Gendered Patterns in International Research Collaborations in Academia

Autor/inn/en	Uhly, K. M.; Visser, L. M.; Zippel, K. S.
Titel	Gendered Patterns in International Research Collaborations in Academia
Quelle	In: Studies in Higher Education, 42 (2017) 4, S.760-782 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1072151
Schlagwörter	Gender Differences; International Studies; Educational Research; International Cooperation; Partnerships in Education; Disproportionate Representation; Family Work Relationship; Employment Level; Child Rearing; Teacher Surveys; Predictor Variables; Regression (Statistics); College Faculty; Teacher Researchers; Productivity; Foreign Countries; Argentina; Australia; Brazil; Canada; Finland; Germany; Italy; Malaysia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Internationaler Studiengang; Bildungsforschung; Pädagogische Forschung; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulpartnerschaft; Beschäftigungsgrad; Kindererziehung; Prädiktor; Regression; Regressionsanalyse; Fakultät; Lehrerforschung; Produktivität; Ausland; Argentinien; Australien; Brasilien; Kanada; Finnland; Deutschland; Italien; Großbritannien; USA
Abstract	Although women's representation in higher education nears parity with men at the undergraduate level, this representation diminishes as one ascends the academic ranks. Because gender gaps in the "elite" activity of international research collaborations might contribute to the underrepresentation of women in the upper ranks, we ask if gender differences exist in participation in international collaborations and if family responsibilities constitute a glass fence--a gendered obstacle that keeps women from this engagement. Using an international data set, we find that women engage less in international collaborations than men, and that complex gendered patterns exist regarding the impacts of partner employment status and children. Both men and women benefit from having an academic partner, although men benefit more. Partner employment status matters more than children in certain family arrangements, suggesting that the former constitutes a glass fence, potentially impacting women's access to cutting-edge international knowledge production and elite academic positions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01