Critical diversity studies emerged in the mid-1990s as a reaction to the re-appropriation of equal opportunities by business through the notion of diversity. They initially took issue with the dominant rhetoric of diversity as a positive, empowering approach valorizing employees' different capacities (e.g. R. Thomas, 1992), arguing that the theoretical shift to diversity would obscure unequal power relations in organizations, e.g. gender, race/ ethnicity, (dis)ability, hampering the ability to challenge them (i.e. Bond

Academic excellence is allegedly a universal and gender neutral standard of merit. This article examines exactly what is constructed as academic excellence at the micro-level, how evaluators operationalize this construct in the criteria they apply in academic evaluation, and how gender inequalities are imbued in the construction and evaluation of excellence. We challenge the view that the academic world is governed by the normative principle of meritocracy in its allocation of rewards and resources. Based on an empirical study of professorial appointments in the Netherlands, we argue that academic excellence is an evasive social construct that is inherently gendered. We show how gender is practiced in the evaluation of professorial candidates, resulting in disadvantages for women and privileges for men that accumulate to produce substantial inequalities in the construction of excellence.Keywords construction of excellence, gender practices, inequality, meritocracy, recruitment and selection, women in academia Almost a decade ago, Scully (2002) called upon critical management scholars to address errors existing within meritocratic systems in universities, as faith in the meritocracy is in the heart of how inequality is reproduced. Scully argued that we should start scrutinizing our own institutions and considering how unquestioned assumptions (e.g. 'The university is a meritocracy') support and reproduce inequalities (p. 400). This would require a critical examination of who gets ahead Organization 19(4) 507-524

This article discusses how female entrepreneurs of Moroccan and Turkish origin in the Netherlands construct their ethnic, gender and entrepreneurial identities in relation to their Muslim identity. We contribute to theory development on the interrelationship of work identities with gender, ethnicity and religion through an intersectional analysis of these women's gender and ethnic identities within their entrepreneurial contexts and in relation to their Muslim identity. We draw on four narratives to illustrate how the women interviewed perform creative boundary work at these hitherto under-researched intersections. Islam is employed as a boundary to let religious norms and values prevail over cultural ones and to make space for individualism, honour and entrepreneurship. Moreover, different individual religious identities are crafted to stretch the boundaries of what is allowed for female entrepreneurs in order to resist traditional, dogmatic interpretations of Islam. Our study contributes to studies on entrepreneurship by showing how these female entrepreneurs gain agency at the crossroads of gender, ethnicity and religion.

This paper describes the results of an empirical study of the gender subtext in organizations. We examine the divergence of practice and impression of gender distinctions: gender inequality is still persistent in organizational practices while a dominant perception of equality occurs at the same time. Our analysis focuses on the processes (re)producing this divergence. We argue that both the persistency of gender inequality and the perception of equality emerge from a so-called gender subtext: the set of often concealed, power-based gendering processes, i.e. organizational and individual arrangements (objectives, measures, habits), systematically (re)producing gender distinctions. These gendering processes are examined in five departments in the Dutch banking sector. We explore the gender subtext in three organizational settings: show pieces (the token position of the few women in top functions), the mommy track (the side track many women with young children are shunted to) and the importance of being asked (the gendered practices of career making).

The under-representation of women at the top of the academy is a persistent and fascinating issue, mostly analysed as a result of women's choices or as an issue of personnel management. In this article, the focus is on the functioning of universities as social institutions, where gender is 'done' in a specific way. We analyse how the structural, cultural and procedural arrangements of academic organizing constitute gender relations and are specifically interested in the social construction of scientific quality. The 'normal' standards for scientific quality reflect the traditions of the natural sciences, with the Olympus as dominant image: the excellent scientist as lonely hero at the top, far distanced from everyday practices. This conception reflects a hegemonic position privileging masculinity. Alternatively, in an Agora model, science is not an autonomous institution, but becomes a societal practice tightly bound with other societal practices concerning the production, transmission, translation and exchange of knowledge. The scientific ideal of the Agora entails greater public accountability, social responsibility and transparency. This model reflects to a certain extent the scientific activities and achievements of female scientists, and we expect that gender will be done differently in it. In our view, the integration and mainstreaming of gender issues within the academy will serve as a strong impetus to the necessary modernization of academia and academic organizing. But this implies a critical reflection on the social constructed nature of any conception of 'quality'.