian curricula for teacher education.…”