Deepening inequalities: What did COVID‐19 reveal about the gendered nature of academic work?

Górska, Anna M.; Kulicka, Karolina; Staniszewska, Zuzanna; Dobija, Dorota

doi:10.1111/gwao.12696

Cited by 72 publications

(57 citation statements)

References 70 publications

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“…COVID-19, health, research, social, tenured and tenure-track faculty, university, well-being It is well established that structure inequities in universities exist (Eslen-Ziya & Yildirim, 2022;Guy & Arthur, 2020;Roos, 2008;Sobande & Renee Wells, 2021). The extent that the pandemic has exacerbated these structural inequities remains unknown, though research has begun to emerge exploring impacts on certain university communities (Górska et al, 2021;Kasymova et al, 2021;Wagner et al, 2021). While the initial goal of the present mixed-method inquiry aimed to inform the organizational post-pandemic response strategy of universities, emerging evidence indicates that the pandemic is demonstrating disproportionately negative effects on female and racialized faculty and their ability to conduct research (Frederickson, 2020;Lutter & Schröder, 2020).…”

Section: Introductionmentioning

confidence: 99%

Are we failing female and racialized academics? A Canadian national survey examining the impacts of the COVID‐19 pandemic on tenure and tenure‐track faculty

Davis

Butterfield

et al. 2022

Gender Work & Organization

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The novel coronavirus 2019 (COVID‐19) pandemic caused the abrupt curtailment of on‐campus research activities that amplified impacts experienced by female and racialized faculty. In this mixed‐method study, we systematically and strategically unpack the impact of the shift of academic work environments to remote settings on tenured and tenure‐track faculty in Canada. Our quantitative analysis demonstrated that female and racialized faculty experienced higher levels of stress, social isolation and lower well‐being. Fewer women faculty felt support for health and wellness. Our qualitative data highlighted substantial gender inequities reported by female faculty such as increased caregiving burden that affected their research productivity. The most pronounced impacts were felt among pre‐tenured female faculty. The present study urges university administration to take further action to support female and racialized faculty through substantial organizational change and reform. Given the disproportionate toll that female and racialized faculty experienced, we suggest a novel approach that include three dimensions of change: (1) establishing quantitative metrics to assess and evaluate pandemic‐induced impact on research productivity, health and well‐being, (2) coordinating collaborative responses with faculty unions across the nation to mitigate systemic inequities, and (3) strategically implementing a storytelling approach to amplify the experiences of marginalized populations such as women or racialized faculty and include those experiences as part of recommendations for change.

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Section: Introductionmentioning

confidence: 99%

Are we failing female and racialized academics? A Canadian national survey examining the impacts of the COVID‐19 pandemic on tenure and tenure‐track faculty

Davis

Butterfield

et al. 2022

Gender Work & Organization

View full text Add to dashboard Cite

show abstract

“…Online teaching is generally more time intensive than in-person instruction because of restricted contact with students, problems with technologies, and a lack of web-based instructional materials that are easy to use. 21 One major step that should be taken by institutions is to provide greater financial and administrative support for women with young children. Since the onset of the pandemic, only a small minority of institutions have expanded or even provided childcare services, even though this is a crucial aspect of maintaining professional productivity.…”

Section: Recommendationsmentioning

confidence: 99%

Turning the Tide for Academic Women in STEM: A Postpandemic Vision for Supporting Female Scientists

et al. 2021

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The "leaky pipeline" of women in science, technology, engineering, and mathematics (STEM), which is especially acute for academic mothers, continues to be problematic as women face continuous cycles of barriers and obstacles to advancing further in their fields. The severity and prevalence of the COVID-19 pandemic both highlighted and exacerbated the unique challenges faced by female graduate students, postdocs, research staff, and principal investigators because of lockdowns, quarantines, school closures, lack of external childcare, and heightened family responsibilities, on top of professional responsibilities. This perspective provides recommendations of specific policies and practices that combat stigmas faced by women in STEM and can help them retain their careers. We discuss actions that can be taken to support women within academic institutions, journals, government/federal centers, universitylevel departments, and individual research groups. These recommendations are based on prior initiatives that have been successful in having a positive impact on gender equitya central tenet of our postpandemic vision for the STEM workforce.W omen in scientific fields continue to face an uphill struggle with under-representation, salary discrepancies, and increased career-related hardships. Despite progress over the past decades, these challenges were significantly aggravated by the COVID-19 pandemic and have accentuated the so-called "leaky pipeline", a model that depicts how women in science, technology, engineering, and mathematics (STEM) have missed opportunities due to gender bias and existing structural obstacles. These barriers affect all facets of the scientific enterprise, including publishing, hiring, funding, and advancement into more senior positions. 1,2 The consequence is a stagnant gender gap among researchers and faculty, despite significantly increased numbers of women receiving advanced degrees in STEM. 3−5 Broadly speaking, more than 70% of STEM laboratories have male principal investigators (PIs), and these laboratories are less likely to include female graduate students and postdoctoral trainees. 6 Women are also 10−20% less likely to earn the title of PI compared to male peers. 7,8 On average, startup funds offered to women are ∼$500,000 less than those garnered by their equivalently qualified male counterparts. 9 When manuscripts written by women are reviewed by all-male teams of reviewers, their work is less likely to be accepted for publication. 10

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“…Finally, this study provides access to Central and Eastern European (CEE) country, where affirmative actions for increasing the share of women on corporate boards are discussed in the public domain. Moreover, while substantial research covers the share of women directors in Western countries (Singh et al , 2015), there is little empirical evidence from the CEE countries and specifically Poland (Górska et al , 2021).…”

Section: Introductionmentioning

confidence: 99%

Women’s journey to the top: the role of bonding and bridging social capital

Górska

Dobija

Staniszewska

et al. 2021

Self Cite

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Purpose Drawing on Putnam’s concept of social capital, this study aims to examine the oral life histories of women on management boards. It explores how the bridging and bonding forms of social capital are created and used to advance women’s careers to reach top management positions on corporate boards. Design/methodology/approach This study is both explorative and interpretive. A total of 30 semi-structured interviews were conducted with female board members of Polish companies to gain access to their life histories. Findings Women develop social capital to advance their careers. However, they mainly focus on bonding capital, which allows them to sustain relationships within their inner circle. Bridging capital, which extends relationships to advance women’s careers, is often overlooked if not neglected. It seems it is usually an external shock when women understand the importance of bridging capital. Practical implications This study provides a better insight into how bridging and bonding capital help and/or distract women from reaching top managerial positions. It has potential policy-making implications for promoting women to leadership positions. The study results can guide organizations in providing equal opportunities for employees. Originality/value This study builds on previous research regarding the accumulation of human and social capital by board members. It encourages academics and practitioners to critically consider the relationship between bonding and bridging capital and the promotion of women to top management positions. This study provides access to a field of Central and Eastern European countries.

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Deepening inequalities: What did COVID‐19 reveal about the gendered nature of academic work?

Cited by 72 publications

References 70 publications

Are we failing female and racialized academics? A Canadian national survey examining the impacts of the COVID‐19 pandemic on tenure and tenure‐track faculty

Are we failing female and racialized academics? A Canadian national survey examining the impacts of the COVID‐19 pandemic on tenure and tenure‐track faculty

Turning the Tide for Academic Women in STEM: A Postpandemic Vision for Supporting Female Scientists

Women’s journey to the top: the role of bonding and bridging social capital

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