La estructura informal organizacionallos límites de la meritocracia en la carrera académica

  1. Gallego-Morón, Nazareth 1
  2. Montes-López, Estrella 2
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  2. 2 Universidad de Salamanca, España
Revista:
Investigaciones feministas

ISSN: 2171-6080

Año de publicación: 2021

Título del ejemplar: Igualdad de Género en instituciones de educación superior e investigación

Volumen: 12

Número: 2

Páginas: 331-342

Tipo: Artículo

DOI: 10.5209/INFE.72328 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Investigaciones feministas

Objetivos de desarrollo sostenible

Resumen

Introduction. The university is presented as a space characterized by meritocracy and objectivity, both in access and in job promotion. However, women continue to be underrepresented in power and decision-making spaces. The literature points out the existence of multiple factors that impede equal opportunities. Objective. In the present work, it is intended to deepen the influence of the organizational conditions in the professional trajectories of the teaching staff. This article analyses the influence of informal networks on academic careers in two universities, one in Italy and one in Spain. Methodology. To this end, 48 ​​interviews with academics were conducted (24 from each context, with an equal distribution by gender). Results. The results show that informal elements influence the access and promotion processes of both sexes. There is also a tendency towards homosociability, so that the traditional masculinisation of power networks favours the trajectories of men, negatively affecting women’s careers. Conclusions and discussion. The image of the academy as a gender-neutral system continues in the collective imagination. The low awareness of reality is one of the reasons why there are still so few women in the main positions. This study contributes to making visible the practices that hinder or prevent merit from prevailing and that the university approaches the desired academic excellence.

