Academia Is Racist: Barriers Women Faculty Face in Academic Public Contexts

Autor/in	Mousa, Mohamed
Titel	Academia Is Racist: Barriers Women Faculty Face in Academic Public Contexts
Quelle	In: Higher Education Quarterly, 76 (2022) 4, S.741-758 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mousa, Mohamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12343
Schlagwörter	Foreign Countries; Public Colleges; Females; College Faculty; Barriers; Teacher Role; Sex Fairness; Faculty Workload; Work Environment; Power Structure; Racism; Human Resources; Equal Opportunities (Jobs); Interpersonal Relationship; Social Behavior; Egypt + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Fakultät; Lehrerrolle; Sexualaufklärung; Arbeitsmilieu; Rassismus; Humankapital; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social behaviour; Soziales Verhalten; Ägypten
Abstract	Through addressing four public universities in Egypt, the author of this paper aims to uncover the main barriers women faculty face when fulfilling their academic roles. The author employed a qualitative research method through conducting semi-structured interviews with 40 female academics. Moreover, he subsequently used thematic analysis to determine the main ideas in the transcripts. The author of the present study has identified the poor representation of women faculty at both professorial levels and in managerial academic positions. The study indicated that heavy teaching loads, lengthy working hours, accusations of low productivity, growth of masculine power distance and limited empowerment opportunities are the main barriers hindering the status and representation of women faculty in the addressed universities. The findings also showed that social realities, which include the implicit relations among humans (male and female faculty in this case) in the workplace and also relations between humans and their surrounding natural world (stakeholders in the surrounding environment in the present case) decide the volume of knowledge and level of power women might attain. This paper contributes by filling a gap in HR management and higher education, in which empirical studies on the status of women faculty and the barriers they face have been limited so far. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01