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Open accessJournal ArticleDOI: 10.1111/GWAO.12618

Researching gender inequalities in academic labor during the COVID-19 pandemic: Avoiding common problems and asking different questions.

04 Mar 2021-Gender, Work and Organization (John Wiley & Sons, Ltd)-Vol. 28, pp 498-509
Abstract: As the COVID-19 pandemic unfolds, a growing body of international literature is analyzing the effects of the pandemic on academic labor and, specifically, on gender inequalities in academia. In that literature, much attention has been devoted to comparing the unequal impacts of COVID-19 on the research activities of women and men, with studies demonstrating that women's research productivity has been disproportionately disrupted, in ways that are likely to have detrimental effects in the short- and long-term. In this paper, I discuss that emerging literature on gender inequalities in pandemic academic productivity. I reflect on the questions asked, the issues centered and the assumptions made within this literature, devoting particular attention to how authors conceptualize academic labor and productivity, on one hand, and gender, on the other. I show that this literature makes major contributions to exposing old and new gender inequalities in academia, but argue that it also risks reproducing some problematic assumptions about gender and about academic work. Discussing those assumptions and their effects, I identify some important questions for us to consider as we expand this literature and deepen our understanding of the complex gendered effects of COVID-19 on academic labor.

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Topics: Productivity (52%)
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7 results found


Open accessJournal ArticleDOI: 10.1111/GWAO.12696
Abstract: This study discusses the gendered nature of the transformation of academic work, which has been accelerated by the COVID-19 pandemic. We collected empirical material in spring 2020, at the peak of the pandemic, via 28 interviews with academics in Poland. The results illustrate the far-reaching and lasting impacts of the pandemic on academia that reinforce existing gender inequalities and bring new ones. The study also reveals the invisible academic work, which is performed mostly by female faculty. This work, neither recognized nor rewarded in the course of women's academic careers, deepens the gendered organization of work in higher education institutions.

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Topics: Higher education (51%)

2 Citations


Open accessJournal ArticleDOI: 10.1111/GWAO.12750
Dorothea Bowyer1, Milissa Deitz1, Anne Jamison1, Chloe E. Taylor2  +5 moreInstitutions (2)
Abstract: Based on a collection of auto‐ethnographic narratives that reflect our experiences as academic mothers at an Australian university, this paper seeks to illustrate the impact of COVID‐19 on our career cycles in order to explore alternative feminist models of progression and practice in Higher Education. Collectively, we span multiple disciplines, parenting profiles, and racial/ethnic backgrounds. Our narratives (initiated in 2019) explicate four focal points in our careers as a foundation for analyzing self‐definitions of professional identity: pre‐ and post‐maternity career break;and pre‐ and post‐COVID‐19 career. We have modeled this research on a collective feminist research practice that is generative and empowering in terms of self‐reflective models of collaborative research. Considering this practice and these narratives, we argue for a de‐centering of masculinized career cycle patterns and progression pathways both now and beyond COVID‐19. This represents both a challenge to neo‐liberal norms of academic productivity, as well as a call to radically enhance institutional gender equality policies and practice. [ABSTRACT FROM AUTHOR] Copyright of Gender, Work & Organization is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Topics: Career break (60%), Feminist theory (52%), Higher education (51%)

2 Citations


Open accessJournal ArticleDOI: 10.3390/HERITAGE4030093
10 Aug 2021-
Abstract: The COVID-19 pandemic has had far-reaching impacts in all segments of life worldwide. While a variety of surveys have assessed the impacts of the pandemic in other fields, few studies have focused on understanding the short- and long-term impacts of the pandemic for archaeology. To assess these trends, we asked survey respondents (n = 570) if they experienced job loss and to rate the percentage of change in their economic situation, workload, teaching or research activities, and personal responsibilities. Results show alarming trends, with nearly half of those who experienced job loss being under the age of 35 and women and early career archaeologists suffering major economic losses. Impacts to workload, teaching activities, and research activities were also felt across these groups. Substantial increases in personal responsibilities (childcare, eldercare, caring for sick family members) were also identified, especially for women with children under 18 years of age. While structural inequalities have already been identified across different sectors of archaeology, the results of this survey suggest the most vulnerable populations are those most heavily affected. We recommend a variety of strategies for employers, professional organizations, funding agencies, and publishers to consider in mitigating the consequences of COVID-19, especially for women and early career scholars.

