Academic Women Research Articles

Is medical school culture conducive to women’s academic success? a survey on faculty perceptions and experiences of gender equity

BackgroundIn academic medicine, the lack of gender equity hinders the career progression of women academics. This can often affect scientific productivity and widen the gender gap that exists in this field. As such, this study aimed to understand how full-time faculty members in academic medicine perceive the climate for women academics and identify target areas for interventions supporting gender equity.MethodsThis study adopted an embedded mixed-methods design. Data collection was done from November 2022 to January 2023, at the National University of Singapore (NUS) School of Medicine. The participants comprised academic clinicians and non-clinician faculty members who were either currently employed full-time at the NUS School of Medicine or had recently resigned. They completed an adapted version of the Culture Conducive to Women’s Academic Success (CCWAS) questionnaire, which assessed their perceptions of the faculty climate across four domains: equal access, work-life balance, freedom from gender bias, and supportive leadership. Quantitative findings were complemented by qualitative data gathered through open-ended survey questions. ANOVA and t-test were used to analyse the quantitative data, and content analysis was used to analyse the qualitative data.ResultsCompared to female participants (M = 140.0, SD = 57.9), male participants perceived greater gender equity (M = 158.7, SD = 62.9). Personal experiences of gender inequity were described by some female participants. Participants also raised various suggestions to improve work-life balance for both male and female faculty members, mitigate structural gender bias and increasing support for women faculty.ConclusionsFemale faculty members tend to have a less favourable view of the working climate for women in academic medicine, compared to their male counterparts. This might be attributed to differences in awareness of gender inequity and understanding of gender bias. Findings of this study provided further insight into the perceptions of faculty members regarding workplace gender equity and interventions that can be implemented to support them in their career.Trial registrationEthical approval was obtained from the National University of Singapore Institutional Review Board (NUS-IRB-2022-325).

Women faculty members' challenges when pursuing leadership positions in academic dentistry: A survey.

This study addresses persistent gender disparities in leadership roles in academic dentistry. The objectives were to identify the challenges and barriers to leadership that women face in general and during the COVID-19 pandemic, as well as to describe resources they need to reach their leadership potential. The American Dental Education Association Section on Women in Leadership (WIL), gathered survey data concerning leadership challenges and faculty development needs. The survey targeted 300 WIL members in leadership roles or aspiring to leadership roles. It was conducted from January to March 2021 and 128 participants responded (response rate: 42.7%). The data was analyzed quantitatively and qualitatively. The most frequent reported leadership barriers indicated by the survey respondents were lack of mentoring, limited leadership training, lack of sponsorship from administration, family obligations and limited job opportunities. The participants stated that the COVID-19 pandemic exacerbated these challenges, affecting collaborations, increasing stress, and impacting scholarly productivity. The survey responses showed how external factors can challenge faculty productivity. Respondents identified mentoring, increased leadership opportunity awareness, and leadership development seminars as factors most helpful for their professional development. This study identified women faculty members' perceptions of why disparities persist in gender equity in leadership in dental education. It suggests developing gender specific leadership strategies and resources. Addressing barriers requires concerted efforts at the institutional, national, and global levels. This is vital for achieving gender parity in leadership roles in dental education settings.

Technologies of Self-Care in Precarious Neoliberal Academia: Women Academics’ Craftwork as Strategies of Coping and Complicity

This article explores the use of craftwork as a technology of self-care by women academics to cope with work demands and commodified narratives in academia. It combines discussions about work pressures in academia and technologies of the self to theorise self-care strategies used to navigate academic demands and identify new research avenues. Through the memory work of the four women academic authors, the article shows craftwork as a strategy of self-care to achieve self-control, self-preservation and self-(re)positioning. The article extends the theorisation of self-care, showing its simultaneous function as a coping and complicity mechanism that responds to and engages with individualised well-being narratives in academia. It also advances and complicates understanding of how technologies of self-care sustain the power structures of the academic labour process, showing the visceral and emotional dimensions of these technologies. The article outlines the contours of a research agenda to interrogate ethical self-care in academia.

