Competing Inequalities: Gender versus Race in Higher Education Institutions in the UK

Autor/inn/en	Bhopal, Kalwant; Henderson, Holly
Titel	Competing Inequalities: Gender versus Race in Higher Education Institutions in the UK
Quelle	In: Educational Review, 73 (2021) 2, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2019.1642305
Schlagwörter	Racial Differences; Gender Differences; Universities; Educational Practices; Educational Policy; Higher Education; Efficiency; College Administration; Inclusion; Whites; Advantaged; Foreign Countries; College Faculty; Women Faculty; STEM Education; Awards; Institutional Characteristics; Racial Bias; Gender Bias; Institutional Evaluation; United Kingdom + Suchen Sie Ihr Suchwort? Rassenunterschied; Geschlechterkonflikt; University; Universität; Bildungspraxis; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Effectiveness; Effektivität; Wirkungsgrad; College administrators; Hochschulverwaltung; Inklusion; White; Weißer; Ausland; Fakultät; Frauenakademie; Weibliche Gelehrte; STEM; Award; Auszeichnung; Racial discrimination; Rassismus; Geschlechterstereotyp; Großbritannien
Abstract	This article explores findings from two projects that explore the impacts and institutional experiences of the Athena SWAN (ASC) and Race Equality (REC) Charter Marks in UK universities. The article offers an important, timely and original insight into the ways that these two charter marks are shaping and influencing practice in universities. We argue that in higher education policymaking, there has been a privileging of gender over race in terms of addressing inequalities in higher education. Whilst acknowledging the persistence of inequalities in both groups, the data from our projects highlight a significant risk that gender and race inequalities become conflated in current equalities work. We argue that as a consequence of a logic of efficiency that drives Higher Education Institutions (HEIs) to combine gender and race equalities work, and the privileging within this combination of gender, HEIs can publicly work towards equality and inclusion in general terms, without having to confront uncomfortable and deeply embedded practices that perpetuate White privilege in the academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01