University, neoliberalism and hegemonic bodies: narratives of international students in Chile

Martinez, César Augusto Ferrari

doi:10.1080/09540253.2022.2142529

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…This reflection is made from our experiences which were generated by the current neoliberal academic environment, which supports and incentivizes hegemonic masculinities through its policies (Martinez 2023); this is particularly true in the case of Chile, which is highly commodified (Guzmán-Valenzuela et al 2022). Indeed, today's academia is changing as academic work becomes increasingly quantified (Osbaldiston et al 2019).…”

Section: Discussionmentioning

confidence: 99%

Female Academics in Higher Education: Conducting Qualitative Research against All Odds

et al. 2023

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This piece brings together the experiences of four Chilean researchers and one Spanish researcher with different professional backgrounds (psychology, sociology, nursing, and education), who conduct qualitative inquiry from other approaches, moments, and gender-sensitive topics of interest in the border regions of Arica and Parinacota, and Tarapacá, both in northern Chile; the capital Santiago; and in Andalucía, southern Spain. In this paper, the authors problematize their research experiences by focusing on their condition as academics conducting qualitative research in the context of neoliberal higher education and with a pandemic affecting all spheres of life. Finally, they explore what their experiences have been like in leading government-funded research projects and representing the voices of underrepresented people in different spheres of life in the field of education and health. Voices are shared to identify challenges and assess implications for qualitative research in these difficult times in the academy.

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Section: Discussionmentioning

confidence: 99%

Female Academics in Higher Education: Conducting Qualitative Research against All Odds

et al. 2023

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Experiences of LGBTQ+ graduate students in research-focused doctoral programs: a scoping review

Baldwin-SoRelle,

McDonald

2024

Front. Educ.

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Students of sexual and gender minority (SGM) identities have long been underserved in higher education, and the limited research thus far has focused on undergraduates. There is a large gap in understanding the outcomes and experiences of LGBTQ+ graduate students, particularly in STEM. We undertook the first scoping review to examine the available literature on LGBTQ+ student experiences in research-focused doctoral programs. A scoping review methodology was utilized to compile a broad set of publications for a narrative review of emergent themes. A comprehensive search of 5 bibliographic databases yielded 1,971 unique studies, which were screened by two independent reviewers for data on LGBTQ+ doctoral students in non-clinical fields. Eighty-two publications were included in the analysis, over half of which were published in the past 5 years. Thirteen themes emerged from analyzing the included publications. LGBTQ+ ientities can continue evolving during graduate school, and some students incorporated SGM identities in their research (“mesearch”). Though students expected academia to be welcoming, many encountered repeated anti-LGBTQ+ bias that impacted their perceived safety for coming out. Nearly half of the studies mentioned intersectionality with other marginalized identities, including race/ethnicity, religion, disability, and others. Based on the information presented, we outline recommendations for practitioners to improve doctoral education, such as preparing teaching assistants to manage discriminatory classroom conduct.

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University, neoliberalism and hegemonic bodies: narratives of international students in Chile

Cited by 2 publications

References 24 publications

Female Academics in Higher Education: Conducting Qualitative Research against All Odds

Female Academics in Higher Education: Conducting Qualitative Research against All Odds

Experiences of LGBTQ+ graduate students in research-focused doctoral programs: a scoping review

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