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The influence of gender in academia: a case study of a university college in Sweden
University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.ORCID iD: 0000-0003-3702-8202
2011 (English)In: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157, ISSN 2040-7149, Vol. 30, no 5, p. 379-393Article in journal (Refereed) Published
Abstract [en]

Purpose – The aim of this paper is to describe senior lecturers' experiences of and reflections on the influence of gender on their work and career possibilities.

Design/methodology/approach – Eight informants, four female and four male university teachers, representing different schools at a Swedish university college were interviewed. A qualitative content method was used for analysis.

Findings – The findings revealed that the lecturers at the university college had an experience of academic gender neutrality. The findings also pointed to experiences of gendered practice that had been internalized and made normal. It also revealed that the lecturers did not consider or reflect on the gap between experiences of and reflections on gender neutrality and gendered practice.

Research limitations/implications – Even if the number of informants is small, the findings have something important to tell about the gap between gender-neutral academia and practice in academia.

Originality/value – The findings imply that although the Swedish model of equality work has been successful in many ways, a confrontation on the micro-political level is required to achieve a gender equality workplace environment and to increase women's career possibilities.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2011. Vol. 30, no 5, p. 379-393
Keywords [en]
gender, sex, ender issues
National Category
Gender Studies
Research subject
NURSING AND PUBLIC HEALTH SCIENCE
Identifiers
URN: urn:nbn:se:hv:diva-4072DOI: 10.1108/02610151111150636OAI: oai:DiVA.org:hv-4072DiVA, id: diva2:477880
Available from: 2012-01-14 Created: 2012-01-14 Last updated: 2017-12-08Bibliographically approved

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Dahlborg Lyckhage, Elisabeth

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CiteExportLink to record
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  • apa
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