Abstract
Universities are essentially seen as gendered, rewarding the competencies and skills supposedly associated with men, thereby placing male academics as ‘gatekeepers’ to career progression and central to decision-making processes. In particular, academic leadership is associated with (masculine) agentic attributes, namely ambition, aggression, self-confidence and independence (Madera, Hebl, & Martin, 2009).
Keywords
High Education Early Career Career Progression Narrative Inquiry Female Academic
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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