Keywords
research career
gender
faculty
universities
success factors
How to Cite
Abstract
This paper explores to what extent individual, organizational and social factors determine academic trajectories, controlling for socio-demographic variables such as sex and academic rank. For this, a correlational study was developed in a convenience sample of academics from the Federico II University of Naples, in Italy (N = 228, 55.3 % men and 44.7 % women), between 21 and 67 years old (M = 51.7, SD = 9.2), with the use of descriptive statistics and multiple correspondence analysis. The results show two differentiated tendencies: (1) that of male and full-professors, and (2) that of women and middle and early-career levels. The first group perceive less difficulties and value personal (Model 1, 53.9 % of variance) and family success (Model 2, 50.3 % of variance) factors more. Barriers such as the influence of informal power networks (Model 3, 42.7 % of variance) and family issues, as work-life balance (Model 4 and 5, 50.2 % and 59.9 % of variance), are perceived with greater intensity by the second group. The results highlight the importance of measures for equal opportunities in academia.
Bonache, H., Carballo, V., Chas, A., & Delgado, N. (octubre, 2020). Go the extra mile: A gender approach towards parenthood in early-career academics. Journal of Gender Studies. https://doi.org/10.1080/09589236.2020.1836482
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
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2021 Nazareth Gallego Morón, Mauricio Matus-López, Lina Gálvez Muñoz