Myriad potential for mentoring: Understanding the process of transformational change through a gender equality intervention

This article contributes to understanding transformational change towards gender equality by examining the transformational change potential of a mentoring programme for women, a type of gender equality intervention both criticized and praised for its ability to bring about change. Drawing upon an empirical case study of a mentoring programme for women academics in a Dutch university, we explore three dimensions of transformational change: organizational members (i) discussing and reflecting upon gendered organizational norms and work practices; (ii) creating new narratives; and (iii) experimenting with new work practices. Our findings indicate five specific conditions that enable transformational change: cross‐mentoring, questioning what is taken for granted, repeating participation and individual stories, facilitating peer support networks and addressing and equipping all participants as change agents. We suggest that these conditions should be taken into account when (re)designing effective organizational gender equality interventions.     

Gender in academic STEM: A focus on men faculty

In this study, we explore how men faculty understand the role of gender in shaping faculty experiences in academic science, technology, engineering and mathematics (STEM) and how they position themselves in relation to inequalities disfavouring women. Our data reveal diversity among men in their understandings regarding challenges facing women in STEM. The majority of our participants revealed gender‐blind perspectives and argued that the egalitarian structure of academia does not allow gender to impact attainments in STEM in any significant way. However, a considerable number of them felt privileged compared to women and described subtle ways in which gender shapes opportunities. Our findings show the important implications of men's sensitivity to gender in the ways they perform their professional roles as, for example, mentors, colleagues and teachers in relation to women in STEM. They further call for attention to men's perceptions of gender issues when designing institutional interventions for improving women's conditions in STEM.     

Interlopers in class: A duoethnography of working‐class women academics

This article introduces the concept of the interloper for examining classed and gendered dislocation. Focusing on academia, which we view as a classed and gendered field, we draw on Bourdieu and feminist standpoint theory to account for how we, as women of working‐class origin, have experienced ‘breaches' through which we have come to understand ourselves in classed and gendered terms. Coming from different cultural backgrounds, we also reflect on how understandings of class are context‐specific. We employ a duoethnographic method which emphasizes the value of subjective experiences for organizational and social analyses. The article shows how the concept of the interloper may shed light on the dynamic, relational character of constructions of class and gender; the maintenance work that is performed; and how a sense of permanent inbetweenness characterizes our ongoing movement between the fields of the family and academia.     

‘Not one of the family’: Gender and precarious work in the neoliberal university

Gender inequality within the university is well documented but proposals to tackle it tend to focus on the higher ranks, ignoring how it manifests within precarious work. Based on data collected as part of a broader participatory action research project on casual academic labour in Irish higher education, the article focuses on the intersection of precarious work and gender in academia. We argue that precarious female academics are non‐citizens of the academy, a status that is reproduced through exploitative gendered practices and evident in formal/legal recognition (staff status, rights and entitlements, pay and valuing of work) as well as in informal dimensions (social and decision‐making power). We, therefore, conclude that any attempts to challenge gender inequality in academia must look downward, not upward, to the ranks of the precarious academics.     

‘Are we to become a gender university?’ Facets of resistance to a gender equality project

Gender equality (GE) is something ‘we cannot not want’. Indeed, the pursuit of equal rights, responsibilities and opportunities for all women and men throughout a society freed from gendered oppression is widely visible in recent organizational GE initiatives. In practice, however, GE initiatives often fail in challenging gendered norms and at effecting deep‐seated change. In fact, GE measures tend to encounter resistance, with a gap between saying and doing. Using a GE project at a Swedish university, we examined the changing nature of reactions to GE objectives seeking to understand why gender inequality persists in academia. We used ‘resistance’ to identify multiple, complex reactions to the project, focusing on the discursive practices of GE. Focusing our contextual analysis on change and changes in reactions enabled a process‐oriented analysis that revealed gaps where change is possible. Thus, we argue that studying change makes it possible to identify points in time where gendered discriminatory norms are more likely to occur. However, analysing discursive practices does not itself lead to change nor to action. Rather, demands for change must start with answering, in a collaborative way, what problem we are trying to solve when we start a new GE project, in order to be relevant to the specific context. Otherwise, GE risks being the captive of consensus politics and gender inequality will persist.     

‘Why Do All the Women Disappear?’ Gendering Processes in a Political Science Department

The article provides an in‐depth analysis of the gendering processes among PhD candidates in a political science department. It uses Joan Acker's theory of gendered organizations operating through four dimensions: the gendered division of labour, gendered interaction, gendered symbols and gendered interpretations of one's position in the organization. The article combines this approach with theories of hidden discrimination. The key theoretical aim is to contribute to gendered organizational theory by examining the ways in which hidden discrimination and the gendered organization work together. This generates detailed and differentiated knowledge about the mechanisms of hidden discrimination that produce gender inequalities in the department. The findings presented in this article point to the role of gendered division of labour and the lack of information about departmental practices. PhD supervision by men is a particularly strong structural barrier for women because of the gendered nature of interaction in supervision and the difficulties that female PhD students have in a male‐dominated environment. The article further contributes to debates on gendered organizations by focusing upon the gendered symbols of expertise in political science. These symbols reproduce the man as the political scientist norm and result in women interpreting their own position as marginal or as outsiders.     

论延安中央研究院

新民主主义政治文化框架的确立 ,近代以来尤其是“五四”以来西方人文科学、社会科学在中国的引进、传播和本土化 ,抗战时期大批优秀学者云集延安 ,这些为延安中央研究院的成立创造了条件。它的历史虽然不长 ,但却代表着中国近代文化转型的正确方向 ,预示中华文化复兴的新时代即将到来。延安中央研究院的历史说明自然科学与人文社会科学需要协调发展 ,但它对学术相对独立性重视不够 ,又制约了日后学术文化的发展。     

Managing Conflicting Roles: A Qualitative Study with Female Faculty Members

The interface and transactions between the roles individuals need to play in their family and employment environments are a source of both positive and negative stressors for women, their employers, and family members. Drawing on interviews with female faculty members working in three types of higher education institutions in Michigan, the paper first suggests that female faculty members’ current employment-household management is influenced by past decisions. In addition, the complexity of their family and employment careers positively and negatively influences their lives.     

The Inclusion of Female PhD Students in Academia: A Case Study of a Swedish University Department

The article introduces a framework for understanding women's entry into the academic world and how it interacts with internal departmental structures and practices. It presents three specific strategies applied by a group of women to gain a doctorate and acceptance in their department. Few previous studies have stressed women's strategies to cope with the organizational setting in academia. The article draws on previous research on women in academia and how organizational characteristics influence women's careers. It is based on a case study of a Swedish university department. Sweden is often recognized for creating favourable working conditions for women. Yet the Swedish academic world is very male‐dominated at the top and even the medium level. It is also more common than in many other Western countries that academics stay on at the department where they graduated. Therefore, a PhD is often a first step in a career within that department.     

The Never‐ending Shift: A feminist reflection on living and organizing academic lives during the coronavirus pandemic

This article offers a feminist reflection written as a nocturnal stream of consciousness exposing the embodied, emotional and professional experience of living and working during a pandemic outbreak. Framed within a feminist approach, this personal narrative provides an example of the effects of such unexpected and unprecedented circumstances on personal and professional academic lives. Developed during the first stage of the (inter)national coronavirus pandemic, my reflections address issues of privilege; emotional labour; the virtual invasion of the home space within the current increasingly ambiguous space of ‘the workplace'; workload; and wellbeing. Further, I consider how the newly enforced flexible work measures based on online tools have turned current work–life dynamics into a ‘Never‐ending Shift'.