Feminist collaborations in higher education: stretched across career stages

Breeze, Maddie; Taylor, Yvette

doi:10.1080/09540253.2018.1471197

Cited by 49 publications

(27 citation statements)

References 42 publications

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“…We recognise the particular challenges faced by those at an early and mid-career stage (see, for example, Kandika Howson et al, 2018 andMurgia &Poggio, 2018). Our survey enabled us to capture some of the those experiences, recognising that even the term 'career stage' is open to debate (Breeze & Taylor, 2018).…”

Section: Limitationsmentioning

confidence: 99%

Navigating the gendered academy: women in social work academia

Cree

Morrison

Mitchell

et al. 2020

Social Work Education

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Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy. (199)

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Section: Limitationsmentioning

confidence: 99%

Navigating the gendered academy: women in social work academia

Cree

Morrison

Mitchell

et al. 2020

Social Work Education

View full text Add to dashboard Cite

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“…Feminist ECR engagement in collaboration is also embedded in a context of intense competition for grants and job security (Levecque et al, 2017). This means that collaboration is often institutionally unrecognized and unrewarded (Breeze & Taylor, 2020) and ECRs are inherently incentivized to "engage in competition rather than collaboration" (Gill & Donaghue, 2016, p. 93). Consequently, ECRs are forced to make career choices that inherently support this established system, thus creating a vicious cycle.…”

Section: Collaboration and Collegialitymentioning

confidence: 99%

“…There are also benefits to wellbeing for ECRs who collaborate. Collaboration can buffer against competitiveness (Breeze & Taylor, 2020), foster a healthy work environment and offer critical political resources for feminist ECRs, especially within increasingly competitive and corporatized university environments (Macoun & Miller, 2014). In turn, this can drastically improve ECRs' wellbeing.…”

Section: Collaboration and Collegialitymentioning

confidence: 99%

Navigating Open Science as Early Career Feminist Researchers

Pownall¹,

Talbot²,

Henschel³

et al. 2020

Preprint

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Open Science aims to improve the rigour, robustness, and reproducibility of psychological research. Despite resistance from some academics, the Open Science movement has been championed by some Early Career Researchers (ECRs), who have proposed innovative new tools and methods to promote and employ open research principles. Feminist ECRs have much to contribute to this emerging way of doing research. However, they face unique barriers, which may prohibit their full engagement with the Open Science movement. We, ten feminist ECRs in psychology, from a diverse range of academic and personal backgrounds, explore Open Science through a feminist lens, to consider how voice and power may be negotiated in unique ways for ECRs. Taking a critical and intersectional approach, we discuss how feminist early career research may be complemented or challenged by shifts towards Open Science. We also propose how ECRs can act as grassroots changemakers within the context of academic precarity. We identify ways in which Open Science can benefit from feminist epistemology and end with six practical recommendations for feminist ECRs who wish to engage with Open Science practices in their own research.

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“…As Breeze and Taylor (2018) highlight, the work of telling feminist stories from a variety of lived experiences is never 'over'. The fact that we need to continually do and redo this work and retell these stories anew is the exhausting labour of feminist activism and embodiment-even in privileged spaces such as academia.…”

Section: Telling Tales?mentioning

confidence: 99%

First Generation Feminist? Auto-Ethnographic Reflections on Politicisation and Finding a Home within Feminism

Turbine

2019

Genealogy

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In spite of the apparent rise in feminism, who gets to know about feminism is still fraughtand impartial. How then, do we come to find ‘a home’ in and for feminism when it has been absentfrom our formative politicisation? How comfortable is that home for working-class academics? Inthis paper, I reflect on my feminist genealogy—from growing up as a working-class girl in a smallScottish town in an area of deprivation to becoming a first generation feminist academic in a RussellGroup University in the UK. This paper builds on the wealth of research exploring the trajectoriesof working-class women within academia by engaging genealogy research to explore how onedevelops as a feminist within academia—which can also be a strange place for first generationacademics. As an undergraduate coming of age in the ‘post-feminist’ 1990s, access to the languageand politics of feminism was beyond my grasp. I came to feminism relatively late in my life andacademic career—it was in my doctoral research that I really became engaged academically and asa named political identity. I employ auto-ethnography in this paper and reflect on how our intimateothers are always implicated in our own stories. This allows me to highlight how inheritedexperiences, memories, and embodiments are key. Intergenerational learning can make us implicitlyfeminist before we learn the formal language of feminism. The stories I choose to tell and ‘memories’I invoke here are re-crafted and recalled in response to what frustrates me now. That young womenare still telling the same stories that I tell here.

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Feminist collaborations in higher education: stretched across career stages

Cited by 49 publications

References 42 publications

Navigating the gendered academy: women in social work academia

Navigating the gendered academy: women in social work academia

Navigating Open Science as Early Career Feminist Researchers

First Generation Feminist? Auto-Ethnographic Reflections on Politicisation and Finding a Home within Feminism

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