Work Like a Girl: Redressing Gender Inequity in Academia through Systemic Solutions

Autor/inn/en	Allen, Kelly-Ann; Butler-Henderson, Kerryn; Reupert, Andrea; Longmuir, Fiona; Finefter-Rosenbluh, Ilana; Berger, Emily; Grove, Christine; Heffernan, Amanda; Freeman, Nerelie; Kewalramani, Sarika; Krebs, Shiri; Dsouza, Levita; Mackie, Grace; Chapman, Denise; Fleer, Marilyn
Titel	Work Like a Girl: Redressing Gender Inequity in Academia through Systemic Solutions
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 3, Artikel 3 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Gender Bias; Women Faculty; College Faculty; Barriers; Equal Opportunities (Jobs); COVID-19; Pandemics; Child Rearing; Responsibility; Foreign Countries; Grants; Financial Support; Faculty Publishing; Citations (References); Teacher Responsibility; Faculty Development; Conferences (Gatherings); Teacher Leadership; Teacher Promotion; Legislation; School Policy; Women Administrators; Role Models; Cultural Influences; Ethics; Australia + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Frauenakademie; Weibliche Gelehrte; Fakultät; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Kindererziehung; Verantwortungsübernahme; Zuständigkeit; Ausland; Grant; Finanzielle Beihilfe; Finanzielle Förderung; Citations; Zitat; Lehrverpflichtung; Lehrerfunktionsstelle; Gesetzgebungslehre; Schulpolitik; Weibliche Führungskraft; Identifikationsfigur; Cultural influence; Kultureinfluss; Ethik; Australien
Abstract	Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01