Nationality Diversity in Academia: What is the Problem Represented to be?

Maximova-Mentzoni, Tatiana; Egeland, Cathrine

doi:10.18291/njwls.v9i3.116054

Cited by 8 publications

(6 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our coding is exclusively based on the applicants’ institutional affiliations: our material did not include systematic information on nationality or ethnicity. We did not investigate the career paths of migrant academics in Norway (Maximova-Mentzoni et al, 2016). Furthermore, we did not collect data on the applicants’ names.…”

Section: Methodsmentioning

confidence: 99%

A woman’s place is in the ‘home’? Gender-specific hiring patterns in academia in gender-equal Norway

Moratti¹

2020

Journal of Sociology

View full text Add to dashboard Cite

We investigated women’s hiring patterns in academia, bridging the gap between two streams of literature typically not brought in conversation with one another: (1) access to tenured professorship by gender; (2) academic mobility and the disadvantage it can create for women. We studied all recruitments of new permanent associate and full professors by open call from 2007 to 2017 at one faculty of the largest university in Norway (N = 1009 applicants). We found that women were not reluctant to apply, nor systematically dispreferred in the selection process, nor deterred by the prospect of relocating. About 40% of applicants were women and the percentage was roughly maintained among winners. About 80% of women applicants were external candidates, nearly matching their male counterparts. However, women had an advantage when they were internal applicants and a disadvantage when external, and this disadvantage was a function of the distance. Underneath an overall gender-equal picture, there are gender-specific hiring patterns that are not the consequence of women’s application choices.

show abstract

Section: Methodsmentioning

confidence: 99%

A woman’s place is in the ‘home’? Gender-specific hiring patterns in academia in gender-equal Norway

Moratti¹

2020

Journal of Sociology

View full text Add to dashboard Cite

show abstract

“…I noe begrenset forstand følges det opp i en ny handlingsplan for UiO vedtatt våren 2018, der det heter at universitetet «skal utvikle bedre kunnskapsgrunnlag om ansatte og studenter med minoritetsbakgrunn» og blant annet tilby kurs i mangfoldsledelse. 5 Det internasjonale personalet ved norske universiteter har påpekt at de har opplevd inkludering på arbeidsplassen som saerlig vanskelig, og at de har savnet en støttende mangfoldsledelse (Maximova-Mentzoni et al, 2016). Internasjonal forskning har framhevet nettopp betydningen av fokus på mangfold fra ledelsens side, helst med en nøkkelperson ved hvert institutt (Kuh et al, 2010).…”

Section: Universitetspolitiske Og Pedagogiske Implikasjonerunclassified

Språklige minoriteter i auditoriet (SmiA)

Selj

2019

Uniped

View full text Add to dashboard Cite

Universitetene rekrutterer aktivt bofaste studenter med minoritetsspråklig bakgrunn samt internasjonale studenter. Også mange fra den siste gruppa studerer på norsk, og uten noe saerskilte støtteformer forventes det ordinaer studieprogresjon. Gjennom samtaler i tre fokusgrupper utforsker denne studien hvilke utfordringer disse studentene erfarer med det å ta fagstudier på norsk ved Universitetet i Oslo, og hvilke erfaringer noen faglaerere fra ulike fakulteter har med studentene. Både internasjonale og bofaste studenter pekte på betydelige språklige og tekstlige utfordringer og opplevde at laereren spilte en avgjørende rolle for deres forståelse, trivsel og akademiske suksess. Ikke minst var det enighet om hva gode laerere gjør. Samtidig fikk vi innsikt i lokale undervisningspraksiser med stort sprik. Enkelte laerere strekker seg langt for å imøtekomme behov hos alle, og kan fortvile på vegne av enkeltstudenter med saerlige språkproblemer, mens andre kan vaere pragmatisk innstilt. Analysen viser at håndteringen av mangfoldet er overlatt til den enkelte laerer, uten noen føringer, saerskilte ressurser eller kvalifikasjonskrav. Essensen i analysen sammen med referanse til faglitteratur og offentlige dokumenter danner til slutt i artikkelen utgangspunkt for en skisse med mulige universitetspolitiske og pedagogiske implikasjoner. Studenter med minoritetsspråklig bakgrunn har et kjent driv som universitetet skulle ha gode muligheter til å bygge videre på.

show abstract

“…A cademic institutions and academia more generally, have been under criticism due to their lack of equality and diversity (of gender, ethnicity, socioeconomic background, and so on) (Munar et al, 2017;Nielsen, 2017a;Mayer and Rathmann, 2018;Kalpazidou Schmidt and Cacace, 2019). This is a global issue that, despite ongoing debates and targeted policies, continue to affect both developing and developed countries [e.g., (Monroe et al, 2008;Moschkovich, 2017;Nielsen, 2017b;Chitsamatanga et al, 2018;Maximova-Mentzoni and Egeland, 2019;De Angelis and Grüning, 2020). For instance, even in Scandinavian countries which are often perceived as genderequal societies, female staff representativity at associate professorship and full professorship levels were just ca.…”

Section: Introductionmentioning

confidence: 99%

Intersectionality of social and philosophical frameworks with technology: could ethical AI restore equality of opportunities in academia?

Morimoto

2022

Humanit Soc Sci Commun

View full text Add to dashboard Cite

Academia is far from a meritocratic distribution of opportunities. This leads to inequalities, lack of diversity, and unfairness. The objective of this conceptual paper is to propose an integrative framework to help the academic community address its pervasive but persistent inequalities of opportunities. The framework emerges from the intersections of Bourdieu, Bronfenbrenner, and Rawls frameworks and propose the use of ethical artificial intelligence (AI) to contextualise merit and recreate true equality of opportunities. More specifically, I argue that academia has structures and doxa that may be inaccessible to individuals from different social origins, and are perpetuated by privileged individuals who achieve positions of power within academia. The privileged individuals inherit and are exposed to opportunities to acquire capital from early life, resulting in the continuation of status quo practices and alienation of minorities that do not share—or do not have the ability to acquire—capital. I argue that this process occurs as a result of the social origins of the individual and, as Bronfenbrennian framework suggests, disadvantaged individuals lack both the (inherited) capital, but also lack the ability and opportunities to acquire capital relative to privileged counterparts. I argue that the only way to mitigate this inequitable system is to retrieve the Rawlsian original position of ignorance (veil of ignorance) in the allocation of academic capital based on merit, which can only be objectively quantified relative to social origins of individuals. As opposed to current subjective assessments (e.g., peer-review) or lottery systems, I propose the use of Big Data and ethical AI to reconstruct the position of ignorance and contextualise merit based on the expected merit given individuals’ social origins. I also discuss the concept of ‘years post-PhD’ as it is used to introduce fairness in allocation of academic capital and propose a different and less relativistic landmark that accounts for the years post-first authorship publication. This is a novel conceptual framework which can stimulate further research into the ecology of social justice.

show abstract

Nationality Diversity in Academia: What is the Problem Represented to be?

Cited by 8 publications

References 12 publications

A woman’s place is in the ‘home’? Gender-specific hiring patterns in academia in gender-equal Norway

A woman’s place is in the ‘home’? Gender-specific hiring patterns in academia in gender-equal Norway

Språklige minoriteter i auditoriet (SmiA)

Intersectionality of social and philosophical frameworks with technology: could ethical AI restore equality of opportunities in academia?

Contact Info

Product

Resources

About