Barreras y factores de éxito percibidos por el profesorado universitario. Diferencias por género y categorías académicas
Publicado
dic 15, 2021
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Nazareth Gallego Morón
Mauricio Matus-López
https://orcid.org/0000-0002-5273-823X
Lina Gálvez Muñoz
https://orcid.org/0000-0002-9645-2778
https://orcid.org/0000-0002-5273-823X
Lina Gálvez Muñoz
https://orcid.org/0000-0002-9645-2778
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Resumen
Este artículo explora en qué medida los factores personales, organizacionales y sociales determinan las trayectorias del profesorado universitario, controlando variables sociodemográficas como sexo y rango académico. Para ello, se desarrolló un estudio de tipo correlacional, en una muestra de profesorado de la Universidad Federico II de Nápoles, en Italia (N = 228, 55.3 % hombres y 44.7 % mujeres), de entre 21 y 67 años (M = 51.7, DE = 9.2), con el empleo de estadística descriptiva y análisis de correspondencia múltiple. Los hallazgos evidencian dos tendencias diferenciadas: (1) la del profesorado masculino y de mayor nivel y (2) la de las mujeres y el profesorado de categorías medias e inferiores. Los primeros perciben menos dificultades y valoran más los factores de éxito personales (Modelo 1, 53.9 % de la varianza) y familiares (Modelo 2, 50.3 % de la varianza). Barreras como la influencia de redes informales de poder (Modelo 3, 42.7 % de la varianza) y cuestiones familiares, como la dificultad de conciliación familiar, personal y laboral (Modelos 4 y 5, 50.2 % y 59.9 % de la varianza), son percibidos con mayor intensidad por el segundo grupo. A raíz de estos datos, se destaca la importancia de medidas en pro de la igualdad de oportunidades en la academia.
Keywords
barriers, research career, gender, faculty, universities, success factors barreras, carrera investigadora, género, profesorado universitario, factores de éxito
References
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Bozzon, R., Murgia, A., Poggio, B., & Rapetti, E. (2017). Work-life interferences in the early academic career stages: The case of precarious researchers in Italy. European Educational Research Journal, 16(2-3), 332-351. https://doi.org/10.1177/1474904116669364
Castañeda-Rentería, L. I., Contreras, K. A., & Parga, M. F. (Coords.). (2019). Mujeres en las universidades iberoamericanas: la búsqueda de la necesaria conciliación trabajo-familia. Universidad de Guadalajara.
Collings, S., Conner, L., McPherson, K., Midson, B., & Wilson, C. (2011). Learning to be leaders in higher education: What helps or hinders women’s advancement as leaders in universities. Educational Management Administration & Leadership, 39(1), 44-62. https://doi.org/10.1177/1741143210383896
Conferenza dei Rettori delle Università italiane. (2020). Elenco Rettori. Autor. https://www.crui.it/atenei-e-rettori-crui/elenco-rettori.html
Cooper, O. (2019). Where and what are the barriers to progression for female students and academics in UK Higher Education? Perspectives: Policy and Practice in Higher Education, 23(2-3), 93-100. https://doi.org/10.1080/13603108.2018.1544176
Corroy, L., & Savignac, E. (2016). Female academics in France and the glass ceiling organized scarcity? Alternative Politics/Alternatif Politika, 22-40. https://hal.archives-ouvertes.fr/hal-01423421
European Commission. (2019). She figures 2018. Publications Office of the European Union. https://ec.europa.eu/info/publications/she-figures-2018_en
Franco-Orozco, C. M., & Franco-Orozco, B. (2018). Women in science: An overview of the challenges towards gender equality in Colombia and how to move forward. Frontiers in Astronomy and Space Sciences, 5(24), 1-12. https://doi.org/10.3389/fspas.2018.00024
Fritsch, N. S. (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. https://doi.org/10.1177/0011392115576527
Gallego-Morón, N. (2018). Discriminación de género en el sistema universitario argentino. Revista Estudos Feministas, 26(2), 1-18. https://doi.org/10.1590/1806-9584-2018v26n251339
Gallego-Morón, N., & Matus-López, M. (2018). Techo de cristal en las universidades españolas. Diagnóstico y causas. Profesorado: Revista de Currículum y Formación del Profesorado, 22(3), 209-229. https://doi.org/10.30827/profesorado.v22i3.7999
Gallego-Morón, N., & Matus-López, M. (2020). Factores positivos en las trayectorias de las académicas e investigadoras argentinas. Cuestiones de género: de la igualdad y la diferencia, 15, 105-124. https://doi.org/10.18002/cg.v0i15.6174
Gallego-Morón, N., Matus-López, M., & Gálvez, L. (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, https://doi.org/10.22201/iisue.20072872e.2020.31.710
Gorshkova, I. D., & Miryasova, O. (2020). Gender inequality in current Russian higher education institutions. Woman in Russian Society, 1, 29-44. https://doi.org/10.21064/WinRS.2020.1.3
Guil, A. (2004). Techos de cristal en la Universidad de Sevilla. Ministerio de Trabajo y Asuntos Sociales.