Referencias bibliográficas

  • Acker, Sandra y Armenti, Carmen (2004). Sleepless in academia. Gender and Education, 16(1), 3-24. doi: https://doi.org/10.1080/0954025032000170309
  • Bagilhole, Barbara (2016). An analysis of male cultural hegemony in senior management in UK Academia. Investigaciones Feministas, 7(2), 9-23. doi: http://dx.doi.org/10.5209/INFE.53778
  • European Commission (2019). She figures 2018. Luxembourg: Publications Office of the European Union.
  • Durán-Bellonch, Mar e Ion, Georgeta (2014). Investigadoras con éxito en la universidad… ¿cómo lo han logrado? Educación XXI, 17(1), 39-58. doi: https://doi.org/10.5944/educxx1.17.1.10704
  • Ellemers, Naomi (2018). Gender Stereotypes. Annual Review of Psychology, 69, 275–298. doi: https://doi.org/10.1146/annurev-psych-122216-011719
  • Fritsch, Nina-Sophie (2015). At the leading edge–does gender still matter? A qualitative study of prevailing obstacles and successful coping strategies in academia. Current Sociology, 63(4), 547-565. doi: https://doi.org/10.1177/0011392115576527
  • Gaete-Quezada, Ricardo (2018). Acceso de las mujeres a los cargos directivos: universidades con techo de cristal. CS, 24, 67-90. doi: http://dx.doi.org/10.18046/recs.i24.2431
  • Gallego-Morón, Nazareth et al. (2020). Revisión sistemática de la literatura sobre el fenómeno del techo de cristal en las universidades españolas. Revista Iberoamericana de Educación Superior, 11(31), 130-149. doi: https://doi.org/10.22201/iisue.20072872e.2020.31.710
  • Gandhi, Meenakshi y Sen, Kakoli (2020). Missing women in Indian university leadership: Barriers and facilitators. Educational Management Administration & Leadership. doi: https://doi.org/10.1177/1741143219896048
  • Glaser, Barney y Strauss, Anselm (1967). The discovery grounded theory: Strategies for qualitative research. Nueva York: Aldine de Gruyter.
  • Gómez, Mª del Carmen (2015). Presencia, evolución y participación de las mujeres en la universidad: la Universidad de Cádiz. Tesis Doctoral, Universidad de Cádiz, España.
  • Gorshkova, I. D. y Miryasova, Olga (2020). Gender inequality in current Russian higher education institutions. Woman in Russian Society, 1, 29-44. doi: https://doi.org/10.21064/WinRS.2020.1.3
  • Guil, Ana (2016). Techos universitarios de cristal blindado. Investigaciones Feministas, 7 (2), 25-39. doi: http://dx.doi.org/10.5209/INFE.53964
  • Harford, Judith (2018). The perspectives of women professors on the professoriate: A missing piece in the narrative on gender equality in the university. Education Sciences, 8(2), 50. doi: https://doi.org/10.3390/educsci8020050
  • Holgersson, Charlotte (2013). Recruiting managing directors: Doing homosociality. Gender, Work & Organization, 20(4), 454-466. doi: https://doi.org/10.1111/j.1468-0432.2012.00595.x
  • Hoyle, Eric (1982). Micropolitics of educational organisations. Educational Management Administration & Leadership, 10(2), 87-98.
  • Infestas, Gil (1991). Sociología de la Empresa. Salamanca: Amarú Ediciones.
  • Izquierdo, María Jesús et al. (2008). Sesgo de género y desigualdades en la evaluación de la calidad académica. Arxius de Ciencias Sociales, 19, 75-90.
  • Jungbauer-Gans, Monika y Gross, Christiane (2013). Determinants of success in university careers: Findings from the German academic labor market. Zeitschrift für Soziologie, 42(1), 74-92. doi: https://doi.org/10.1515/zfsoz-2013-0106
  • Kanter, Rosabeth M. (1977). Some effects of proportions on group life: Skewed sex ratios and responses to token women. American Journal of Sociology, 82(5), 965-990.
  • Leberman, Sarah I. et al. (2016). Unless you are collaborating with a big name successful professor, you are unlikely to receive funding. Gender and Education, 28(5), 644-661. doi: https://doi.org/10.1080/09540253.2015.1093102
  • Martínez, Carmen (2008). El acceso a la cátedra en las politécnicas. En Capitolina Díaz y Elena Carantoña (Eds.): Mujeres en la alta dirección. La carrera profesional de las mujeres en la empresa, la administración y la universidad (pp. 79-88). Madrid: Instituto de la Mujer.
  • Ministerio de Educación y Formación Profesional [MEFP] (2020). Estadística de Personal de las Universidades (EPU). Curso 2018/2019. Disponible en: https://bit.ly/3jCIGxI (consultado el 24 de octubre de 2020).
  • Ministero dell'Istruzione dell'Università e della Ricerca [MIUR] (2020). Portale dei dati dell'istruzione superiore. Disponible en: http://ustat.miur.it/dati/didattica/italia/atenei (consultado el 21 de octubre de 2020).
  • Moodly, Adele L. y Toni, Noluthando (2017). Accessing higher education leadership: Towards a framework for women’s professional development. South African Journal of Higher Education, 31(3), 138-153. doi: https://doi.org/10.20853/31-3-917
