Intersectional Barriers to Women's Advancement in Higher Education Institutions Rewarded for Their Gender Equity Plans

Autor/inn/en	Crimmins, Gail; Casey, Sarah; Tsouroufli, Maria
Titel	Intersectional Barriers to Women's Advancement in Higher Education Institutions Rewarded for Their Gender Equity Plans
Quelle	In: Gender and Education, 35 (2023) 6-7, S.653-670 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crimmins, Gail) ORCID (Casey, Sarah) ORCID (Tsouroufli, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2023.2238737
Schlagwörter	Higher Education; School Personnel; Careers; Employment Opportunities; Sex Fairness; Barriers; Females; Inclusion; Intersectionality; Age; Race; Religious Factors + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulpersonal; Career; Karriere; Berufschance; Beschäftigungschance; Sexualaufklärung; Weibliches Geschlecht; Inklusion; Alter; Lebensalter; Rasse; Abstammung
Abstract	This paper reports on a research project designed to understand the work experiences and career opportunities of people working in higher education institutions (HEIs) across the UK, which received formal recognition for supporting gender equity between 2015 and 2020. The findings reveal multiple intersecting barriers to women's full engagement, inclusion, support and career success in higher education, despite the implementation of organization-based gender equity plans, and institutional inter/national recognition for advancing equity. Most axes of de/privilege that are based along lines of gender, race, ethnicity and religion are enacted as everyday sexism that resist gender equality policy. Moreover, our findings suggest that 'place' is a constitutive element of intersectional dis/advantage, not merely a context within which compounded barriers to inclusion and advancement may exist. In addition, the findings demonstrate that whilst inter-categorical intersectionality is based on the notion that all social categories (such as age, race and gender) are equally salient, the degree of importance of any category will likely depend on location or context of the phenomena being examined. Our findings therefore invite further, iterative and translocational research into the impacts of the intersections of gender, ethnicity, race and religion in spaces of higher education, particularly those with colonial legacies and presence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01