An Exploration of Perceptions of Gender Equity among SAGE AthenaMembers in a Regional Australian University

Autor/inn/en	Nash, Meredith; Grant, Ruby; Lee, Li-Min; Martinez-Marrades, Ariadna; Winzenberg, Tania
Titel	An Exploration of Perceptions of Gender Equity among SAGE AthenaMembers in a Regional Australian University
Quelle	In: Higher Education Research and Development, 40 (2021) 2, S.356-369 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nash, Meredith) ORCID (Grant, Ruby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1737657
Schlagwörter	Foreign Countries; Sex Fairness; Gender Bias; STEM Education; Medicine; Universities; Self Evaluation (Groups); Gender Differences; College Faculty; Women Faculty; Feminism; Neoliberalism; Equal Opportunities (Jobs); Faculty Workload; Australia + Suchen Sie Ihr Suchwort? Ausland; Sexualaufklärung; Geschlechterstereotyp; STEM; Medizin; University; Universität; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Geschlechterkonflikt; Fakultät; Frauenakademie; Weibliche Gelehrte; Feminismus; Neo-liberalism; Neoliberalismus; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Australien
Abstract	Gender inequality in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) is well documented internationally. The Athena SWAN (AS) Charter was launched in the UK in 2005 to provide an impetus for positive cultural and structural changes to advance gender equality in UK universities. The Australian pilot of the AS Charter began in 2015 and is overseen by the Australian Academy of Sciences. Despite extensive engagement with AS over the last 15 years in the UK and more recently in Australia, qualitative research on the awards application process and its impact on AS Self-Assessment Team (SAT) members is limited. To fill this knowledge gap, we undertook a qualitative interview study examining how gender and gender equity are operationalised and understood by SAT members in the first year of an AS pilot at a regional Australian university. Findings indicate key gender differences in SAT members' motivations for AS participation which, we argue, potentially translates into unequal gendered workload distributions on the SAT. Although AS is positioned as a key mechanism for addressing inequality in STEMM broadly, this study suggests that the initiative's impacts in Australia risk being undermined by its unintentional reproduction of gender inequality in the academic workforce. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01