Women repressed? We think not! The intimacy between erotic capital and career ascent in Pakistani academia

ABSTRACT Positioning itself against the assumption that Pakistani women are repressed in the country’s male-dominated academic spaces, our study flags the strategic deployment of erotic capital by some women academics for career advancement. It reveals the hitherto unexplored involutions of gender and sexuality in Pakistan’s higher education sector, examining how certain women navigate social sensitivities and double standards to leverage self-sexualization as a means of professional survival amidst masculine power structures. While acknowledging the objectification of women academics, this paper challenges the perception of them solely as victims of sexual abuse and reveals how they use their understanding of gendered dynamics to secure promotions and power. Drawing on qualitative data, our study uncovers how such practices undermine merit-based growth and further disadvantage women already marginalized in Pakistan’s patriarchal academic canvas. By tactfully deploying erotic capital, these individuals create a self-serving path to success, potentially eroding collective progress for women academics. Without aiming to stoke controversy or stereotype women negatively, ths paper breaks the silence on injustices arising from erotic politics in academia. It calls for protective measures to address inequities caused by manipulative practices, advocating for a more equitable and merit-based environment in Pakistan’s higher education sector.

Gender equity in soil science in Brazil: Still at the beginning of a long journey

ABSTRACT Current studies have highlighted a significant gender disparity in the field of soil science. However, the scarcity of research and data on this issue can hinder the urgent need to address it and effect meaningful changes. This was the first demographic survey of Brazilian soil science, focusing on gender composition over time at different academic and professional levels, as well as peer recognition. We examined the metrics of students and faculty from all Brazilian soil science graduate programs (2004-2021), as well as members, representatives, and awards of the Brazilian Soil Science Society (SBCS) (1947-2023). There is a concentration of graduate programs with the highest evaluation scores in the South and Southeast regions of the country, reflecting regional disparities in resources and infrastructure. In 2021, gender parity in doctoral enrollments was achieved, and women aged 25 to 29 became the majority of soil science students. However, the presence of women in faculty is still very low (19 % compared to men). Moreover, the proportion of women faculty members decreases as the hierarchical level increases, indicating that attrition occurs along the career ladder. The faculty shows a trend towards aging, especially among men, indicating a potential wave of retirements in the coming years. Women constitute only 30 % of SBCS affiliations, which are predominantly comprised of men professors. There has been a sharp decline in the overall number of affiliates over the past ten years, especially among students. Women are also a minority in the SBCS representative positions and are less recognized through its awards. There is a difference in thematic intersoil within soil science by gender, both at subdisciplines and at SBCS divisions and commissions, with women being more present in soil biology and men in soil physics and management. We emphasize the pressing need to address and correct the disparities and inequities found by our study, offering recommendations aiming at broader systemic and cultural reforms within the soil science community.

Confronting gendered racism: Rethinking maladaptive behaviours of African American women pursuing doctoral degrees at predominantly White institutions

AbstractThis phenomenological study critiques the limited understanding of how African American women confront gendered racism at one predominantly white institution in the United States. It also challenges the disciplinary conversation around maladaptive behaviours, which often attributes the onus and blame to the individual. Rather than replicate or perpetuate deficit‐oriented frameworks or analysis of African American women's behaviours, this research counters the narrative of maladaptive behaviours as merely personal failures, arguing instead that these behaviours are responses to a gendered and racist system. The authors draw from Black feminist thought and self‐efficacy theory to examine the ways in which African American women in doctoral programmes may perceive and respond to racist environments and circumstances that could prevent their persistence and achievements. Findings suggest that African American women in doctoral programmes exhibit maladaptive behaviours such as avoidance, anticipatory rejection, negative self‐talk, and survival mode when coping with gendered racism in university environments. These strategies may have sufficed earlier in the academic careers of African American women; however, due to the specialised nature of doctoral study, the overutilisation of these tactics and behaviours may be impacting individuals maladaptively. Furthermore, the long‐term effects of continuous maladaptive behaviours can have further implications for the individual and collective success of African American women in academia. Given the multifaceted nature of African American women, this study seeks to expand knowledge about their actions and behaviours in response to systemic challenges. It calls for a reorientation of our understanding of maladaptation. Context and implicationRationale for this studyThis study explores the maladaptive behaviours of African American women in doctoral programmes at predominantly white institutions (PWIs), focusing on how gendered racism influences these behaviours.Why the new findings matterThe findings illuminate the specific ways in which gendered racism fosters maladaptive behaviours, which in turn affect the psychological well‐being and academic success of African American women.Implications for practitioners, policy‐makers, and academic institutionsThe study underscores the urgent need for systemic changes within academic environments to support African American women effectively. It calls for institutions to not only recognise but actively address the root causes of gendered racism. By doing so, they can dismantle the structures that perpetuate these challenges and foster a more inclusive and supportive educational landscape. This involves reevaluating institutional policies, enhancing support mechanisms, and integrating comprehensive training for faculty members and staff to understand and combat gendered racism. Ultimately, this approach aims to transform academic cultures to ensure that African American women can thrive without resorting to maladaptive coping strategies.

Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice

ABSTRACT Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘becoming’ women academics within regional universities, we engaged a qualitative collaborative autoethnography and the post-qualitative practice of re-considering and re-inscribing ethnographic ‘data’ that glowed in us. These glowful data illuminated our ‘non-linear’ and non-teleological careering away from, around, and into academia, highlighting synergies between our ‘non-traditional’ academic pathways and (un)structured, in-the-making epistemological practice. In this paper, we share our ‘glowful’ process and consider the possibilities (and tensions) of engaging in research that occupies a space bordering qualitative and post-qualitative inquiry, designed to resist Cartesian and Positivist epistemologies and methodological practices.

O NÍVEL DE CONHECIMENTO DAS ACADÊMICAS EM RELAÇÃo AS DISFUNÇÕES SEXUAIS FEMININAS E A ATUAÇÃO DA FISIOTERAPIA

Female sexual dysfunction is defined as any change or pain in one or more stages of the sexual response cycle, such as any disorder related to sexual desire, excitability, orgasm, sexual pain, dyspareunia and vaginismus. It is considered a public health problem that significantly affects the lives of women and their partners. The causes of sexual dysfunction in women are multifactorial, involving physical, psychological, social aspects or even being of unknown cause, physiotherapeutic treatment is not yet as widespread. Thus, the objective of the study is to evaluate the perception of knowledge of academics about the role of physiotherapy in female sexual dysfunctions in the city of Porto Velho- RO. The present study is cross-sectional in nature, with a sample of 104 academic women, aged between 20 and 30 years, who meet the criteria of the online questionnaire reporting having some sexual dysfunction, and about their knowledge of Physiotherapy. The results showed that in relation to knowledge of the role of physiotherapeutics in this field, 23.4% of participants reported having no knowledge of the role of physiotherapy in sexual dysfunctions. These data corroborate the literature and provide more evidence on the subject.

Enhancing Women's Leadership and Agency in the Context of University Spinouts and Businesses

This paper is reporting the preliminary results of a case study at Coventry University. Using innovative methodologies, we map needs of women in academia who intend to start a university spinout/business and develop a supportive tool in line with the co-creational approach of Living Labs. Data collected at our creative workshop reveals how women struggle in a toxic masculine environment, in which they both identify external and internal barriers and difficulties in defining ‘business success’. Our suggestion to support them is to invest in Living Lab based networking opportunities, role models, and to develop a tool that models the business journey.

Her Music Academia: A Public Scholarship Initiative

Abstract As a subfield of music theory scholarship, public music theory engages audiences outside of the academy. The onset of the internet has additionally provided new open-access media and sites for music theoretical inquiry. Two ways in which public music theory exists on the internet are in the form of podcasting and blogging. In this essay, I explain the reasons I started my podcast and blog (both titled Her Music Academia), the ways the work has taken shape over the years, and what I have learned so far. Through these projects, I seek to introduce the process of becoming a music theorist to a public audience, highlight my own experience as a Black woman in academia, and create a sense of community around music theory. I continue the practice of learning in public by documenting the development of my research and ideas about music, and I encourage my audience to similarly embark on their own process of learning about music theory. Ultimately, Her Music Academia challenges academic music theorists to reevaluate its definition of scholarship and to consider how these two opposing methods of performing scholarship differ in goals and outcomes.

Reflections on Mentoring

This reflective narrative explores the experiences of a mentoring group of three involved with the ASCILITE Women in Academic Leadership program (WiAL). It considers the difficulties and isolation which women in academe can face, specifically where their interests align with Technology Enhanced Learning. It demonstrates how support builds resilience to develop impact statements to enable recognition through promotion and awards. Through these accounts, the value of lived experience and shared interest underpins the success of the mentoring program and highlights how the lack of power structures can enhance mentoring outcomes.

Playing the Game Differently: How Women Leaders in Academia Are Challenging Neopatriarchy

AbstractDespite Australian and New Zealand Universities pledging to address gender inequities, the patriarchal history of universities continues to impact the careers of women in academia. Under-representation of women in senior leadership and a culture of masculinity can lead to a lack of resources for feminist leadership and a devaluing of women’s work. We investigate how women in academic leadership are playing the game differently, making strategic moves to navigate leadership in the neoliberal neopatriarchal academy. We explored the experiences of 22 women in academic leadership through online qualitative surveys and reflexive thematic analysis of the data, taking inspiration from Bourdieu’s work on habitus and doxa. Although women leaders were able to successfully make strategic moves to advance their careers, these were shaped by parenting status, race, culture, and age. The women’s leadership approaches were counter to the masculine doxa of the academic field, leading instead relationally. We do not suggest that there is a specific ‘female’ style of academic leadership, but that successful authentic leadership can be founded on a feminist ethics of care in contrast to neopatriarchy. Adoption of such approaches across the academy might unshackle academics across genders from their positioning in academic leadership hierarchies.

