Regulating Gender Performances: Power and Gender Norms in Faculty Work

Lester, Jaime

doi:10.2202/1940-7890.1082

Cited by 19 publications

(18 citation statements)

References 26 publications

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“…Women faculty will often conceal their spousal and maternal responsibilities in order to be perceived as fully committed to production (Drago 2007). Because masculinity has discursively normalized the performance of the academic professional in the managerial university, women faculty must always "manage impressions" (Lester 2011b). Younger women faculty, in particular, are compelled to engage in behaviors that are "unrelated to-or which could even counter-their own notions of [professional] authenticity and success" (Archer 2008, 398).…”

Section: Managerialism and Discursive Masculinity In Academic Lifementioning

confidence: 99%

“…For example, women faculty are performing more of the service and teaching roles than men (Schuster and Finkelstein 2006), and report that they feel obliged to perform the university's women's work (Lester 2011b). During the last two decades, women faculty are engaging in more lower-level administrative work (for example, serving as associate deans, department chairs, program directors) (Danowitz and Agans 2010, 320).…”

Section: Managerialism and Discursive Masculinity In Academic Lifementioning

confidence: 99%

“…The managerial university's need for workers who can attend to the time-intensive commodified services of teaching, advising, and program and curricular development, and the accordant discursive masculinity that has gender-typed this work as women's work, has created a lower-status, littlestructural-power sector that is primarily occupied by women. This sector's low position in the university's gendered hierarchy is regulated by the discourse of masculinity and the tools and practices of managerialism, enabling such things as bullying behavior by presidents and provosts to regulate work norms and realize their compliance (Lester 2011b). This is the sector that engages mainly in relational work that is often invisible though essential to the institution's operation (Eveline 2004).…”

Section: The Managerial University's New Pink Ghettosmentioning

confidence: 99%

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Managerialism as the “New” Discursive Masculinity in the University

Alemán¹

2014

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Through its increasing corporatization in the last two decades, the university in the United States has implemented an organizational ideology that has created a climate unfavorable for women faculty. By overvaluing and intensifying managerial principles, the university in the United States has strengthened discursive masculinity and has worsened women faculty's likelihood of professional advancement. Consequently, the adoption and implementation of managerialism in higher education in the United States is a question of gender equity for the academic profession. Feminist educational scholars have been relatively quiet on the growth of managerialism in the university and its impact on gender equity. In particular, feminist scrutiny of managerialism's discursive masculinity and its effects on gender equity in the university has been lacking. This conceptual article presents a feminist analysis of managerialism and its implications for women faculty in the United States; it examines how managerial culture and practices adopted by universities have revived, reinforced, and deepened the discourse of masculinity.

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Section: Managerialism and Discursive Masculinity In Academic Lifementioning

confidence: 99%

Section: Managerialism and Discursive Masculinity In Academic Lifementioning

confidence: 99%

Section: The Managerial University's New Pink Ghettosmentioning

confidence: 99%

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Managerialism as the “New” Discursive Masculinity in the University

Alemán¹

2014

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“…The significance of these findings is their potential to ground theorization on trolling in terms of prevention, perception, and reaction. Gendered behaviors produce expectations, which are formalized as norms (e.g., Erickson et al, 2000); women are perceived as more constructive than men in their behavioral variation from norms (Ö zden, 2008), and men are more willing to confront violators (Lester, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Gender, in the normative sense, refers to the expected behaviors of men and women as well as their relative positions of power (Lester, 2011). Additionally, gender is socially constructed in such a way as to control people and behaviors in ways that are sometimes counterproductive (Adam, 2009;Puente & Jimenez, 2011).…”

Section: Gendermentioning

confidence: 99%

The Bad Boys and Girls of Cyberspace

Fichman

Sanfilippo

2014

Social Science Computer Review

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A significant feature of virtual interactions involve online deviance and trolling; these include behaviors that range from mild mischief, to offensive language, to hacking and trolling, and to expression of complex social problem, such as by revolutionaries, freedom fighters, or pedophiles. Yet little research has examined online trolling in general or the impact of gender and context on these behaviors in particular. By focusing on the effects of gender and context on perceptions of and reactions to online trolling, this article enhances Suler and Phillips' framework for online deviance. Results indicate that men and women react differently to online trolling, and their perceptions of the impact of trolling on online communities vary; men and women identify different motivations for similar behaviors in different communities, and they both perceive that men and women trolls differ in their behavior and motivation. The study concludes with suggestions for future research.

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Conflating Gender and Identity: The Need for Gender‐Fluid Programming in Community Colleges

Zamani‐Gallaher

2017

New Drctns Community Coll

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Higher education institutions as microcosms of larger society are experiencing a changing face. According to the U.S. Department of Education (2015), changes in college attendance by race and ethnicity in college enrollment rates for 1990 in contrast to 2014 were as follows: Whites-44% versus 35%; Blacks-25% versus 37%; and Hispanics-16% versus 39%. Coupled with demographic shifts by race/ethnicity, the gender composition of postsecondary attendees has changed over the last 25 years.In 1990, 6 in 10 graduating female high school students enrolled in college without any lag time. At present, nearly three fourths of female high school completers (i.e., 73%) immediately enroll in college compared to 64% of males at 2-and 4-year colleges (Kena et al., 2016). The rate for male high school completers in 2014 has remained roughly the same as it was in 1990. Women currently represent 57% of college attendees, a rate that has been stable since 2003 (U.S. Department of Education, 2016a). These data underscore that a higher percentage of women collegians participate in higher education in contrast to the number of females in the general population. Gender and Student DiversityWhen looking closely at 2-year college enrollment by gender, similar trends emerge, but differences exist when looking at race/ethnicity. Among all undergraduates, 62% of American Indian, 57% of Hispanic, 52% of Black, NEW DIRECTIONS FOR COMMUNITY COLLEGES, no. 179, Fall 2017

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Regulating Gender Performances: Power and Gender Norms in Faculty Work

Cited by 19 publications

References 26 publications

Managerialism as the “New” Discursive Masculinity in the University

Managerialism as the “New” Discursive Masculinity in the University

The Bad Boys and Girls of Cyberspace

Conflating Gender and Identity: The Need for Gender‐Fluid Programming in Community Colleges

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