Harford, J. (2018). The perspectives of women professors on the professoriate: A missing piece in the narrative on gender equality in the university. Education Sciences, 8(50), 1-17. https://doi.org/10.3390/educsci8020050
Instituto de Estadística de la UNESCO. (2018). UNESCO eAtlas of Gender Inequality in Education. Autor. http://uis.unesco.org
Instituto de Estadística de la UNESCO. (2020). Women in science (Fact Sheet N.º 60). http://uis.unesco.org/sites/default/files/documents/fs60-women-in-science-2020-en.pdf
Emes, C. (2017). The changing role of women? Ipsos Global Trends. https://www.ipsosglobaltrends.com/the-changing-role-of-women/
Jungbauer-Gans, M., & Gross, C. (2013). Determinants of success in university careers: Findings from the German academic labor market. Zeitschrift für Soziologie, 42(1), 74-92. https://doi.org/10.1515/zfsoz-2013-0106
Leberman, S. I., Eames, B., & Barnett, S. (2016). Unless you are collaborating with a big name successful professor, you are unlikely to receive funding. Gender and Education, 28(5), 644-661. https://doi.org/10.1080/09540253.2015.1093102
Marini, G., & Meschitti, V. (2018). The trench warfare of gender discrimination: Evidence from academic promotions to full professor in Italy. Scientometrics, 115(2), 989-1006. https://doi.org/10.1007/s11192-018-2983-4
Ministero dell'Istruzione dell'Università e della Ricerca. (2020). Portale dei dati dell'istruzione superiore. Ufficio Gestione Patrimonio Informativo e Statistica. http://ustat.miur.it/dati/didattica/italia/atenei
Montes, E., & O'Connor (2019). Micropolitics and meritocracy: Improbable bed fellows? Educational Management Administration & Leadership, 47(5), 678-693. https://doi.org/10.1177/1741143218759090
Morrison, A. M., White, R. P., & Van Velsor, E. (1987). Breaking the glass ceiling. Addison-Wesley.
Obiol, S., & Villar, A. (2016). Locas por las ciencias. Las dificultades de rendir cuentas y cuidar. Mètode, 92, 37-42. https://doi.org/10.7203/metode.7.8080
Picardi, I. (2017). La dimensione di genere nelle carriere accademiche. Federico II University Press.
Rebolledo, L., & Espinoza, M. P. (2016). Género, universidad e investigación. Una tríada compleja. Revista Anales, 11, 157-171. https://doi.org/10.5354/0717-8883.2017.45234
Redmond, P., Gutke, H., Galligan, L., Howard, A., & Newman, T. (2017). Becoming a female leader in higher education: Investigations from a regional university. Gender and Education, 29(3), 332-351. https://doi.org/10.1080/09540253.2016.1156063
Reynolds, A. C., O’Mullan, C., Pabel, A., Martin-Sardesai, A., Alley, S., Richardson, S., Colley, L., Bousie, J., & McCalman, J. (2018). Perceptions of success of women early career researchers. Studies in Graduate and Postdoctoral Education, 9(1), 2-18. https://doi.org/10.1108/SGPE-D-17-00019
Saleem, G., & Ajmal, M. A. (2018). Work-family balance: Experiences of successful professional women in academia in Pakistan. Pakistan Journal of Psychological Research, 33(1), 101-121. https://www.researchgate.net/publication/329752463_Work-family_balance_Experiences_of_successful_professional_women_in_academia_in_Pakistan
Thun, C. (2020). Excellent and gender equal? Academic motherhood and ‘gender blindness' in Norwegian academia. Gender, Work & Organization, 27(2), 166-180. https://doi.org/10.1111/gwao.12368
Toffoletti, K., & Starr, K. (2016). Women academics and work–life balance: Gendered discourses of work and care. Gender, Work & Organization, 23(5), 489-504. https://doi.org/10.1111/gwao.12133
Van der Lee, R., & Ellemers, N. (2015). Gender contributes to personal research funding success in The Netherlands. PNAS, 112(40), 12349-12353. https://doi.org/10.1073/pnas.1510159112
Vayreda, A., Conesa, E., Revelles‐Benavente, B., & González, A. M. (2019). Subjectivation processes and gender in a neoliberal model of science in three Spanish research centres. Gender, Work & Organization, 26(4), 430-447. https://doi.org/10.1111/gwao.12360
Wesarat, P. O., & Mathew, J. (2017). Theoretical framework of glass ceiling: A case of India’s women academic leaders. Paradigm, 21(1), 21-30. https://doi.org/10.1177/0971890717700533
Bozzon, R., Murgia, A., Poggio, B., & Rapetti, E. (2017). Work-life interferences in the early academic career stages: The case of precarious researchers in Italy. European Educational Research Journal, 16(2-3), 332-351. https://doi.org/10.1177/1474904116669364
Castañeda-Rentería, L. I., Contreras, K. A., & Parga, M. F. (Coords.). (2019). Mujeres en las universidades iberoamericanas: la búsqueda de la necesaria conciliación trabajo-familia. Universidad de Guadalajara.
