Feminine Men and Masculine Women: In/Exclusion in the Academy

Autor/inn/en	Atkins, Liz; Vicars, Mark
Titel	Feminine Men and Masculine Women: In/Exclusion in the Academy
Quelle	In: Education & Training, 58 (2016) 3, S.252-262 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-10-2015-0100
Schlagwörter	Foreign Countries; Masculinity; Femininity; Gender Issues; Sexual Identity; Discourse Analysis; Neoliberalism; Competence; Higher Education; Males; Females; Sex Role; Power Structure; College Administration; Administrators; Educational Practices; Gender Bias; Politics of Education; Inclusion; Australia + Suchen Sie Ihr Suchwort? Ausland; Männlichkeit; Femaleness; Weiblichkeit; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Diskursanalyse; Neo-liberalism; Neoliberalismus; Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Male; Männliches Geschlecht; Weibliches Geschlecht; Geschlechterrolle; College administrators; Hochschulverwaltung; Bildungspraxis; Geschlechterstereotyp; Educational policy; Bildungspolitik; Inklusion; Australien
Abstract	Purpose: The purpose of this paper is to draw on concepts of "female masculinity" to interrogate how hegemonic gendering discourses, forms and performances are inscribed in neoliberal narratives of competency in higher education in the Western Hemisphere. Design/methodology/approach: Drawing on individual examples, the authors consider how these narratives are omnipresent in the sector, and systematically act to exclude those who do not conform. In doing so, the authors draw extensively on bodies of literature exploring gender/identity, and neo-liberalism. In particular, the paper draws on the work of Halberstam (1998, 2011), and of Drake (2015). Findings: There are comparatively few women in senior positions in Higher Education and the authors argue that as gendering institutions they reproduce hegemonic gendering discourses. The authors find that hegemonic gendering discourses are instrumental in maintaining and privileging specific forms and perceptions of masculinity and femininity as inscribed within and reproduced by perceptions of professional competency. Originality/value: This paper examines neo-liberal practices from a more nuanced perspective than some traditional polarised critiques which regard gender as a binary. In doing so, it contributes to debates on masculinity, but more importantly, opens discussions about the implications of gendering discourses for the role of the few women in senior positions in higher education institutions globally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01