The Conundrums of Formal and Informal Meritocracy: Dealing with Gender Segregation in the Academy

Autor/inn/en	Powell, Stina; Arora-Jonsson, Seema
Titel	The Conundrums of Formal and Informal Meritocracy: Dealing with Gender Segregation in the Academy
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 5, S.969-985 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Stina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00719-2
Schlagwörter	Foreign Countries; College Students; Females; Gender Discrimination; Gender Bias; Ability; College Admission; Admission Criteria; Grades (Scholastic); Social Systems; Minority Groups; Ethnicity; Socioeconomic Status; Sexuality; Sex Fairness; Sweden + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Weibliches Geschlecht; Geschlechterstereotyp; Fähigkeit; Fertigkeit; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Notenspiegel; Social system; Soziales System; Ethnische Minderheit; Ethnizität; Socio-economic status; Sozioökonomischer Status; Sexualität; Sexualaufklärung; Schweden
Abstract	Despite the academy's commitment to the idea of meritocratic and fair principles in recruitments, promotions, student admissions and progress, gender segregation and gender inequalities continue to trouble universities worldwide. Through case-studies of two education programs at a Swedish university, we investigate how processes of formal merit, both formal (required for admission such as high grades) and what we identify as informal merit (needing to act in particular ways once admitted) work to obviate or reproduce gender-segregation. We analyze how everyday gendering processes in the classroom play a central role in what gets constructed as merit. Changing notions of merit during the period of study can hamper possibilities for ending gender segregation in HE or open up for ways to circumvent it. We show that a complex and ongoing construction of informal merit can restrain students from minority groups (in relation to gender, but also ethnic background, socioeconomic position, or sexuality) to enter, and importantly, remain in the program. At the same time, new ways of addressing the subject itself provides potential openings. We argue that in order to achieve gender balance at universities, it is urgent to understand how informal and formal merit interplay once students have joined the university and importantly also when they have made the leap and broken with gender segregated education choices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01