Underrepresentation of Women in the Academic Profession: A Comparative Analysis of the North American Region

Metcalfe, Amy Scott; González, Laura Padilla

doi:10.1515/njawhe-2013-0002

Cited by 12 publications

(5 citation statements)

References 19 publications

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“…While there have been many Canadian studies and discussions about academics and gender (see, for example, [74,86,87]), there has not been an equivalent focus on gender and academic leadership. Perhaps unappreciated by readers elsewhere is that while there are similarities between Canada and the United States (for example, the tenure system and the professorial ranks), there are also many points of divergence, among them the greater likelihood of working in a unionized environment, the lack of a central government department of education (as provinces are responsible for education), and the better social welfare provision of health and maternity benefits in Canada [88][89][90]. Canada also differs from most of the countries that have introduced national research assessment exercises.…”

Section: What Is Missing?mentioning

confidence: 99%

“…Provincial responsibility for higher education means that there cannot be a nation-wide policy such as Britain's Research Excellence Framework or Australia's Excellence in Research for Australia. It may not be a coincidence that comparative studies have found Canadian academics to be more "satisfied" than those in most other countries [91], although the presentation of results without gender divisions may obscure women's lower levels of satisfaction [90]. Nevertheless, it is arguable that the repeated assessments associated with tenure, promotion, and annual performance reviews do much of the same work of raising anxiety, harnessing affect, and incentivizing performance and performativity [64,92].…”

Section: What Is Missing?mentioning

confidence: 99%

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Leading the Academic Department: A Mother–Daughter Story

Acker¹,

Millerson²

2018

Education Sciences

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This article is based on conversations between a mother and daughter about academic leadership. Both authors served in different time periods and at different career points as heads of departments ("chairs") in Canadian universities. A literature review suggested that women's academic leadership is a contested topic, especially in relation to organizational cultures and associated gendered expectations. New directions were identified, as scholars move towards comparative studies, poststructural theoretical approaches, analysis of neoliberal trends in universities, and awareness of variation among women. We noted that "Canada" was largely missing from most of the literature reviewed and that middle management had received less attention than senior roles. Our method was collaborative autoethnography, a means of sharing thoughts about one's experiences and analyzing them with regard to wider social issues. Quotations are taken from a taped discussion in early 2018 and are organized around similarities and differences in our narratives. The conclusion raises issues about the difficulties associated with performing this particular middle management role; questions around the consequences of chairing for women in different age groups; the implications of increasing reliance on contingent academic labour; apparent differences between the Canadian experience and what has happened elsewhere; and promising directions for future research.

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Section: What Is Missing?mentioning

confidence: 99%

Section: What Is Missing?mentioning

confidence: 99%

Leading the Academic Department: A Mother–Daughter Story

Acker¹,

Millerson²

2018

Education Sciences

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“…A total of 2,968 valid surveys (Table 2) were received, in both French (n=725) and English (n=2243), a response rate of 9.4%. providing a picture of the professoriate in a global context (Gopaul et al, 2016;Jones, Gopaul, et al, 2014;Jones, Weinrib, et al, 2012;Metcalfe, 2008;Metcalfe et al, 2016;Metcalfe & Padilla-González, 2013). (Saleh & Bista, 2017).…”

Section: Methodsmentioning

confidence: 99%

The Academic Profession in Canada

Jefferson

2021

Brock Education Journal

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There is little research on the socialization of doctoral students in Canada. Using data collected as part of the Canadian sample of the Academic Professions in the Knowledge Society project, this paper explores the reported doctoral experience of full-time academic faculty in Canadian universities who were ‘successfully’ socialized to the role of scholar, to find potential factors affecting doctoral experience and career progression. This paper suggests that financial and faculty support are key to doctoral success. With disciplinary nuance alive and thriving, many contemporary doctoral students may be subject to unfair disadvantages, which may be of the underlying reasons for high attrition from doctoral programs. Results indicate teaching continues to be an overlooked aspect of doctoral training, in favor of research; the associated faculty support which often accompanies research, along with the potential for funding for the research-related activity, may be a significant factor in socialization.

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“…The core of multi-/interdisciplinary research is diversity in perspectives, but this is difficult to achieve in a system where diverse voices and experiences are not heard. The lack of social, cultural, ethnic and gender diversity within many research communities [52][53][54] and the lack of geographical and cultural diversity in current research [24] lead to the dominance of Western White middle-class narratives in academia. Achieving diversity in research more broadly is an important issue in itself, but we should also acknowledge that the lack of diversity hinders knowledge production [55,56], which costs us all.…”

Section: How To Cross Disciplinary Bridgesmentioning

confidence: 99%

Who cares for women with children? Crossing the bridge between disciplines

Emmott

Myers

Page

2021

Phil. Trans. R. Soc. B

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It has long been acknowledged that women with children require social support to promote their health and wellbeing, as well as that of their children. However, the dominant conceptualizations of support have been heavily influenced by Western family norms. The consequence, at best, has been to stifle our understanding of the nature and consequences of support for mothers and children. At worst, it has led to systematic discrimination negatively impacting maternal–child health. To fully engage with the complexities of social support, we must take multidisciplinary or interdisciplinary approaches spanning diverse cultural and geographical perspectives. However, multidisciplinary knowledge-processing can be challenging, and it is often unclear how different studies from different disciplines relate. To address this, we outline two epistemological frameworks—the scientific approach and Tinbergen's four questions—that can be useful tools in connecting research across disciplines. In this theme issue on ‘Multidisciplinary perspectives on social support and maternal–child health’, we attempt to foster multidisciplinary thinking by presenting work from a diverse range of disciplines, populations and cultures. Our hope is that these tools, along with papers in this issue, help to build a holistic understanding of social support and its consequences for mothers and their children. Overall, a multidisciplinary perspective points to how the responsibility of childrearing should not fall solely onto mothers. Indeed, this multidisciplinary issue demonstrates that successful childrearing is consistently an activity shared beyond the mother and the nuclear family: an insight that is crucial to harnessing the potential of social support to improve maternal–child health. This article is part of the theme issue ‘Multidisciplinary perspectives on social support and maternal–child health’.

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Underrepresentation of Women in the Academic Profession: A Comparative Analysis of the North American Region

Cited by 12 publications

References 19 publications

Leading the Academic Department: A Mother–Daughter Story

Leading the Academic Department: A Mother–Daughter Story

The Academic Profession in Canada

Who cares for women with children? Crossing the bridge between disciplines

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