Collings, S., Conner, L., McPherson, K., Midson, B., & Wilson, C. (2011). Learning to be leaders in higher education: What helps or hinders women’s advancement as leaders in universities. Educational Management Administration & Leadership, 39(1), 44-62. https://doi.org/10.1177/1741143210383896
Conferenza dei Rettori delle Università italiane. (2020). Elenco Rettori. Autor. https://www.crui.it/atenei-e-rettori-crui/elenco-rettori.html
Cooper, O. (2019). Where and what are the barriers to progression for female students and academics in UK Higher Education? Perspectives: Policy and Practice in Higher Education, 23(2-3), 93-100. https://doi.org/10.1080/13603108.2018.1544176
Corroy, L., & Savignac, E. (2016). Female academics in France and the glass ceiling organized scarcity? Alternative Politics/Alternatif Politika, 22-40. https://hal.archives-ouvertes.fr/hal-01423421
European Commission. (2019). She figures 2018. Publications Office of the European Union. https://ec.europa.eu/info/publications/she-figures-2018_en
Franco-Orozco, C. M., & Franco-Orozco, B. (2018). Women in science: An overview of the challenges towards gender equality in Colombia and how to move forward. Frontiers in Astronomy and Space Sciences, 5(24), 1-12. https://doi.org/10.3389/fspas.2018.00024
Fritsch, N. S. (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. https://doi.org/10.1177/0011392115576527
Gallego-Morón, N. (2018). Discriminación de género en el sistema universitario argentino. Revista Estudos Feministas, 26(2), 1-18. https://doi.org/10.1590/1806-9584-2018v26n251339
Gallego-Morón, N., & Matus-López, M. (2018). Techo de cristal en las universidades españolas. Diagnóstico y causas. Profesorado: Revista de Currículum y Formación del Profesorado, 22(3), 209-229. https://doi.org/10.30827/profesorado.v22i3.7999
Gallego-Morón, N., & Matus-López, M. (2020). Factores positivos en las trayectorias de las académicas e investigadoras argentinas. Cuestiones de género: de la igualdad y la diferencia, 15, 105-124. https://doi.org/10.18002/cg.v0i15.6174
Gallego-Morón, N., Matus-López, M., & Gálvez, L. (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, https://doi.org/10.22201/iisue.20072872e.2020.31.710
Gorshkova, I. D., & Miryasova, O. (2020). Gender inequality in current Russian higher education institutions. Woman in Russian Society, 1, 29-44. https://doi.org/10.21064/WinRS.2020.1.3
Guil, A. (2004). Techos de cristal en la Universidad de Sevilla. Ministerio de Trabajo y Asuntos Sociales.
