Advertisement

Genders at Work: Gender as a Geography of Power in the Academy

  • Kate Carruthers ThomasEmail author
Chapter
Part of the Palgrave Studies in Gender and Education book series (GED)

Abstract

This chapter discusses contemporary research investigating how gender operates as a geography of power in the contemporary academy, particularly in relation to notions of ‘career’. Massey’s understanding of space as ‘a simultaneity of stories-so-far and places as collections of those stories’ (For Space. Sage, London, p. 11, 2005) shapes the research questions and a methodology of ‘spatial storytelling’ which foregrounds relationships between space and power in considering lived experiences of work and career. The chapter presents a selection of participants’ ‘stories-so-far’ which illustrate the complexity and dimensionality of lived, gendered experiences in the workplace and provide a basis for reflection on the opportunities these afford to resist sexism in the academy.

Keywords

Gender as a geography of power Gender mapping Spatial storytelling Athena Swan 

References

  1. Acker, J. (2006). Inequality regimes gender, class, and race in organizations. Gender & Society, 20(4), 441–464.Google Scholar
  2. Advance HE. (2018a). About Advance HE’s Athena SWAN Charter. https://www.ecu.ac.uk/equality-charters/athena-swan/about-athena-swan/. Last accessed September 2018.
  3. Advance HE. (2018b). Athena SWAN members. https://www.ecu.ac.uk/equality-charters/athena-swan/athena-swan-members. Last accessed September 2018.
  4. Advance HE. (2018c). Athena SWAN review. https://www.advance-he.ac.uk/news-and-views/advance-he-announces-athena-swan-review. Last accessed September 2018.
  5. Ahmed, S. (2006). The nonperformativity of antiracism. Meridians: Feminism, Race, Transnationalism, 7(1), 104–126.Google Scholar
  6. Ahmed, S. (2017). Living a feminist life. Durham, NC: Duke University Press.Google Scholar
  7. Ahmed, S. (2018, June 28). Refusal, resignation and complaint. Feministkilljoys. https://feministkilljoys.com/2018/06/28/refusal-resignation-and-complaint/. Last accessed September 2018.
  8. Allen, M., & Castleman, T. (2001). The ‘Pipeline Fallacy’ and gender inequality in Higher Education employment. Policy, Organisation and Society, 15(1), 23–44.Google Scholar
  9. Bagilhole, B. (2002). Challenging equal opportunities: Changing and adapting male hegemony in academia. British Journal of Sociology of Education, 23(1), 19–33.Google Scholar
  10. Bagilhole, B. (2007). Challenging women in the male academy: Think about draining the swamp. In P. Cotterill, S. Jackson, & G. Letherby (Eds.), Challenges and negotiations for women in Higher Education (pp. 21–32). Dordrecht, The Netherlands: Springer.Google Scholar
  11. Bathmaker, A.-M. (2010). Introduction. In A.-M. Bathmaker & P. Hartnett (Eds.), Exploring learning, identity and power through life history and narrative research (pp. 1–10). London, UK: Routledge.Google Scholar
  12. Bhopal, K. (2016). The experiences of Black and Minority Ethnic academics: A comparative study of the unequal academy. London and New York: Routledge.Google Scholar
  13. Bilimoria, D., O’Neil, D. A., Hopkins, M. M., & Murphy, V. (2010). Gender in the management education classroom: A collaborative learning journey. Journal of Management Education, 34(6), 848–873.Google Scholar
  14. Blackmore, J. (2014). Wasting talent: Gender and the problematics of disenchantment and disengagement with leadership. Higher Education Research and Development, 33(1), 86–99.Google Scholar
  15. Blackmore, J., Sanchez-Moreno, M., & Sawars, N. (2015). Globalised re/gendering of the academy and leadership. Gender and Education, 27(3), iii–vii.Google Scholar
  16. Brown, J., & Jones, A. (2015, December). Joining the dots: Making connections between institutional research, HE research, policy and practice. Conference paper at annual Society for Research into Higher Education (SRHE) conference, Newport, Wales.Google Scholar
  17. Burkinshaw, P., & White, K. (2017). Fixing the women or fixing universities: Women in HE leadership. Administrative Sciences, 7(30), 1–14.Google Scholar
  18. Carruthers Thomas, K. (2017). Towards a methodology: Organisational cartographies. International Journal of Professional Management [Special Issue Arts and Management], 12(3), 55–64.Google Scholar
  19. Carruthers Thomas, K. (2018). Athena SWAN: Principles and practice (Unpublished research). Birmingham City University, Birmingham, UK.Google Scholar
  20. Carruthers Thomas, K. (in press). Rethinking student belonging in Higher Education: From Bourdieu to Borderlands. London, UK: Routledge.Google Scholar
