'I'm Broken but I'm Alive': Gender, COVID-19 and Higher Education in Australia

Autor/inn/en	Gray, Emily M.; Ullman, Jacqueline; Blaise, Mindy; Pollitt, Joanna
Titel	'I'm Broken but I'm Alive': Gender, COVID-19 and Higher Education in Australia
Quelle	In: Higher Education Research and Development, 42 (2023) 3, S.588-602 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaise, Mindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2096576
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Higher Education; Gender Differences; Gender Bias; Gender Discrimination; Equal Opportunities (Jobs); Diversity (Faculty); Minority Groups; LGBTQ People; Language Usage; College Faculty; Well Being; Affective Behavior; Emotional Response; Mental Health; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Geschlechterstereotyp; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ethnische Minderheit; Sprachgebrauch; Fakultät; Well-being; Wellness; Wohlbefinden; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Psychohygiene; Australien
Abstract	This paper reports on a project conducted between July 2020 and March 2021 that was developed within the context of COVID-19 and explored the ways in which Australian universities responded to the pandemic and the gendered effects of these responses. This paper demonstrates that sexist and gender discriminatory practices were amplified by the pandemic and that the gendered division of labour within higher education was made more apparent. We contribute to a growing body of work on gender and the COVID-19 crisis by reporting on a survey conducted in Australia. The survey asked participants to reflect on their experiences qualitatively. It is this qualitative element that has been missing from much of the research in the field thus far. In addition, the diversity of participants means that we bring an intersectional lens to the ongoing effects of the pandemic upon higher education, including exploring the experiences and reflections of academics who identify as culturally and linguistically diverse (CALD), LGBTIQA+, and Aboriginal and Torres Strait Islander experiences and reflections. This paper, therefore, reports on some of the key findings from the survey and focuses upon the gendered dimensions of the pandemic, domestic life and pandemic living-working, and affect, emotion and wellbeing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01