Power, Legitimating Discourses and Institutional Resistance to Gender Equality in Higher Education

O’Connor, Pat; White, Kate

doi:10.1007/978-3-030-69687-0_9

Cited by 10 publications

(5 citation statements)

References 38 publications

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“…This in turn contributes to its perpetuation by normalizing the prevailing disparity, thereby obscuring the need to redress institutional practices that contribute to the problem. For example, O' Connor and White (2021) argue “blind optimism” in the inevitability of change implied by the pipeline narrative contributes to “perpetuating the status quo by making false promises” (p. 188) and forestalling effective action. A minority of participants questioned the relevance of the pipeline metaphor:Is there still a pipeline problem though?…”

Section: Resultsmentioning

confidence: 99%

Barriers to gender equality in STEMM: do leaders have the gender competence for change?

Cuthbert

Barnacle

Henry

et al. 2023

EDI

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PurposeScience, technology, engineering, mathematics and medicine (STEMM) workplaces worldwide remain stubbornly resistant to gender equality initiatives. Leaders are vital to driving change, but the extent to which their capabilities lead to change remains unknown. This article examines STEMM leaders' gender competence to achieving transformative changes in gender inequality.Design/methodology/approachThis article examines the capability of STEMM leaders to act as change agents through an in-depth, qualitative analysis of perceptions of gender inequality, sexual harassment, sex discrimination and gender bias within their organisations. Findings are analysed using a customised tripartite gender competence schema, comprising commitment, knowledge and method (or know-how).FindingsThe findings suggest that while STEMM leaders may express a commitment to addressing gender inequality, misapprehensions about the nature and scope of the problem are likely to hamper efforts. Two key misapprehensions standout: a tendency to frame gender inequality in primarily numerical terms; and recourse to blaming external factors beyond STEMM for gender inequality in STEMM.Originality/valueThis article makes an original contribution by examining the gender competence of leaders in STEMM organisations, which has not been previously researched. The findings extend understanding of the salience of leaders' capabilities to lead change by identifying key gaps and misapprehensions in STEMM leaders' understanding of the nature and scope of the problem.

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Section: Resultsmentioning

confidence: 99%

Barriers to gender equality in STEMM: do leaders have the gender competence for change?

Cuthbert

Barnacle

Henry

et al. 2023

EDI

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“…Despite ongoing efforts and initiatives, it remains a deep-rooted and persistent international phenomenon (Fitzgerald & Wilkinson, 2010;Pastor et al, 2014Pastor et al, , 2020Vázquez-Cupeiro, 2015;de Villota & Vázquez-Cupeiro, 2016;Castaño & Suárez, 2017;O'Connor, 2020). According to the literature, gender equality measures have met with resistance in organisations, and specifically in academic institutions, contributing to (re)creating a pattern of discrimination (Connell, 2005;Müller, 2007;Mergaert & Lombardo, 2014;Verge et al, 2018;Verge, 2021;O'Connor & White, 2021;Peterson et al, 2021;Lombardo & Bustelo, 2021;Tildesley et al, 2021;Alonso & Diz, 2022). In fact, resistance to change seems to be particularly strong when the focus is on gender inequalities (Agócs, 1997;Thomas & Davies, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Resistance and counter-resistance to gender equality policies in Spanish universities

Collado¹,

Cupeiro²

2023

PapRevSoc

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Resistance in academia is a pervasive phenomenon. Gender equality was prescribed more than a decade ago in Spain, but the problem remains unsolved. Contributing to feminist institutionalism, this paper identifies both the manifestations of resistance intended to interfere in the implementation of gender equality initiatives in Spanish universities and the strategic responses enacted by gender equality agents to counteract those resistances. To this end, we conducted in-depth interviews with the female directors of Equality Units (EqUs) at six public universities in Madrid. Despite increasing support for gender equality, the research results confirm the existence of a complex web of resistance. EqUs deploy a wide range of strategies to neutralise the refusal to accept or comply with gender equality initiatives, but these are mainly, albeit not exclusively, embodied in actions of survival. We argue that although limited, these specialised bodies’ capacity for agency has not been obliterated and could be used to put alternative and more proactive counter strategies in place to bring about fundamental change. Overall, the findings yield new insights into the progress of and resistance to gender equality initiatives in universities.

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“…Legitimating discourses are social constructions which provide ‘normative justifications for existing policies and practice, through which they are seen as appropriate, reasonable, and fair and are consequently more readily accepted’ (Tyler 2005, 211). They thus obscure gendered power (O'Connor and White 2021a). They include discourses about excellence, choice, ‘women's nature’ and organizational gender neutrality.…”

Section: Key Conceptsmentioning

confidence: 99%

“…For example, the gender profile of high status, powerful positions has changed in some countries. In Sweden and New Zealand roughly half of those in presidential/rector positions are now women (O'Connor and White 2021a). In the Irish context there has been a dramatic change with the number of women presidents/rectors rising from zero to seven out of the 12 universities over a less than three-year period (2020–2023).…”

Section: Key Conceptsmentioning

confidence: 99%

Is gendered power irrelevant in higher educational institutions? Understanding the persistence of gender inequality

O’Connor

2023

Interdisciplinary Science Reviews

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For the past 30 years, many researchers have highlighted the gendering of higher educational institutions. However, many organizations in the broadly defined Science, Technology, Engineering, and Mathematics (STEM) area in the EU have varying degrees of interest, or academic staff available, in the gender equality area with many being largely unaware of this literature. This article draws provocatively on existing concepts to 'make sense' of the persistence of gender inequality. Such concepts include gendered organizational power, which is frequently taken-for-granted and is reflected at structural and cultural levels. The concept of legitimating discourses (including excellence, choice, women's 'nature' and organizational gender neutrality) helps to explain why gender inequality is not perceived. Other manifestations of institutional resistance to gender inequality provide insights into why it is not tackled effectively. The article recognizes that gendered change does occur and uses the metaphor of bonsai-ing to highlight attempts to limit the impact of such changes. Finally, it identifies some key issues that need to be tackled.

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Power, Legitimating Discourses and Institutional Resistance to Gender Equality in Higher Education

Cited by 10 publications

References 38 publications

Barriers to gender equality in STEMM: do leaders have the gender competence for change?

Barriers to gender equality in STEMM: do leaders have the gender competence for change?

Resistance and counter-resistance to gender equality policies in Spanish universities

Is gendered power irrelevant in higher educational institutions? Understanding the persistence of gender inequality

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