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Open accessJournal ArticleDOI: 10.1080/00131911.2019.1642305

Competing inequalities: gender versus race in higher education institutions in the UK

04 Mar 2021-Educational Review (Routledge)-Vol. 73, Iss: 2, pp 153-169
Abstract: This article explores findings from two projects that explore the impacts and institutional experiences of the Athena SWAN (ASC) and Race Equality (REC) Charter Marks in UK universities. The articl...

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Topics: Inclusion (education) (50%)
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24 results found


Open accessJournal ArticleDOI: 10.1186/S12961-020-0527-X
Abstract: Given the complex mix of structural, cultural and institutional factors that produce barriers for women in science, an equally complex intervention is required to understand and address them. The Athena SWAN Award Scheme for Gender Equality has become a widespread means to address barriers for women’s advancement and leadership in the United Kingdom, Ireland, Australia, the United States of America and Canada, while the European Commission is exploring the introduction of a similar award scheme across Europe. This study analyses the design and implementation of 16 departmental Athena SWAN Silver Action Plans in Medical Sciences at one of the world’s leading universities in Oxford, United Kingdom. Data pertaining to the design and implementation of gender equality interventions were extracted from the action plans, analysed thematically, coded using categories from the 2015 Athena SWAN Charter Awards Handbook and synthesised against a typology of gender equality interventions in the European Research Area. The results were further analysed against the complexity research literature framework, where research organisations are perceived as dynamic systems that adapt, interact and co-evolve with other systems. Athena SWAN is a complex contextually embedded system of action planning within the context of universities. It depends on a multitude of contextual variables that relate in complex, non-linear ways and dynamically adapt to constantly moving targets and new emergent conditions. Athena SWAN Silver Action Plans conform to the key considerations of complexity – (1) multiple actions and areas of intervention with a focus on the complex system being embedded in local dynamics, (2) the non-linearity of interventions and the constantly emerging conditions, and (3) impact in terms of contribution to change, improved conditions to foster change and the increased probability that change can occur. To enact effective sustainable structural and cultural change for gender equality, it is necessary to acknowledge and operationalise complexity as a frame of reference. Athena SWAN is the single most comprehensive and systemic gender equality scheme in Europe. It can be further strengthened by promoting the integration of sex and gender analysis in research and education. Gender equality policies in the wider European Research Area can benefit from exploring Athena SWAN’s contextually embedded systemic approach to dynamic action planning and inclusive focus on all genders and categories of staff and students.

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32 Citations


Open accessJournal ArticleDOI: 10.1080/0267257X.2020.1796760
Milena Doytcheva1Institutions (1)
Abstract: Drawing on a longitudinal qualitative approach to corporate diversity policies in France, based on more than 80 in-depth interviews (N = 86), this paper examines the paradox conveyed within these p...

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Topics: Diversity (politics) (54%), Economic Justice (53%)

13 Citations


Open accessJournal ArticleDOI: 10.1177/1478929920958306
Abstract: While still rare, women are achieving important leadership roles as managers inside universities. This article explores the practical and theoretical dilemmas posed for academic feminists who enter...

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12 Citations


Open accessJournal ArticleDOI: 10.1136/BMJ.M3975
26 Oct 2020-BMJ
Abstract: Analysis shows that funding incentives can work and more funders should trial them, say Pavel V Ovseiko and colleagues

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Topics: Incentive (51%)

11 Citations


Journal ArticleDOI: 10.1080/03036758.2020.1796103
Abstract: This article provides insights into the ethnicity of people employed in Aotearoa New Zealand’s publicly-funded scientific workforce, with a particular focus on Māori and Pasifika scientists. We sho...

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Topics: Aotearoa (67%)

8 Citations


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30 results found


Journal ArticleDOI: 10.1191/1478088706QP063OA
Virginia Braun1, Victoria Clarke2Institutions (2)
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

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77,018 Citations


Open accessBook
28 Mar 2012-
Abstract: What does diversity do? What are we doing when we use the language of diversity? Sara Ahmed offers an account of the diversity world based on interviews with diversity practitioners in higher education, as well as her own experience of doing diversity work. Diversity is an ordinary, even unremarkable, feature of institutional life. Yet diversity practitioners often experience institutions as resistant to their work, as captured through their use of the metaphor of the "brick wall." On Being Included offers an explanation of this apparent paradox. It explores the gap between symbolic commitments to diversity and the experience of those who embody diversity. Commitments to diversity are understood as "non-performatives" that do not bring about what they name. The book provides an account of institutional whiteness and shows how racism can be obscured by the institutionalization of diversity. Diversity is used as evidence that institutions do not have a problem with racism. On Being Included offers a critique of what happens when diversity is offered as a solution. It also shows how diversity workers generate knowledge of institutions in attempting to transform them.

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1,044 Citations


Open accessBook
David Gillborn1Institutions (1)
11 Mar 2008-
Abstract: Introduction -- Critical race theory: a new approach to an old problem -- Inequality, inequality, inequality: the material reality of racial injustice in education -- Policy: changing language, constant inequality -- Assessment: measuring injustice or creating it? -- The Stephen Lawrence Case: an exception that proves the rule? -- Model minorities: the creation & significance of "ethnic" success stories -- Whiteworld: whiteness and the performance of racial domination -- Conclusion: understanding race inequality in education.

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Topics: Critical race theory (57%), Injustice (56%), Racism (55%) ... read more

551 Citations


Journal ArticleDOI: 10.1177/146879410100100302
Kathryn Roulston1Institutions (1)
Abstract: In this article the author reviews a segment from a report of a research project that she undertook in 1991. In this initial entry into the research world, the research process used aimed to make a...

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Topics: Conversation analysis (56%), Ideology (55%), Qualitative research (54%)

340 Citations


Open accessJournal ArticleDOI: 10.1007/S10734-016-0016-X
Simon Marginson1Institutions (1)
02 Jun 2016-Higher Education
Abstract: Worldwide participation in higher education now includes one-third of the age cohort and is growing at an unprecedented rate. The tendency to rapid growth, leading towards high participation systems (HPS), has spread to most middle-income and some low-income countries. Though expansion of higher education requires threshold development of the state and the middle class, it is primarily powered not by economic growth but by the ambitions of families to advance or maintain social position. However, expansion is mostly not accompanied by more equal social access to elite institutions. The quality of mass higher education is often problematic. Societies vary in the extent of upward social mobility from low-socio-economic-status backgrounds. The paper explores the intersection between stratified social backgrounds and the stratifying structures in HPS. These differentiating structures include public/private distinctions in schooling and higher education, different fields of study, binary systems and tiered hierarchies of institutions, the vertical ‘stretching’ of stratification in competitive HPS, and the unequalising effects of tuition. Larger social inequalities set limits on what education can achieve. Countries with high mobility sustain a consensus about social equality, and value rigorous and autonomous systems of learning, assessment and selection in education.

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Topics: Social stratification (59%), Social mobility (58%), Social inequality (56%) ... read more

323 Citations