TY - CHAP
T1 - Gendered Academic Citizenship
T2 - Investigating Resources, Recognition and Belonging in Higher Education Institutions
AU - Le Feuvre, Nicky
AU - Sümer, Sevil
AU - O’Connor, Pat
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024/1/1
Y1 - 2024/1/1
N2 - This chapter argues that the concept of gendered academic citizenship provides a multi-dimensional and context-sensitive tool for analysing gendered and intersectional hierarchies in academic institutions. The framework not only covers the formal membership of academic institutions, but also refers to the relational and emotional aspects of lived citizenship that contribute to the (re)production of gendered and intersectional inequalities within academic institutions. Highlighting the multiple ways in which gendered power relations influence academic resources, recognition and belonging, it distinguishes four ideal-types of academic citizenship: Full, secondary, and probationary academic citizenship, along with non-citizenship. It further argues that attention to the subjective experiences of power, rewards and ‘voice’ within academic workplaces requires the collection of sophisticated data, using a combination of complimentary (qualitative and quantitative) research tools. Whilst women have made significant inroads into academic institutions, the distribution of resources and recognition remains highly gendered, as does the ‘sense of belonging’ to the academic community. However, the gendering of academic citizenship comes under various guises in different organizational and/or national contexts.
AB - This chapter argues that the concept of gendered academic citizenship provides a multi-dimensional and context-sensitive tool for analysing gendered and intersectional hierarchies in academic institutions. The framework not only covers the formal membership of academic institutions, but also refers to the relational and emotional aspects of lived citizenship that contribute to the (re)production of gendered and intersectional inequalities within academic institutions. Highlighting the multiple ways in which gendered power relations influence academic resources, recognition and belonging, it distinguishes four ideal-types of academic citizenship: Full, secondary, and probationary academic citizenship, along with non-citizenship. It further argues that attention to the subjective experiences of power, rewards and ‘voice’ within academic workplaces requires the collection of sophisticated data, using a combination of complimentary (qualitative and quantitative) research tools. Whilst women have made significant inroads into academic institutions, the distribution of resources and recognition remains highly gendered, as does the ‘sense of belonging’ to the academic community. However, the gendering of academic citizenship comes under various guises in different organizational and/or national contexts.
UR - http://www.scopus.com/inward/record.url?scp=85205160304&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-57144-2_21
DO - 10.1007/978-3-031-57144-2_21
M3 - Chapter
AN - SCOPUS:85205160304
SN - 9783031571435
SP - 469
EP - 491
BT - The Palgrave Handbook of Gender and Citizenship
A2 - Siim, B.
A2 - Sholtz, P.
PB - Springer International Publishing
ER -