Gender, Power and Higher Education in a Globalised World (Palgrave Studies in Gender and Education)

This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. The editors and contributors argue that organizational resistance to gender equality is the key explanation; reflected in the endorsement of discourses such as excellence, choice, distorted intersectionality, revitalized biological essentialism and gender neutrality. These discourses implicitly and explicitly depict the status quo as appropriate, reasonable and fair: ultimately impeding efforts and attempts to promote gender equality. Drawing on research from around the world, this book explores the limits and possibilities of challenging these harmful discourses, focusing on the state and universities themselves as levers for change. It stresses the importance of institutional transformation, the vital contribution of feminist activists and the importance of women’s deceptively ‘small victories’ in the academy. Praise for Gender, Power and Higher Education in a Globalised World Contents List of Contributors Contents Chapter 1: Gender Equality in Higher Education: The Slow Pace of Change 1 Introduction 2 Global Ranking on Gender Equality in the 14 Countries in the Study 3 Indicators of Gender Equality in Higher Education 4 Why Is the Pace of Change So Slow? Theoretical Perspective 5 Methodology 6 Summary and Conclusions References Chapter 2: Institutionalised Resistance to Gender Equality Initiatives in Swedish and Portuguese Academia 1 Introduction 2 Researching Resistance Through Feminist Institutionalism 3 Methodology and Method 3.1 Institutional Context of Swedish Higher Education 3.2 Institutional Context of Portuguese Higher Education 4 Analysis and Results 4.1 Institutionalised Resistance Towards Processes of Legitimating a Change Agenda 4.2 Institutionalised Resistance in Assessment, Recruitment and Promotion Processes 4.3 Institutionalised Resistance in Resource Allocation Processes 5 Discussion and Conclusion References Chapter 3: Problematising Excellence as a Legitimating Discourse 1 Introduction 2 Theoretical Framework 3 Methodology 4 Constructions of Excellence: Their Existence, Character and Consequences 4.1 Policy Discourse Analysis: The UK Documents 4.2 Micropolitical Practices: The Irish Case Study Micropolitical Practices Subverting Procedures Micropolitical Practices: Gendered Devaluation and Stereotyping Micropolitical Relational Practices: Sponsorship Micropolitical Practices: Local Fit 5 Summary and Conclusions References Primary Documents Chapter 4: Making the Right Choice: Discourses of Individualised Responsibility in Higher Education 1 Introduction 2 Higher Education Governance, Family Policy and the Gender Contract: Contextual Factors 3 Data and Methods 4 Gendered Choices: Individualising Discourses Internalised 4.1 Gender Discrimination, Work-Life Balance and Role Conflict 4.2 Gendered Expectations of Leadership 5 The Structuring Power of Choice References Chapter 5: Whatever Happened to Gender Equality in Australian and New Zealand Universities? 1 Introduction 2 Gender Inequality, Structural Change and Displacement 3 University Context 4 Methodology 5 The Views of Senior Managers 5.1 Plans and Strategies 5.2 Displacement of Gender Equality 5.3 Impact of COVID-19 on Plans, Priorities and Strategies 5.4 Why So Slow? 6 Strategic Plans and the Invisibility of Gender Equality 6.1 Mission/Values and the Emphasis on Equity and Inclusiveness 6.2 Limited Visibility of Gender Equality: Strategic Plans 7 Discussion 8 Conclusion References Chapter 6: Silencing Women’s Voices: An Ethnographic Perspective from India and the UAE 1 Introduction 2 Literature Review: Cultural Environment 3 Higher Education Environment 3.1 Male Centralisation of Power 3.2 Performance Metrics 3.3 Stealth Power 3.4 Impact on Women 4 Methodology 5 Findings 5.1 Case 1 UAE (Auto-ethnography) Context Male Centralisation of Power Performance Metrics Stealth Power Structures 5.2 Case 2 India (Third-Person Ethnography) Context Male Centralisation of Power Performance Metrics Stealth Power Structures 6 Discussion and Implications References Chapter 7: #MeToo in Professional Associations: Harassment, Gender, and Power 1 Introduction 2 Sexual Harassment in Academia 2.1 Prevalence of Sexual Harassment in Academia 3 Research on Organisational Interventions 3.1 Reporting Procedures and Policy Statements 3.2 Training Programmes 4 Promising Steps and Challenges for Professional Associations 4.1 Raising Awareness, Setting a Tone 4.2 Defining Sexual Harassment 4.3 Framing Sexual Harassment as Research Misconduct 4.4 Reporting 4.5 Dealing with Sexual Harassment: The Ombudsperson Model 4.6 Curbing Sexual Harassment Within Nomination and Awards Systems 4.7 Preventing Sexual Harassment with a Diffusion of Power 5 Conclusion References Chapter 8: Re-visiting Gender Equality Policy and the Role of University Top Management 1 Introduction 2 Concepts and Approach 3 Gender Equality Implementation Frameworks in Austrian and German Higher Education 3.1 Academic Careers and State Governance 3.2 Commitment to Gender Mainstreaming 3.3 Sex Quotas in University Top Management 4 Critique of the Implementation of Gender Mainstreaming by University Top Management 4.1 Variation in Understanding Gender (In)Equality 4.2 Window Dressing 4.3 Creating Structures with Little Potential for Opposition 5 Critique of Sex Quotas in University Top Management 5.1 Ignoring Classism on the Way into Management Unspecified and Gender-Blind Competence Profile of University Management 6 Empowerment of Structures and Gender Competence: Mutually Supporting Approaches 7 Conclusion References Chapter 9: Power, Legitimating Discourses and Institutional Resistance to Gender Equality in Higher Education 1 Introduction 2 The Problem of Power, Legitimating Discourses and Resistance 2.1 Legitimating Discourses and Resistance 3 Lessons Learned 3.1 The Role of the State 3.2 Organisational Levers of Change 4 Gender Inequality: A Global, Intractable, Multi-level Challenge References Index "The volume is a must-read for anyone interested in fairness and justice around gender". Professor Patricia Yancey Martin, Florida State University, USA This book examines persistent gender inequality in higher education, and asks what is preventing change from occurring. The editors and contributors argue that organizational resistance to gender equality is the key explanation; reflected in the endorsement of discourses such as excellence, choice, distorted intersectionality, revitalized biological essentialism and gender neutrality. These discourses implicitly and explicitly depict the status quo as appropriate, reasonable and fair: ultimately impeding attempts to promote gender equality. Drawing on research from around the world, this book explores the limits and possibilities of challenging these misleading discourses, focusing on the state and universities themselves as levers for change. It stresses the importance of institutional transformation, the vital contribution of feminist activists and the importance of women's deceptively 'small victories' in the academy. Pat O'Connor is Professor Emeritus of Sociology and Social Policy at the University of Limerick, Ireland, and Visiting Professor at the Geary Institute, University College Dublin, Ireland. She is a sociologist with a focus on gender equality in higher education institutions: particularly leadership, excellence, micropolitics, gender-based violence, equality related interventions and women's academic careers. Kate White is Adjunct Associate Professor at Federation University Australia and Director of the Women in Higher Education Management Network. Her research focuses on gender equality and leadership in higher education, women's academic careers and women in science.