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Loaded dice: Games playing and the gendered barriers of the academy.

Ashencaen Crabtree, S. and Shiel, C., 2018. Loaded dice: Games playing and the gendered barriers of the academy. Gender and Education, 30 (7), 899-916.

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DOI: 10.1080/09540253.2018.1447090


This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies as well as interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where here both inhibiting and exclusionary barriers are examined in focus group discussions in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the focus group discussions as representing blocks and challenges to women’s academic careers.

Item Type:Article
Uncontrolled Keywords:Women academics; careers; gender; ludic; barriers
Group:Faculty of Health & Social Sciences
ID Code:30219
Deposited By: Symplectic RT2
Deposited On:18 Jan 2018 11:07
Last Modified:14 Mar 2022 14:09


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