  21. Coate, K., Kandiko-Howson, C., & de St Croix, T. (2015). The prestige economy and mid-career academic women: Strategies, choices and motivation (The Leadership Foundation for Higher Education report). https://www.srhe.ac.uk/conference2015/abstracts/0002.pdf. Last accessed September 2018.
  22. Connelly, M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.Google Scholar
  23. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.Google Scholar
  24. Equality Challenge Unit (ECU). (2018). http://www.ecu.ac.uk. Last accessed September 2018.
  25. Gabriel, D., & Tate, S. A. (Eds.). (2017). Inside the Ivory Tower: Narratives of women of colour surviving and thriving in British academia. Stoke-on-Trent, UK: Trentham Books.Google Scholar
  26. Higher Education Funding Council for England (HEFCE). (2015). Equality and diversity in the 2014 Research Excellence Framework. Bristol, UK: HEFCE.Google Scholar
  27. Jarboe, N. (2016). Women leaders in Higher Education. WomenCount. https://womencountblog.files.wordpress.com/2016/03/women-count-2016-leaders-in-he-020316.pdf. Last accessed September 2018.
  28. Jones, L. (2018, February 5). What is the gender pay gap? BBC News. https://www.bbc.co.uk/news/business-42918951. Last accessed September 2018.
  29. Kesby, M. (2000). Participatory diagramming: Deploying qualitative methods through an action research epistemology. Area, 32(4), 423–435.Google Scholar
  30. Lynch, K. (2010). Carelessness: A hidden doxa of higher education. Arts and Humanities in Higher Education, 9(1), 54–67.Google Scholar
  31. Lynch, K., & Feely, M. (2009). Gender and education (and employment): Gendered imperatives and their implications for women and men. Lessons from research for policy makers. European Commission, Brussels. http://www.nesse.fr/nesse/activities/reports/gender-report-pdf. Last accessed September 2018.
  32. Massey, D. (1998). High-tech in Cambridge. In R. Ainley (Ed.), New frontiers of space, bodies and gender (pp. 157–175). London, UK: Routledge.Google Scholar
  33. Massey, D. (2005). For space. London, UK: Sage.Google Scholar
  34. McDowell, L. (1999). Gender, identity and place: Understanding feminist geographies. Cambridge, UK: Polity Press.Google Scholar
  35. Morley, L. (2013). The rules of the game: Women and the leaderist turn in higher education. Gender and Education, 25(1), 116–131. http://sro.sussex.ac.uk/42920/.Google Scholar
  36. Morley, L. (2014). Lost leaders: Women in the global academy. Higher Education Research and Development, 33(1), 114–128. http://sro.sussex.ac.uk/47478/.Google Scholar
  37. Morley, L. (2016). Troubling interactions: Gender, neo-liberalism and research in the global academy. Journal of Education Policy, 31(1), 28–45.Google Scholar
  38. Morley, L., & David, M. (2009). Celebrations and challenges: Gender in higher education. Higher Education Policy, 22(1), 1–2. http://sro.sussex.ac.uk/16712/.Google Scholar
  39. Noble, D. (1992). A world without women: The Christian clerical culture of Western science. New York, NY: Alfred A. Knopf.Google Scholar
  40. O’Connor, P. (2014). Management and gender in Higher Education. Manchester, UK: Manchester University Press.Google Scholar
  41. Rose, G. (2014). On the relation between ‘visual research methods’ and contemporary visual culture. The Sociological Review, 62, 24–46.Google Scholar
  42. Solnit, R. (2001). Wanderlust: A history of walking. London, UK: Verso.Google Scholar
  43. Solnit, R. (2006). A field guide to getting lost. Edinburgh, Scotland: Canongate.Google Scholar
  44. Solnit, R. (2010). Infinite city: A San Francisco Atlas. Berkeley, CA: University of California Press.Google Scholar
  45. Solnit, R. (2013). Unfathomable city: A New Orleans Atlas. Berkeley, CA: University of California Press.Google Scholar
  46. Tate, S. A., & Bagguley, P. (2017). Building the anti-racist university: Next steps. Race, Ethnicity and Education, 20(3), 289–299.Google Scholar
  47. Thomas, K. (2016). Dimensions of belonging: Rethinking retention for mature part-time undergraduates in English Higher Education (Unpublished doctoral dissertation). University of London, UK.Google Scholar
  48. White, K., & O’Connor, P. (Eds.). (2017). Gendered success in Higher Education: Global perspectives. London, UK: Palgrave Macmillan.Google Scholar
  49. Yarrow, E. (2017). National research evaluation and its effects on female academics’ careers in the UK (Unpublished doctoral dissertation). Queen Mary University of London, UK.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Birmingham City UniversityBirminghamUK

Personalised recommendations