  • Montes-López, Estrella. (2017a). Desarrollo de la carrera académica y género: Las explicaciones que el profesorado universitario da a la desigual posición de la mujer en la Universidad de Salamanca. Tesis Doctoral. Universidad de Salamanca, España.
  • Montes-López, Estrella. (2017b). La ausencia de corresponsabilidad, freno para el desarrollo de la carrera laboral femenina en la academia. Feminismo/s, 29, 221-242. doi: 10.14198/fem.2017.29.09
  • Montes-López, Estrella y O’Connor, Pat (2019). Micropolitics and meritocracy: improbable bed fellows? Educational Management Administration & Leadership, 47(5), 678-693. doi: https://doi.org/10.1177/1741143218759090
  • Morley, Louise (2000). The micropolitics of gender in the learning society. Higher Education in Europe, 25(2), 229-235. doi: https://doi.org/10.1080/713669263
  • Nielsen, Mathias W. (2016). Limits to meritocracy? Gender in academic recruitment and promotion processes. Science and Public Policy, 43(3): 386-399. doi: https://doi.org/10.1093/scipol/scv052
  • Nielsen, Mathias W. (2017). Reasons for leaving the academy: A case study on the ‘opt out’ phenomenon among younger female researchers. Gender, Work & Organization, 24(2), 134-155. doi: https://doi.org/10.1111/gwao.12151
  • Obiol, Sandra y Villar, Alicia (2016). Locas por la ciencia: las dificultades de rendir cuentas y cuidar. Mètode: Revista de difusión de la Investigación, 92, 37-42. doi: http://dx.doi.org/10.7203/metode.7.8080
  • O’Connor, Pat (2014). Management and gender in higher education. Manchester: Manchester University Press.
  • O’Connor, Pat & O’Hagan, Clare (2016). Excellence in university academic staff evaluation: a problematic reality? Studies in Higher Education, 41(11), 1943-1957. doi: https://doi.org/10.1080/03075079.2014.1000292
  • O’Connor, Pat et al. (2020). Micro-political practices in higher education: a challenge to excellence as a rationalising myth? Critical Studies in Education, 61(2), 195-211. doi: https://doi.org/10.1080/17508487.2017.1381629
  • Picardi, Ilenia (2017). La dimensione di genere nelle carriere accademiche: Riflessività e cambiamento nel progetto pilota GENOVATE@ UNINA. Federico II University Press: Napoli.
  • Picardi, Ilenia (2019). The glass door of academia: Unveiling new gendered bias in academic recruitment. Social Sciences, 8(160), 1-14. doi: https://doi.org/10.3390/socsci8050160
  • Redmond, Petrea et al. (2017). Becoming a female leader in higher education: investigations from a regional university. Gender and Education, 29(3), 332-351. doi: https://doi.org/10.1080/09540253.2016.1156063
  • Repiso, Rafael et al. (2020). Titularidad y cátedras en Comunicación en España (2000-2019). Distribución, ritmos de promoción, transferencia entre universidades y endogamia. El profesional de la información (EPI), 29(4), e290422. doi: https://doi.org/10.3145/epi.2020.jul.22
  • Reynolds, Amy C. et al. (2018). Perceptions of success of women early career researchers. Studies in Graduate and Postdoctoral Education, 9(1), 2-18. doi: https://doi.org/10.1108/SGPE-D-17-00019
  • Riegraf, Birgit y Weber, Lena (2017). Excellence and gender equality policies in neoliberal universities. Gender a výzkum / Gender and Research, 18(1), 92-112. doi: http://dx.doi.org/10.13060/25706578.2017.18.1.351
  • Rodríguez, Adelina (2015). Trayectorias laborales: el caso de los catedráticos y las catedráticas de la Universidad de León. Tesis Doctoral, Universidad de León, España.
  • Sanz-Menéndez, Luis et al. (2013). Time to tenure in Spanish universities: An event history analysis. PloS one, 8(10), e77028. doi: https://doi.org/10.1371/journal.pone.0077028
  • Thun, Cecilie (2020). Excellent and gender equal? Academic motherhood and ‘gender blindness’ in Norwegian academia. Gender, Work & Organization, 27(2), 166-180. doi: https://doi.org/10.1111/gwao.12368
  • van den Brink, Marieke y Benschop, Yvonne (2012). Gender practices in the construction of academic excellence: Sheep with five legs. Organization, 19(4), 507-524. doi: https://doi.org/10.1177/1350508411414293
  • van den Brink, Marieke y Benschop, Yvonne (2014). Gender in academic networking: The role of gatekeepers in professorial recruitment. Journal of Management Studies, 51(3), 460-492. doi: https://doi.org/10.1111/joms.12060
  • van den Brink, Marieke et al. (2010). Transparency in academic recruitment: a problematic tool for gender equality? Organization Studies, 31(11), 1459-1483. doi: https://doi.org/10.1177/0170840610380812
  • Vayreda, Agnès et al. (2019). Subjectivation processes and gender in a neoliberal model of science in three Spanish research centres. Gender, Work & Organization, 26(4), 430-447. doi: https://doi.org/10.1111/gwao.12360
  • Vázquez-Cupeiro, Susana y Elston, Mary Ann (2006). Gender and academic career trajectories in Spain: From gendered passion to consecration in a Sistema Endogámico? Employee Relations, 28(6), 588-603. doi: https://doi.org/10.1108/01425450610704515
Fuente de los datos: Dialnet