Harford, J. (2018). The perspectives of women professors on the professoriate: A missing piece in the narrative on gender equality in the university. Education Sciences, 8(50), 1-17. https://doi.org/10.3390/educsci8020050
Instituto de Estadística de la UNESCO. (2018). UNESCO eAtlas of Gender Inequality in Education. Autor. http://uis.unesco.org
Instituto de Estadística de la UNESCO. (2020). Women in science (Fact Sheet N.º 60). http://uis.unesco.org/sites/default/files/documents/fs60-women-in-science-2020-en.pdf
Emes, C. (2017). The changing role of women? Ipsos Global Trends. https://www.ipsosglobaltrends.com/the-changing-role-of-women/
Jungbauer-Gans, M., & Gross, C. (2013). Determinants of success in university careers: Findings from the German academic labor market. Zeitschrift für Soziologie, 42(1), 74-92. https://doi.org/10.1515/zfsoz-2013-0106
Leberman, S. I., Eames, B., & Barnett, S. (2016). Unless you are collaborating with a big name successful professor, you are unlikely to receive funding. Gender and Education, 28(5), 644-661. https://doi.org/10.1080/09540253.2015.1093102
Marini, G., & Meschitti, V. (2018). The trench warfare of gender discrimination: Evidence from academic promotions to full professor in Italy. Scientometrics, 115(2), 989-1006. https://doi.org/10.1007/s11192-018-2983-4
Ministero dell'Istruzione dell'Università e della Ricerca. (2020). Portale dei dati dell'istruzione superiore. Ufficio Gestione Patrimonio Informativo e Statistica. http://ustat.miur.it/dati/didattica/italia/atenei
Montes, E., & O'Connor (2019). Micropolitics and meritocracy: Improbable bed fellows? Educational Management Administration & Leadership, 47(5), 678-693. https://doi.org/10.1177/1741143218759090
Morrison, A. M., White, R. P., & Van Velsor, E. (1987). Breaking the glass ceiling. Addison-Wesley.
Obiol, S., & Villar, A. (2016). Locas por las ciencias. Las dificultades de rendir cuentas y cuidar. Mètode, 92, 37-42. https://doi.org/10.7203/metode.7.8080
Picardi, I. (2017). La dimensione di genere nelle carriere accademiche. Federico II University Press.
Rebolledo, L., & Espinoza, M. P. (2016). Género, universidad e investigación. Una tríada compleja. Revista Anales, 11, 157-171. https://doi.org/10.5354/0717-8883.2017.45234
Redmond, P., Gutke, H., Galligan, L., Howard, A., & Newman, T. (2017). Becoming a female leader in higher education: Investigations from a regional university. Gender and Education, 29(3), 332-351. https://doi.org/10.1080/09540253.2016.1156063
Reynolds, A. C., O’Mullan, C., Pabel, A., Martin-Sardesai, A., Alley, S., Richardson, S., Colley, L., Bousie, J., & McCalman, J. (2018). Perceptions of success of women early career researchers. Studies in Graduate and Postdoctoral Education, 9(1), 2-18. https://doi.org/10.1108/SGPE-D-17-00019
Saleem, G., & Ajmal, M. A. (2018). Work-family balance: Experiences of successful professional women in academia in Pakistan. Pakistan Journal of Psychological Research, 33(1), 101-121. https://www.researchgate.net/publication/329752463_Work-family_balance_Experiences_of_successful_professional_women_in_academia_in_Pakistan
Thun, C. (2020). Excellent and gender equal? Academic motherhood and ‘gender blindness' in Norwegian academia. Gender, Work & Organization, 27(2), 166-180. https://doi.org/10.1111/gwao.12368
Toffoletti, K., & Starr, K. (2016). Women academics and work–life balance: Gendered discourses of work and care. Gender, Work & Organization, 23(5), 489-504. https://doi.org/10.1111/gwao.12133
Van der Lee, R., & Ellemers, N. (2015). Gender contributes to personal research funding success in The Netherlands. PNAS, 112(40), 12349-12353. https://doi.org/10.1073/pnas.1510159112
Vayreda, A., Conesa, E., Revelles‐Benavente, B., & González, A. M. (2019). Subjectivation processes and gender in a neoliberal model of science in three Spanish research centres. Gender, Work & Organization, 26(4), 430-447. https://doi.org/10.1111/gwao.12360
Wesarat, P. O., & Mathew, J. (2017). Theoretical framework of glass ceiling: A case of India’s women academic leaders. Paradigm, 21(1), 21-30. https://doi.org/10.1177/0971890717700533
Cómo citar
Gallego Morón, N., Matus-López, M., & Gálvez Muñoz, L. (2021). Barreras y factores de éxito percibidos por el profesorado universitario. Diferencias por género y categorías académicas. Universitas Psychologica, 20, 1–18. https://doi.org/10.11144/Javeriana.upsy20.bfep
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