The re-production process of gender bias: a case of ICT professors through recruitment in a gender-neutral country

Tiainen, Tarja; Berki, Eleni

doi:10.1080/03075079.2017.1351428

Cited by 24 publications

(23 citation statements)

References 38 publications

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“…Just as color-blind ideology associates color with negative characteristics and invalidates one’s racial identity, a gender-neutral mind-set that dismisses the role of gender (Tiainen & Berki, 2017) especially within the STEM field does the same. Men and women of color will experience the White-male dominated STEM environment differently.…”

Section: Two Models That Inform Bssimentioning

confidence: 99%

Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

Collins

2018

Journal of Advanced Academics

115

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What is Black student's science, technology, engineering, and mathematics (STEM) identity? The author addresses this question through a synthesis of the literature that includes studies that explore Black student identity. Background information regarding STEM achievement and persistence followed by empirical studies that explore STEM attitudes among Black students at various educational levels are examined to determine a definition for STEM identity. The findings revealed a void in the research that emphasizes Black students' academic strengths and positive role of cultural values as approaches to learning. Two models, Whiting's Black Male Scholar Identity and Ford's Female Achievement Model for Excellence (F 2 AME), are highlighted as particularly promising models to inform Black students' STEM identity. The author introduces key factors of Black student STEM identity as a framework and calls for action to redress the racial and gender inequalities in current STEM talent development that contribute to underrepresentation throughout STEM pipeline.

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Section: Two Models That Inform Bssimentioning

confidence: 99%

Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

Collins

2018

Journal of Advanced Academics

115

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“…Five of these comments refer to gender-based discrimination as such (#1, #3, #5, #6, #8). Here, two aspects already reported in previous literature, namely negative prejudice on women and better working conditions for men [12,27,28,30,31] are addressed, but only by one response each. In addition, four comments address a lack of compatibility between career perspectives and family life, and are hence indirectly related to gender imbalances (#1, #2, #4, #7).…”

Section: Discussionmentioning

confidence: 99%

“…The Swiss Equal Opportunity Program included (i) an incentive (sub-)program a reduced integration of women in professional academic networks, the lower career ambitions of women compared to men, and less self-confidence in their own academic capabilities [9,25,26]. Other contributing factors are negative biases in the perception of female applications [27][28][29], better working conditions for men as compared to females at universities [12,30,31], and a high workload of females with academic service activities negatively impacting research productivity [32].…”

Section: Introductionmentioning

confidence: 99%

Equal Opportunities in Academic Careers? How Mid-Career Scientists at ETH Zurich Evaluate the Impact of Their Gender and Age

Hansmann

Schröter

2018

Sustainability

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Gender equality is essential to social justice and sustainable development in the higher education sector. An important aspect thereof is to promote equal opportunities for academic careers. This study investigates the current situation and possibilities for improvement in this regard from the perspectives of mid-career scientists in a sustainability-oriented university department. A survey of scientists from the postdoctoral to adjunct professor level (N = 82) in the Department of Environmental Systems Science (D-USYS) of ETH Zurich (Swiss Federal Institute of Technology Zurich) was thus conducted to investigate judgements, experiences, and ideas for improvement concerning equal career opportunities. About 90% of the respondents perceived no disadvantages based on gender, ethnicity, race, or faith. However, about 30% felt disadvantaged due to their age. Comments revealed not a single case in which latter disadvantages were based on prejudice. Instead, ETH-wide or national age and time-based restrictions for certain positions caused the inequality perceptions. Furthermore, comments indicated that these restrictions can disadvantage scientists taking care of children. Some participants suggested a revision or removal of corresponding rules. Further suggestions included an improved availability of childcare places. ETH Zurich recently undertook great efforts to provide excellent and affordable childcare services, increasing the number of available places by about 30% in the year following this survey.

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“…Scholars found that gender discrimination begins in the recruitment phase, continues over time with career promotions and influences the way in which the scientific evaluation processes are constructed (Bystydzienski et al, 2017;Falcinelli and Guglielmi, 2014;Tiainen and Berki, 2019;Weisshaar, 2017). Bias against female candidates is one of the reasons why women are prevented from entering and reaching the upper levels of an academic careers (Van den Brink and Benschop, 2012;Verge et al, 2018).…”

Section: Academic "Glass-ceiling"mentioning

confidence: 99%

The academic “glass-ceiling”: investigating the increase of female academicians in Italy

Roberto

Rey

Maglio

et al. 2020

IJOA

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Purpose This study addresses gender composition in universities. The purpose of this study is to define the vertical and horizontal gender segregation in both public and private universities. In particular, it measures the gender distribution throughout academic careers across levels and time, and among fields of science in Italian academia. Design/methodology/approach The authors adopted the framework of Blackburn et al. (2002) as a theoretical lens through which they examine and explain occupational gender segregation in the university context. A mixed methodology of both document analysis and examining some statistical indicators was used to create gender-disaggregated measures to help the authors answer their research questions. The data collected represent academia in Italy for the period 2010-2018. The data were obtained from the Italian Ministry of Education, University and Research. Findings The authors show the gendered nature of academic institutions in Italy. In particular, the authors acknowledge that hierarchies of power exist that privilege men and the masculine and devalue women and the feminine within academic institutions. Practical implications This paper provides theoretical and practical findings that support the literature on gender issues in universities and other public and/or private institutions. The academic community, practitioners and policymakers can use the results to design measures to address gender inequality in academia. Originality/value To the best of the authors’ knowledge, this paper is novel because it provides gender-relevant insights on the gender composition in universities in the Italian context. These insights are also relevant for academic institutions that operate in an international setting.

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The re-production process of gender bias: a case of ICT professors through recruitment in a gender-neutral country

Cited by 24 publications

References 38 publications

Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

Equal Opportunities in Academic Careers? How Mid-Career Scientists at ETH Zurich Evaluate the Impact of Their Gender and Age

The academic “glass-ceiling”: investigating the increase of female academicians in Italy

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