Individualized sex equality in transforming Finnish academia

Abstract

This article examines the equality agenda in the context of Finnish university reform in the 21 st century. In Finland, the academic regime went through an organizational transformation after the Universities Act in 2009. However, little attention has been paid to the questions of sex or equality. Since the policy influences on equality in education and work are increasingly transnational, this article also observes the role of gender mainstreaming in universities' equality agenda. The appearance of sex equality is analysed through a variety of documentary materials. The findings indicate the balance between higher educational demands and tightening requirements on equality promotion. Equality work, as a part of human resources, is seen through legislation and providing common good and market advantages. The aims seek to ensure similar treatment between individuals and case-specific anti-discrimination, separating spheres of academic work and private life. The focus is on subjective rights on economic rewards and career opportunities. Yet, confused by the abstract principle of gender mainstreaming, the individually oriented view diverges from the traditional Nordic equality model. The study suggests an evaluation of key concepts and assumptions of equality politics in higher education institutions.

Theoretical, practical and hybrid ex-academics: Career transfer stories

“…In addition, the National Institute for Health and Welfare (2018) has identified Finland as a pioneer in gender equality. However, gender disparities in Finnish academia remain an issue (Academy of Finland, 2018; Helin et al, 2019; Lätti, 2017; Rolin and Vainio, 2011). The Odd Elites story slightly resonates with the inheritors, rather than oblates (Dianteill, 2004), echoing Helin et al’s (2019) findings that the professoriate in Finland tend to be selected based on parental background and gender.…”

The Persistence of Gender Struggles in Nordic Research and Innovation

“…For example, these frequently involve gathering data regarding unequal structures such as salary information disaggregated by gender. R&I institutions then produce gender equality plans, but these vary widely and are often vague (see Lätti, 2017;Nielsen, 2014). Many employees do not know about these equality plans (e.g., Gender Equality Barometer 2018: 59), and they are rarely invoked in any way.…”

El enfoque de género en la docencia universitaria desde las voces del alumnado

“…Desde este prisma, la incorporación de la perspectiva de género en la agenda universitaria se perfila como uno de los posicionamientos más adecuados para acabar con esta ceguera de género y contribuir al desarrollo de una sociedad más justa y equilibrada (European Institute for Gender Equality, 2016a). En este sentido, la literatura científica y los principales organismos internacionales convienen en señalar que, aplicado a la educación superior, el enfoque de género puede ser entendido como el proceso de análisis crítico del sistema patriarcal, cuyo objetivo es lograr la erradicación de las desigualdades entre mujeres y hombres mediante la promoción de la igualdad en todas las actividades institucionales (European Institute for Gender Equality, 2016b; Lätti, 2017;Morley, 2010;Unesco, 2010). En el caso de la docencia, mediante esta estrategia se pretende incorporar al plan de estudios las experiencias, las necesidades, los intereses y las aportaciones femeninas al conocimiento y, de esta manera, fomentar la plena participación de las mujeres en el proceso de aprendizaje.…”