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‘Playing mother’: channelled careers and the construction of gender in academia.

Ashencaen Crabtree, S. and Shiel, C., 2019. ‘Playing mother’: channelled careers and the construction of gender in academia. SAGE Open, 9 (3).

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DOI: 10.1177/2158244019876285


Gender discrimination in the academy globally is widely recognised in terms of faculty ranking and career progression rates. UK national data notes the lower research recognition of women scholars as well as gendered pay gaps. This paper reports on a qualitative study of women academics across discipline groups at a British post-92, corporate university. Focus group discussion findings suggest that gendered career pathways are implicated in hindering the career progression of women academics. Participants perceive themselves to be regularly channelled into feminised teaching and administrative roles, considered to be less advantageous routes to progression than elite and masculinised research routes. This together with the affective intensity of academic tasks that perform as emotional labour in relation to pastoral care are critically examined as examples of both essential and essentialised roles, where key ‘mothering’ duties and ‘housekeeping’ academic roles are allocated primarily to women academics. However, although regarded as vital gendered roles and tasks are insufficient recognised and rewarded by the bureaucratic processes that exploit them for institutional ends.

Item Type:Article
Additional Information:Funded by ‘Loaded dice?’: Barriers to women’s progression
Uncontrolled Keywords:women academics ; emotional labour ; careers ; gender ; pay gap
Group:Faculty of Health & Social Sciences
ID Code:32661
Deposited By: Symplectic RT2
Deposited On:23 Aug 2019 08:20
Last Modified:14 Mar 2022 14:17


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