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2 Citations


Open accessJournal ArticleDOI: 10.3390/SU132011157
09 Oct 2021-Sustainability
Abstract: The low participation of women in STEM fields is well-known and has been well documented around the world. Closing this gap plays a central role in achieving a more equal society and thus sustainable development. The gender gap in STEM must be understood as a complex problem which can be explained through various factors (cultural, economic, and social) and therefore requires the efforts of different disciplines and actors. This article proposes that the hegemonic masculinity theory together with the concept of belonging, understood from the point of view of feminist studies and cultural studies, can contribute a necessary conceptual framework for understanding the causes behind the gender gap in engineering.

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46 results found


Open accessJournal ArticleDOI: 10.1007/BF03219719
Stephen J. Ball1Institutions (1)
Abstract: This paper 'joins in' and contributes to an emerging stream of ideas and conversations related to 'performativity' in education and social policyuwhich includes, among others, Jill Blackmore, Judyth Sachs, Erica McWilliam, John Elliott, Tricia Broadfoot and Bob Lingard. The paper attempts to look at both the capillary detail and 'the bigger picture' of performativity i,n .[.he public sector. Ideally it should be read in relation to the multitude of 'performative texts' and 'texts of performativity' with which we are continually confronted and which increasingly inform and deform our practice 2. The paper is intended to be both very theoretical and very practical, very abstract and very immediate 3. Let me begin by offering a working definition of performativity. Performativity is a technology, a culture and a mode of regulation, or a system of 'terror' in Lyotard's words, that employs judgements, comparisons and displays as means of control, attrition and change. The performances (of individual subjects or organisations) serve as measures of productivity or output, or displays of 'quality', or 'moments' of promotion (there is a felicititous ambiguity around this word) or inspection. They stand for, encapsulate or represent the worth, quality or value of an individual or organisation within a field of judgement. 'An equation between wealth, efficiency, and truth is thus established' (Lyotard 1984, p. 46). The issue of who controls the field of judgement is crucial. 'Accountability' and 'competition' are the lingua franca of this new discourse of power as Lyotard describes it. A discourse which is the emerging form of legitimation in post-industrial societies for both the production of knowledge and

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Topics: Performativity (56%), Performative utterance (52%), Judgement (51%)

539 Citations


Open accessBook
09 Sep 2011-
Abstract: Acknowledgments ix Introduction. The Problem with Work 1 1. Mapping the Work Ethic 37 2. Marxism, Productivism, and the Refusal of Work 79 3. Working Demands: From Wages for Housework to Basic Income 113 4. "Hours for What We Will": Work, Family, and the Demand for Shorter Hours 151 5. The Future Is Now: Utopian Demands and the Temporalities of Hope 175 Epilogue. A Life beyond Work 227 Notes 235 References 255 Index 275

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Topics: Productivism (56%), Refusal of work (53%), Work ethic (53%) ... show more

388 Citations


Journal ArticleDOI: 10.1177/1468794107082306
Andrew C. Sparkes1Institutions (1)
Abstract: In response to the plea by Pelias (2004) for a methodology of the heart, this article presents a story about the embodied struggles of an academic at a university that is permeated by an audit culture. It is based on informal interviews with academics at various universities in England and selected personal experiences. Thus, the constructive process is inspired by partial happenings, fragmented memories, echoes of conversations, whispers in corridors, fleeting glimpses of myriad reflections seen through broken glass, and multiple layers of fiction and narrative imaginings. Methodological issues abound in the telling and showing but, quite rightly, remain dormant on this occasion. In the end, the story simply asks for your consideration.

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Topics: Narrative (55%), Plea (50%)

341 Citations


Open accessJournal ArticleDOI: 10.1111/J.1467-954X.2012.02077.X
Roger Burrows1Institutions (1)
Abstract: This paper examines the relationship between metrics, markets and affect in the contemporary UK academy. It argues that the emergence of a particular structure of feeling amongst academics in the last few years has been closely associated with the growth and development of ‘quantified control’. It examines the functioning of a range of metrics: citations; workload models; transparent costing data; research assessments; teaching quality assessments; and commercial university league tables. It argues that these metrics, and others, although still embedded within an audit culture, increasingly function autonomously as a data assemblage able not just to mimic markets but, increasingly, to enact them. It concludes by posing some questions about the possible implications of this for the future of academic practice.

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321 Citations


Open accessJournal ArticleDOI: 10.1007/S11162-017-9454-2
Abstract: This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out.

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Topics: Service (business) (51%)

268 Citations


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