Cultural Collaborative Ways of Knowing, Doing, Valuing and Becoming: A ‘Pandheri Guff’ Inquiry of Nepali Women Scholars

In Nepal, women are facing challenges in academia due to gender biases and limited opportunities. This article explores the experiences of Nepali women scholars who are redefining traditional knowledge, which is typically confined to textbooks, notes, and lectures. These critical issues are often ignored in academic settings. However, women academicians can overcome these barriers by collaborating, reflecting on their experiences, and seeking innovative solutions. To this end, the authors introduce Pandheri Guff, a traditional Nepali method for discussing and addressing such issues. Subscribing Pandheri Guff as a method, the authors engaged in a cultural Nepali collaborative inquiry, combining their narratives to create meaning. Their virtual weekly meetings, which began during the COVID-19 pandemic, focused on reflections about class participation, assignments, and learning experiences over two months by documenting their insights in Google Docs. The analysis is categorized into four themes: believing, meditative, doubting, and dismantling ways of knowing. This method fosters a judgment-free environment for sharing experiences, enhancing their learning, and empowering them to transform themselves. This article argued that this cultural approach advances understanding of women’s knowledge acquisition and enhances higher education learning by providing a collaborative and reflective space to overcome gender biases and improve learning experiences

What Are the Differences in Perception of Gender Disparities in Academia? A Survey of Academics from Russia

This study examines the perception of gender issues in academia in the Russian context. Specifically, the paper aims to reveal the criteria due to which academics might perceive gender-related problems in academia in different ways. The research was conducted among 901 men and women academics with Russian affiliation. The survey was presented as a 20-item anonymous online questionnaire with five major blocks, covering up various gender-related topics. By surveying men and women academics from the Russian academic environment, it reveals that most academics, in their perception, had never experienced gender inequality in the current workplaces. However, for those with such experience, the share of all given gender disparities women academics has ever encountered during their academic career is higher compared to men. The most common gender disparities, namely low chances for career promotion and barriers from rising to senior-level positions reflect career promotion gaps relevant for both men and women academics. The results also demonstrate that gender inequality is mostly not considered as a problem of academic environment but rather a social issue. In particular, most men academics and, to a lesser extent, women academics strongly disagree with considering gender inequality as the academic problem. The paper provides an example for addressing gender disparities issues for men and women academics and assessing perception of gender inequality and, conversely, equality.

Evaluation of the gender-neutral academic climate on campus for women faculty in STEM fields

The status of gender equity at universities is often evaluated via statistical data such as the proportions of women faculty members and students. However, given that women are still a minority in decision-making positions while gender parity has been achieved in most countries for students, simply increasing the proportion of women alone is not enough to ensure a truly gender-neutral (gender bias-free) academic climate on campuses, i.e., continuous efforts are required to create an environment that promotes the active participation of women. In particular, when the environment for cutting-edge advanced research in STEM fields is considered, despite the necessity for a gender perspective in science and technology innovation, the establishment of a gender-neutral academic climate has yet to be achieved. To solve this problem, a new indicator that accurately and quantitatively reflects the status of the gender-neutral academic climate on campuses is urgently needed.On the basis of this idea, this paper proposes a new method for quantitatively assessing the gender-neutral academic climate at each school/division/department of a university by analyzing scholarly output by gender. We created a bubble chart called the Academic Gender Equity Index (Academic_GEI), which consists of scholarly output and the proportion and absolute number of women faculty members, and used it as an indicator of human resource initiatives for gender equality within disciplines. We conducted a survey using this methodology in several countries (Japan/USA/EU). The Academic_GEI, along with other existing indicators, can be used to foster a gender-neutral academic climate for the next generation.

Assessing the Information Needs and Seeking Behavior of Women Faculty Members in PU Colleges of Kalaburagi District, Karnataka: A Gendered Perspective

This study explores the information needs and seeking behaviors of women faculty members working in pre-university (PU) colleges in the Kalaburagi district of Karnataka, India. Utilizing a mixed-methods approach, the research investigates the primary sources of information, satisfaction levels with library services, and the impact of socio-demographic factors on information-seeking behaviors. The study reveals significant disparities in access to and use of digital resources, influenced by factors such as age, marital status, and educational background. The findings highlight the critical need for enhanced library services, tailored training programs, and policy interventions to support women faculty in their academic and research activities. These insights contribute to the broader discourse on gender and technology in educational settings, emphasizing the importance of equitable information access in promoting gender equality in STEM fields.

