Critiquing Canada's Research Culture: Social, Cultural, and Political Restraints on Women's University Careers

Autor/in	Robbins, Wendy J.
Titel	Critiquing Canada's Research Culture: Social, Cultural, and Political Restraints on Women's University Careers
Quelle	In: Forum on Public Policy Online, 2012 (2012) 2, (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Females; College Faculty; Foreign Countries; Women Faculty; Womens Education; Womens Studies; Performance Factors; Teacher Researchers; Cultural Influences; Political Influences; Social Influences; Career Development; Disproportionate Representation; Personal Narratives; Critical Theory; Social Justice; Change Strategies; Research Opportunities; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Fakultät; Ausland; Frauenakademie; Weibliche Gelehrte; 'Women''s education'; Frauenbildung; Leistungsindikator; Lehrerforschung; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Sozialer Einfluss; Berufsentwicklung; Erlebniserzählung; Kritische Theorie; Soziale Gerechtigkeit; Lösungsstrategie; Forschungshaushalt; Kanada
Abstract	Women are "starkly underrepresented" as researchers worldwide ("The World's Women 2010," 68). In Canada, for example, men hold over three-quarters of full professorships and top research positions. Dozens of interconnected factors restrain women's research careers. These include "upstream" factors, such as gender, racialization, and class; social factors, such as unfair divisions of labour in universities and at home; academic culture, which demonstrably does not give women their due; and political factors, such as a techno-scientific imbalance in the allocation of research funding and a glaring shortage of women in national parliaments. Academic women's life-writing is a valuable source of research on how women experience university careers. Standpoint theorists ask that research be rooted in the experiences and perspectives of the non-dominant or marginalized in order to counter the widespread reality that "one of the ways in which power structures manifest [their power] is in research and knowledge generation" (Burke and Eichler, 43). Canadian academic women's life-writing compellingly depicts and evaluates academic culture, and it offers strategies for survival and systemic change. Closing "accommodation" gaps by implementing family-friendly policies, appointing more women as senior administrators and chairs of selection committees, addressing childcare needs, and synchronizing the K-12 school day with the paid work day is called for as well as fixing "knowledge" gaps by developing holistic methodologies, distributing research funds more equitably, and creating gender parity in politics. (Contains 2 figures and 10 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10