Gender, Race and Career Success in the Academic Profession

Heward, Christine; Taylor, Paul H.; Vickers, Rhiannon

doi:10.1080/0309877970210206

Cited by 19 publications

(9 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Discrimination may be overt (Morley, 1994) or based on dubious beliefs held by male managers (Acker, 1992) Women have less access to the infrastructure of progress (Bagilhole, 1993). Others note that women themselves do not always pursue career progress as determinedly as men (Heward et al , 1997). This is not through preference but due to constraints and undermining factors (West and Lyon, 1995).…”

Section: Women In the Academic Professionmentioning

confidence: 99%

The Consequences for Women in the Academic Profession of the Widespread Use of Fixed Term Contracts

Bryson¹

2004

Gender Work & Organization

View full text Add to dashboard Cite

Women have been disadvantaged within the academic profession due to its gendered nature. Some commentators have alleged that temporary contracts may create opportunities for women and that women exhibit a stronger preference for such contracts than men. Over recent years, there has been a sharp rise in the proportion of academic staff employed on fixed term contracts in UK universities. This article examines whether the consequence of this has been to create a bridge for women, leading into and upwards within the profession, or a trap. Drawing on new empirical evidence gathered from academic staff, the conclusions are that segregation is decreasing slowly, but not because of fixed term contracts, and that fixed term contracts create traps and profound disadvantages for both sexes. Women are slightly disadvantaged by forms of patronage that operate to permit some fixed term staff to gain more secure posts. Moreover, relative to men, these professional women neither gain nor perceive any comparative benefits from fixed term contracts as opposed to open-ended contracts.

show abstract

Section: Women In the Academic Professionmentioning

confidence: 99%

The Consequences for Women in the Academic Profession of the Widespread Use of Fixed Term Contracts

Bryson¹

2004

Gender Work & Organization

View full text Add to dashboard Cite

show abstract

“…The "successful academic": devotes all of their time and energy to the university (David et al, 1996;Goode, 2000); networks both in and out of work hours (Poole and Bornholt, 1998); is guided into and through their career by a mentor (Heward et al, 1997); builds a reputation through research (Bagilhole, 1993;Heward et al, 1997); is ' career-oriented', 'productive', 'hard working' and 'enthusiastic', and publishes, in the right publications (Harris et al, 1998); has a linear career path (Poole and Bornholt, 1998); gains the majority of their experience within the university environment, particularly within a 'prestigious' faculty or field (Luke, 1994); focuses on research rather than teaching, administration or the caring, pastoral role (Bagilhole, 1993;Edwards, 2000;Goode, 2000); and has a particularly high research output in the early years of their career (Heward et al, 1997).…”

Section: The "Successful Academic"mentioning

confidence: 99%

Mothers in the Academy: Positioned and positioning within discourses of the 'successful academic' and the 'good mother'

Raddon¹

2002

Studies in Higher Education

140

135

View full text Add to dashboard Cite

SummaryThis paper make use a feminist poststructuralist framework of discursive analysis to explore the ways in which women academics with children are both positioned and positioning within the complex and often contradictory discourses surrounding the positions of the "successful academic" and the "good mother". Taking a biographical approach, these discourses are explored within the everyday experiences of Susan, an academic and mother. It is argued that while the intersection of these discourses -which are fluid and in process, rather than fixed and unchanging -creates conflict for mothers not only within the academy but also in terms of their subjectivities outside of the academy, they can also be empowering, potentially creating a space within which mothers can begin to consider the possibilities for new ways of being within the academy. Implications for the academic community and HEIs are considered, with a particular focus on the development of a critical literacy.

show abstract

“…Other studies of staff equality in UK HE have tended to focused on gender (Heward & Taylor, 1994;Bagihole, 1997;Morley, 1999), with less attention paid to ethnicity (Modood & Acland, 1996;Carter, Fenton et al, 1999), and a handful of studies on disability (Iantaffi, 1994;Gibson, 1996), sexual orientation (Morley & Walsh, 1996;Halvorsen, 2001) and age (Oshagbemi, 1998). Relatively few studies have examined multiple inequalities (Farish et al, 1995;Heward et al, 1997).…”

Section: Introductionmentioning

confidence: 99%

Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Deem

Morley

2006

Policy Futures in Education

View full text Add to dashboard Cite

The article is based on recent research involving qualitative case studies of staff experiences of equality policies in six English, Scottish and Welsh higher education institutions (HEIs). Recent changes to UK legislation (e.g. on 'race' and disability) and a series of European Union employment directives (including on religion and sexual orientation) have caused more attention to be paid to equality policies and their implementation in higher education. The wider context for equality policies has also changed, from a predominant focus on individuals and redistributive equality policies to viewing inequality as a generic and relative concept which can be policy-mainstreamed, with greater concentration on organisational cultures and diversity and a focus on recognitional rather than redistributive approaches to inequality. The article uses the authors' recent research findings to consider how higher education institution employees who participated in the study understood notions of equality and diversity. There is a particular focus on whether different forms of inequality are seen to be interconnected, whether diversity is seen as desirable by most employees interviewed, the potential tensions and conflicts between equality policies applying to students and those concerned with staff and the visions of equitable HEIs of the future held by senior managers. It is suggested that whilst all HEIs studied had equality policies and senior managers who have benefited from equality training, nevertheless the shift away from redistributional notions of inequality (except in respect of occupational inequality) towards greater emphasis on recognitional forms, the tensions between student and staff equality issues, and the pursuit of organisational diversity may reflect a relative depoliticisation of the staff equality agenda in higher education.

show abstract

Gender, Race and Career Success in the Academic Profession

Cited by 19 publications

References 19 publications

The Consequences for Women in the Academic Profession of the Widespread Use of Fixed Term Contracts

The Consequences for Women in the Academic Profession of the Widespread Use of Fixed Term Contracts

Mothers in the Academy: Positioned and positioning within discourses of the 'successful academic' and the 'good mother'

Diversity in the Academy? Staff Perceptions of Equality Policies in Six Contemporary Higher Education Institutions

Contact Info

Product

Resources

About