Tenure and Promotion Outcomes at Four Large Land Grant Universities: Examining the Role of Gender, Race, and Academic Discipline

Durodoye, Raifu; Gumpertz, Marcia L.; Griffith, Emily H.; Ahmad, Seher

doi:10.1007/s11162-019-09573-9

Cited by 44 publications

(45 citation statements)

References 60 publications

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“…This silence within the methodological literature is even more unfortunate because over the past decade there has been a growing consciousness about the ways in which the structures in which we as academics must participate actively privilege white people (Arday and Mirza 2018;Bhattacharya, Jiang, and Canagarajah 2019;Chakravartty et al 2018;Roh 2016;Thomson, Salazar, and Ecklund 2020) and in particular, men (Eagly 2020;Huang et al 2020;Leahey 2007;Weisshaar 2017;Wellmon and Piper 2017), while benefiting the Global North at the expense of the Global South (Cash-Gibson et al 2018;Collyer 2016;Connell 2014;Posada and Chen 2018). For instance, this link has been made explicitly clear in regards to Open Access publishing, which has been found to exacerbate academic inequalities (Bosman and Kramer 2018;Tennant et al 2016), but has also been observed in relation to job security (Croom 2017;Durodoye et al 2020) and access to research funding (Beck and Halloin 2017;Skupien and Rüffin 2020;Zhou et al 2018). Northern academics (particularly those who are white and cis-male) benefit from profound structural inequalities which facilitate their careers and enable their work, often at the expense of their Southern colleagues.…”

Section: Gatekeepers and Gatewaysmentioning

confidence: 99%

“My Flight Arrives at 5 am, Can You Pick Me Up?”: The Gatekeeping Burden of the African Academic

Tilley

Kalina

2021

Journal of African Cultural Studies

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Over the past decade, there has been increased awareness and discourse around the inequalities which structure North-South academic collaboration. The purpose of this discussion is to look at the other side of this dynamic: the gatekeeping burden of African scholars in facilitating Northern fieldwork within the African continent. We argue that this burden further exacerbates inherent inequalities within North-South relationships. By way of conclusion, we offer a number of practical steps that Northern researchers can take when engaging African academics which will contribute to more ethical collaboration, and a more positive and lasting impact within African institutions. KEYWORDSgatekeeping; Africa; fieldwork; research Imagine this: a young woman, a Tanzanian researcher, arriving in the UK for a 2 month long fieldwork, to write the definitive study on the sexual practices of academics in North Oxford. Demanding access, expecting intimacy, being invited into homes. Welcomed.The satire is obviously thinly veiled, as few academics from the Global South, and Africa in particular, enjoy opportunities for fieldwork within Northern communities, or get opportunities to establish expertise on Northern subjects or within Northern contexts. Meanwhile numerous Northern academics prominently make careers out of their "African" expertise, often to the exclusion of their African colleagues, while the continent seasonally abounds with Northern researchers on their summer sabbaticals: scholars, graduate students, study abroad programmes, all treating the lived realities of 1.2 billion individuals as part of their personal and career development. The unidirectional nature of this exchange speaks to the lingering colonialism and racism inherent within global academia, a topic that has drawn considerably scholarly attention within recent years (see for example

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Section: Gatekeepers and Gatewaysmentioning

confidence: 99%

“My Flight Arrives at 5 am, Can You Pick Me Up?”: The Gatekeeping Burden of the African Academic

Tilley

Kalina

2021

Journal of African Cultural Studies

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“…The intersection between gender and academic field is particularly important. STEM fields are the most challenging environment for women academics (Durodoye et al, 2020;Rhoton, 2011), a fact illustrated by the small share of women in this sector (European Commission, 2019). The gender gap in STEM can be attributed to its strongly masculine work culture, the ethics of total self-dedication to science, and the lack of women role models among other factors (see, e.g., Bagilhole & Goode, 2001;Rhoton, 2011).…”

Section: Fieldmentioning

confidence: 99%

The Segmentation of the Academic Labour Market and Gender, Field, and Institutional Inequalities

Vohlídalová¹

2021

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Using data from a 2017 survey of Czech academics this article examines the casualisation of working conditions in the Czech academic labour market (ALM) and explores gender, sectoral, and institutional inequalities through the lens of the theory of labour market segmentation. A hierarchical cluster analysis reveals three segments in the Czech ALM: core (40%), periphery (28%), and semi‐periphery (32%), which roughly align with work positions in the early, middle, and senior stages of an academic career. In the semi‐periphery gender is found to be a key factor in in determining working conditions, while in the periphery working conditions are most affected by the type of institution. In the core, gender differences are mainly reflected in the gender wage gap. The effects of casualisation on working conditions are found to be more pronounced in STEM fields than in the social sciences and humanities across the ALM, but wages are generally higher in STEM fields.

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“…Conversely, inhospitable diversity climates diminish functioning across the board and exacerbate performance differences between Black and White employees. This could be one of the reasons that promotion and tenure rates are significantly lower for Black than for White faculty in academic disciplines where these data have been examined (e.g., Durodoye, Gumpertz, Wilson, Griffith, & Ahmad, 2020; Fang, Moy, Colburn, & Hurley, 2000).…”

Section: The Job Marketmentioning

confidence: 99%

Hold the Torch: Shining a Light on the Lives of Black Management Faculty

Miller¹,

Wesley

Bell

et al. 2020

Journal of Management

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In light of recent heightened attention to equity, justice, and race in society and organizations, in this commentary, we focus on the experiences of Black management faculty from job search to promotion and tenure. In formulating our ideas, we draw from diversity research conducted within and outside of the management field, including research on minority faculty, coupled with experiences of our own and of Black colleagues. We discuss race-based disparities in such areas as mentoring, social networks, job market experiences, classroom management and student evaluations of teaching, and service demands. We offer suggestions for allies to pursue equity, justice, and inclusion in management departments and business schools.

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Tenure and Promotion Outcomes at Four Large Land Grant Universities: Examining the Role of Gender, Race, and Academic Discipline

Cited by 44 publications

References 60 publications

“My Flight Arrives at 5 am, Can You Pick Me Up?”: The Gatekeeping Burden of the African Academic

“My Flight Arrives at 5 am, Can You Pick Me Up?”: The Gatekeeping Burden of the African Academic

The Segmentation of the Academic Labour Market and Gender, Field, and Institutional Inequalities

Hold the Torch: Shining a Light on the Lives of Black Management Faculty

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