2020
DOI: 10.20507/maijournal.2020.9.3.8
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GLASS CEILINGS IN NEW ZEALAND UNIVERSITIES: Inequities in Māori and Pacific promotions and earnings

Abstract: Māori and Pacific academics make up less than 4% and 1% respectively of New Zealand professors. We investigated ethnic inequities in promotions and earnings in New Zealand universities. Using New Zealand’s Performance-Based Research Fund (PBRF) data (2003, 2012, 2018) we found that Māori and Pacific men and also women academics, compared with non-Māori non-Pacific men academics, had significantly lower odds of being an associate professor or professor (professoriate) or of being promoted, and had lower earning… Show more

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Cited by 24 publications
(30 citation statements)
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“…These experiences are further amplified as Māori progress through disciplines within Science and in turn constrain the ability for Māori communities to engage with and benefit from Science. Māori researchers face many challenges existing in science including excess labour, racism, appropriate supervision, publication opportunities, and lack of career progression (Haar and Martin, 2021; McAllister et al, 2020; Mayeda et al, 2014). Yet, alongside these broad structural and institutional forms of scientific racism there exist more nuanced forms of oppression within the science system that intentionally limit opportunities.…”
Section: Reflections On Experiences Disciplines and Praxis To Transfo...mentioning
confidence: 99%
“…These experiences are further amplified as Māori progress through disciplines within Science and in turn constrain the ability for Māori communities to engage with and benefit from Science. Māori researchers face many challenges existing in science including excess labour, racism, appropriate supervision, publication opportunities, and lack of career progression (Haar and Martin, 2021; McAllister et al, 2020; Mayeda et al, 2014). Yet, alongside these broad structural and institutional forms of scientific racism there exist more nuanced forms of oppression within the science system that intentionally limit opportunities.…”
Section: Reflections On Experiences Disciplines and Praxis To Transfo...mentioning
confidence: 99%
“…Colleagues are positioned in competitive opposition, driving the experience of less genuine collegiality in research spaces (Harland et al, 2010; Peake & Mullings, 2016), and contributing to oppression, exclusion and homogeneity in the workforce. Given prevailing inequities and injustices within the research system (see Locke & Bensky, 2022; Locke & McChesney, 2023; McAllister et al, 2020; McAllister et al, 2022; Naepi et al, 2020), there is a need to reconsider the role of research leadership and reimagine the ethical coordinates of research system actors.…”
Section: Neoliberal Research Science and Innovation: Non‐diverse Peop...mentioning
confidence: 99%
“…However, assimilation also includes the broader loss of tikanga Māori and the over-arching privileging of Western knowledge (Kēpa & Manu'atu, 2011;Smith, 2012). Secondly, educational coloniality materialises through tracking Māori into unskilled labour and away from HE (Hokowhitu, 2004), a phenomenon still seen through Māori under-representation among university graduates (Theodore et al, 2016) and the funnelling of Māori academic staff into under-valued labour (Henry, 2012), where Māori and Pacific female staff remain systemically under-paid (McAllister et al, 2020). The final way educational coloniality persists is through the loss of Māori tino rangatiratanga (Hawksley & Howson, 2011), exemplified by the under-representation of Māori in positions of authority and the inability of universities to move beyond tokenistic representations of indigeneity (Gaudry & Lorenz, 2018).…”
Section: Introductionmentioning
confidence: 99%