Parenthood premium but fatherhood super-premium in academic productivity? A matter of partner's employment

ABSTRACT While the discourse about work-family balance in academia (and elsewhere) is generally framed as a woman's issue, this study focuses on the association between childbirth and the scholarly productivity of both academic women and men. In particular, the authors examine whether the association between parenthood and scholarly productivity is contingent on gender and partner's employment status. Using German longitudinal data and addressing self-selection, results indicate the existence of a ‘parenthood premium’: scholarly productivity is higher for both fathers and mothers compared to their childless counterparts. Yet, academic fathers publish more than childless men and more than academic mothers, giving rise to a ‘fatherhood super-premium’. Additionally, the study reveals that the fatherhood super-premium is influenced by the employment status of the female partner, while this is not the case for academic mothers. Overall, the research highlights the importance of considering the division of labour within couples in understanding the gender gap in scholarly productivity and, ultimately, gender disparities in academia.

Beyond the academic imposter syndrome: A feminist relational discourse analysis of accounts of (un)belonging from UK working-class women academics

ABSTRACT Previous research utilised discourse analysis to explore institutional ideal worker discourse to find that it shapes (un)belonging and shores up an unequal and stratified academy via intersecting classed and gendered discourse. This paper develops this work by utilising Feminist Relational Discourse Analysis (FRDA) on interview data from 12, one-to-one semi-structured interviews with working-class women academics employed in UK Higher Education institutions. This analysis, first, identified a dominant discourse; ‘being a fish out of water’ that drew on a contemporary iteration of the ‘psy complex’ construction of the ‘imposter syndrome’ to obscure systems of power underpinned by gendered and classed portrayals of who embodies the ideal academic. Second, the analysis produced I Poems which uncovered hidden accounts of how this dominant discourse silences via a coupling with sufficient/deficient academic discourse to individualise – and make private – shameful and painful emotional experiences of unbelonging. Conversely, simultaneously voiced accounts attempted to resist and rally against individualised deficient constructions. This study evidences the utility of FRDA to uncover the unheard and silenced voiced accounts that are intimately connected to discursive systems of gendered and classed power, while illuminating counter-narratives that challenge individualised discourse of inequalities to claim rightful citizenship in the UK Academy.

Institutional and Socio-Cultural Factors that Influence the Wellbeing of Women Working in Academia in Arab Countries: A Scoping Review

Academic life in the present era is subject to several occupational stressors, including increased workloads, reduced research funding, tenuous career paths, and family-work conflicts. Such stressors affect academics’ quality of life, wellbeing, and job satisfaction, and women are particularly vulnerable. There is, however, a dearth of information on such issues in the Arab World. We conducted a scoping review to map the current body of knowledge related to the institutional and socio-cultural factors that influence the wellbeing status of women working in academia in Arab countries. Fourteen articles were included. Several challenges threatening women’s wellbeing in academia were identified including institutional factors (i.e., human resource policies and laws, workplace empowerment, and academic mentoring) and socio-cultural factors (i.e., work-life balance, culture and religion). Current human resources, policies, and labor laws do not adequately support maternal or complex family roles contributing to work-life imbalances and contribute to poor mental health outcomes for academic women working in academia in Arab countries. Although some of these challenges may stem from lingering cultural stereotypes about gender roles, this review highlights the need for professional development and mentoring programs for academic women in Arab countries, in addition to supportive institutional laws, policies, and resources for empowerment of women in academia.

Women academic leaders in Saudi universities: Educational and psychological vision

There is limited understanding of women's leadership roles in Saudi Arabian university education, leading to a gap in scholarly literature despite significant advancements made by Saudi women in this field. However, they encounter several obstacles when striving for leadership roles at universities. This study seeks to examine the state of women's academic leadership within Saudi universities from an educational and psychological perspective, pinpointing the key challenges they face in obtaining such positions. The findings reveal that women leaders face various challenges, with organizational obstacles being the most significant, receiving a high average score of 4. Additionally, cultural and social barriers scored an average of 3.51, also rated highly, followed by psychological barriers with an average score of 3.26, which received a medium rating. Participants suggested comprehensive reforms to mitigate these challenges, notably implementing Saudi Vision 2030 principles and initiatives, which advocate for women faculty members to take on leadership roles at universities. These insights could not only benefit Saudi Arabia but also the wider Arab Gulf region, the Middle East, and other areas with similar conditions.