The politics of (in)visibility: On the blind spots of women's discrimination in the academy

Berkovitch, Nitza; Waldman, Anat; Yanay, Niza

doi:10.1080/14759551.2011.644669

Cited by 9 publications

(4 citation statements)

References 32 publications

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“…Therefore, women academicians and administrators were less well connected to circumstance of work sitting, while women also had less experience and seniority in the administrative positions. This issue is also confirmed by (Beck, 2008;Collin, 2009;Berkovitch et al, 2012). Beck (2008) realized that women academicians who are appointed to administrative positions need more support from male colleagues to understand the structure and culture of the institution and to adjust themselves to administrative positions.…”

Section: Findings and Discussionsupporting

confidence: 51%

Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

Mohajeri¹,

Mousavi²

2017

IES

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In the last three decades, growth in the education of women in Iran has led to a significant increase in demand for women professionals and administrators in Iranian universities. However, the path to the top is not easy and numerous challenges must still be overcome. This study explored the challenges of women's participation in senior administrative positions from the perspective of Iranian women administrators in higher education. Data were collected based on semi-structured interviews with 20 women academician in administrative positions. Thematic analysis was conducted to examine the themes that emerged to represent their experience and perspective. The findings indicated that challenges ranged from organizational to societal and individual factors. Individual factors were related to personality traits such as work-family balance issues and a lack of selfconfidence. At the organizational levels, difficult relationships at work and the old boys' network, and organizational practices were perceived to be a hindrance, while at the societal level, gender role stereotypes and social attitudes towards women were viewed as key challenges to the participation of women in senior administrative positions. The implication for women who aspire to the top position of organizations is that they should be aware of and understand the visible and invisible challenges in relation to their career advancement.

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Section: Findings and Discussionsupporting

confidence: 51%

Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

Mohajeri¹,

Mousavi²

2017

IES

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“…Antecol et al (2016) concluded that gender-neutral tenure clock stopping policies, albeit well-intentioned, helped pretenured cis men at a significantly higher rate than pretenured cis women. Berkovitch, Waldman, and Yanay (2012) reported that cis women were portrayed less frequently and prestigiously in universities' marketing and media publications. From photographs to articles, their analyses revealed that university publications tended to marginalize and omit information about cis women faculty and "in many photographs, the women .…”

Section: Universities and Colleges As Gendered Organizationsmentioning

confidence: 99%

Secret service: Revealing gender biases in the visibility and value of faculty service.

Hanasono

Broido

Yacobucci

et al. 2019

Journal of Diversity in Higher Education

107

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Although the demand for faculty service has increased substantially in recent years, the workload is not shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend to spend more time on service activities than men, and they tend to perform important yet less institutionally recognized forms of service like mentoring, committee work, emotional labor, and organizational climate control (Babcock, Recalde, Vesterlund, & Weingart, 2017; Misra, Lundquist, Holmes, & Agiomavritis, 2011). Drawing from the theory of gendered organizations (Acker, 1990), this interview study examined how institutional gender biases impact the visibility and evaluation of faculty service across the tenure-track career trajectory. Our findings reveal how task-oriented forms of service tend to be more visible and valued than relationally oriented service. In addition to addressing a gap in the literature, our study presents practical recommendations to make service more visible, valuable, and equitable across faculty ranks and gender identities.

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“…In this section we provide three categories of action steps that leaders in the management department and business school should consider for establishing change that results in a more equitable environment for teaching management: (1) faculty evaluation standards and awards/recognition; (2) faculty training for teaching management; and (3) culture and values related to civility and inclusion. • Business schools should make it a priority to publicize the academic accomplishments of women faculty members as prominently as their male colleagues on the business school website and other media outlets (Berkovitch et al, 2012). By doing this, women faculty accomplishments will be more transparent to students, faculty, and the university community.…”

Section: Action Steps To Create a More Equitable Environment For Facu...mentioning

confidence: 99%

“…Business schools should make it a priority to publicize the academic accomplishments of women faculty members as prominently as their male colleagues on the business school website and other media outlets (Berkovitch et al, 2012). By doing this, women faculty accomplishments will be more transparent to students, faculty, and the university community.…”

Section: Action Steps To Create a More Equitable Environment For Facu...mentioning

confidence: 99%

The Effect of Gender Inequities in the Classroom and Beyond in U.S. Business Schools

Balkin

Treviño

Straub

2021

Journal of Management Education

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When women teach management in U.S. business schools they are likely to experience more gender inequities than men. In this essay we examine three dimensions of management teaching where gender inequities are likely to occur: (1) student-faculty interactions; (2) student evaluations of teaching; and (3) interactions between faculty peers. The types of inequities experienced by women when they teach include feeling social pressure to submit to ad hoc student demands for personal favors and emotional support that infringe on a professor’s time; having their teaching performance judged from student evaluations of teaching that are subject to gender bias; and experiencing lower levels of organizational inclusion compared to their male colleagues. We utilize theoretical logic from social role theory, relational practice, and perceived organizational inclusion frameworks supported by the research literature to provide greater insight as to why women are likely to experience more adversity when they teach management in business schools. After we explain the basis for gender inequities we prescribe action steps that should improve equity for all faculty who teach management. Finally, we provide a call-to-action for business school administrators to implement action steps to make an equitable teaching culture a reality.

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The politics of (in)visibility: On the blind spots of women's discrimination in the academy

Cited by 9 publications

References 32 publications

Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

Secret service: Revealing gender biases in the visibility and value of faculty service.

The Effect of Gender Inequities in the Classroom and Beyond in U.S. Business Schools

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