Gender equality in higher education and research

Rosa, Rodrigo Rey; Clavero, Sara

doi:10.1080/09589236.2022.2007446

Cited by 46 publications

(33 citation statements)

References 18 publications

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“…Studies have shown that the pandemic has affected the academic productivity of female academics (Gorska, Kulicka, Staniszewska, & Dobija, 2021;Parlak, 2020;Yildirim & Eslen-Ziya, 2020). They lagged their male peers in submitting papers, research publications and in meeting deadlines particularly mothers because of the double burden they faced (Langin, 2021;Rosa & Clavero, 2022;Staniscuaski et al, 2021). Academic females struggled to establish work life balance (Davis et al, 2022) and had higher levels of stress and anxiety than their male peers (Davis et al, 2022).…”

Section: Covid-19 Pandemic In Higher Educationmentioning

confidence: 99%

“…Gender inequality in higher education and research has been reported prior to the COVID-19 pandemic in several aspects including pay, the percentage of senior academics and proportion of authors of research papers (Bothwell et al, 2022). However, the pandemic has emphasized these gaps and exacerbated their effects (Rosa & Clavero, 2022). Women in higher education faced more challenges during the pandemic to establish a work-life balance than their male peers (Frize et al, 2022;Vyas & Butakhieo, 2021).…”

Section: Covid-19 Pandemic In Higher Educationmentioning

confidence: 99%

“…, 2022). However, the pandemic has emphasized these gaps and exacerbated their effects (Rosa & Clavero, 2022). Women in higher education faced more challenges during the pandemic to establish a work-life balance than their male peers (Frize et al.…”

Section: Introductionmentioning

confidence: 99%

“…The pandemic resulted in further gender disparities in social, economic and health aspects (COVID-19 Mental Disorders Collaborators, 2021; Flor et al. , 2022; Rosa & Clavero, 2022). It forced employees to work from home which was a challenge particularly for those who had young children increasing their caregiving responsibilities.…”

Section: Introductionmentioning

confidence: 99%

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The impact of the COVID-19 pandemic in higher education: a gender perspective

Hamadeh

Alsabbagh

Bugawa

et al. 2022

AGJSR

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PurposeThe study will inform relevant workplace gendered policies at the university and other academic institutions.Design/methodology/approachA cross -sectional study was conducted on all the Arabian Gulf University full-time employees during the COVID-19 pandemic, in June 2021. A questionnaire was sent to the employees requesting data that included sociodemographic data, living conditions, psychological status, social aspects, work productivity and satisfaction. The generalized anxiety disorder questionnaire (GAD-7) was used to screen for anxiety.FindingsGender disparity was noted in the increase of responsibilities at home and towards young children, and in stress and anxiety. Women’s reductions in peer (90.7%) and social (88%) interactions were higher than among males (81.8%, 73%, respectively). There was a narrow gender gap in work productivity and workload. More males reported that the university was concerned about its employees during COVID-19 and were satisfied with the measures taken. There was a gender disparity with respect to superiors periodically checking if the workload was manageable and discussing the mental health and well-being of the employees.Research limitations/implicationsFuture research directions may focus on how gender impacts the perception and response to crises in higher education in Arab countries.Originality/valueThis is one of the few studies in the region that examined the gendered psychosocial impact of COVID-19 and productivity in the workplace using a higher education institution as an example.

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Section: Covid-19 Pandemic In Higher Educationmentioning

confidence: 99%

Section: Covid-19 Pandemic In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The impact of the COVID-19 pandemic in higher education: a gender perspective

Hamadeh

Alsabbagh

Bugawa

et al. 2022

AGJSR

View full text Add to dashboard Cite

show abstract

“…Parents' expectations and perceptions of their children's future careers in the process of their children's growth will affect their children's future career choices. Social evaluation of women's participation in the digital industry is better, which can better enhance women's willingness and confidence to participate in the digital technology industry, and greatly increase the possibility of women's future work in the digital industry [16].…”

Section: Surmount Gender Segregationmentioning

confidence: 99%

New Concept and New Practice of Gender Equality Education at the Background of Digital Society

Wang¹

2022

SHS Web Conf.

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Digital society is a new social form after the transition of agricultural society, industrial society and information society. In the context of digital society, gender inequality still exists, mainly manifested in the inequality of digital resources, digital identity and digital technology. Carrying out gender equality education is the only way to achieve high-quality economic and social development in the digital era. Gender equality education means that education should embody the concept of gender equality and promote education to undertake the responsibility and mission of gender enlightenment. Gender equality education recognizes the basic rights of every social person and the development freedoms of every man and woman in the digital society. This paper analyzes the goals, ideas and practices of gender equality education in the digital age, providing reference for relevant researchers.

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Data snapshots of the access and participation of ‘women’ academics in UK universities: Questioning continued gendered, racialised and geopolitical inequalities

Belluigi,

Arday,

O'Keeffe

2024

British Educational Res J

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Replete with espoused discourses of equality, diversity and inclusion within public bodies, is the UK, wherein lauded initiatives reward its universities’ commitments to increasing the access and positioning of ‘women’ in higher education. This paper contributes a critical quantitative analysis of the state of representation and participation of academic staff within these universities generally, and the majority‐female discipline of education particularly. Education is important because it has a direct relation to social change and ethicality. It may maintain or reproduce the status quo; however, exercising its transformative potential is essential for the success of various international frameworks aiming to address global inequality, including most recently the Sustainable Development Goals. Sensitised by QuantCrit principles, a descriptive statistical exploration was undertaken of the staff composition and employment conditions captured within the administrative datasets reported on academic staff by all the public universities in the devolved nations of England, Northern Ireland, Scotland, and Wales from 2015 to 2020. The findings of this study confirmed: (i) the continuation of gendered inequalities across the academic hierarchy, particularly as the pyramid narrows to the assigned intellectual leadership position of ‘professor’; (ii) racialised, gendered inequalities in access to employment, and in positioning once employed; and (iii) more adverse conditions where gendered, racialised and geopolitical inequalities intersect, most extremely for Black African female academics. The study demonstrates that the centring of ‘race’ and consideration of nationality are required to challenge coloniality, and to bring to the fore the differential impacts of systems of discrimination within this globally influential sector.

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Gender equality in higher education and research

Cited by 46 publications

References 18 publications

The impact of the COVID-19 pandemic in higher education: a gender perspective

The impact of the COVID-19 pandemic in higher education: a gender perspective

New Concept and New Practice of Gender Equality Education at the Background of Digital Society

Data snapshots of the access and participation of ‘women’ academics in UK universities: Questioning continued gendered, racialised and geopolitical inequalities

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