Yükseköğretim Kurumlarında Toplumsal Cinsiyet ve Akademik Kariyer: Portekiz ve Türkiye İçin Kültürlerarası Karşılaştırmalı Bir Araştırma (original) (raw)
Related papers
Gender and Academic Careers in Portuguese and Turkish Higher Education Institutions
A major paradox has developed in higher education institutions. Although participation rate of female undergraduates has increased significantly, the participation of women in academia has not increased by the same proportion. Moreover, women experience several challenges. This research examines the participation of academic women in higher education (HE) in Portugal and Turkey. Education statistics for these countries show that women continue to lag behind men in academia specifically in science, mathematics, and engineering. Also, education stereotyping continues; with women relegated to so-called women's disciplines and programs in engineering, physics, and the so-called hard sciences continue to be dominated by men. This paper examines the gender effect on academic career development and the main differences in male and female academic careers to determine the real impact of gender on the development of academic careers.
The gendered diversification of academic career paths in comparative perspective
In "Gender and Precarious Research Careers: A Comparative Analysis" (Ed. A. Murgia, B. Poggio) Routledge, 2019
The literature on gender and science shows that scientific careers continue to be characterised-albeit with important differences among countries-by strong gender discriminations, especially in more prestigious positions. Much less investigated is the issue of which stage in the career such differences begin to show up. Gender and Precarious Research Careers aims to advance the debate on the process of precarisation in higher education and its gendered effects, and springs from a three-year research project across institutions in seven European countries: Italy,
A Closer Look at Being a Woman in Turkish Academia: A Descriptive Study.
2009
ABSTRACT In this descriptive study, women's professional lives with a focus on what it means to be a woman in Turkish academia and on whether being a woman differs from being a man in an academic context was put under scrutiny. For this purpose, a questionnaire was conducted among41 women academics currently working at the Faculties of Education in Turkish Universities.
13th SCF International Conference on “ Contemporary Economic Policy Belgrade/ Serbia and European Union Accession Process”, 2022
Social gender inequality is the inequality in access to opportunities and resources to the detriment of women, depending on social, cultural and economic structures and even policies. Gender discrimination in employment has now entered a more positive phase due to increased sensitivity to the issue and the creation of opportunities to improve women's qualifications and skills. The aim of this study is to examine the existence of gender inequality in higher education employment for EU countries and Turkey. In this context, for the year 2020, the existence of gender inequality in higher education employment was investigated with the help of the Mann-Whitney-U test. As a result of the analysis, it was determined that there were statistically significant differences between male and female academics. As a result, it is of great importance to improve the conditions necessary for the protection of gender equality in academia. Keywords: Gender inequality, higher education, academics, statistical analysis, Mann-Whitney-U test
The Role of Gender Factor in Career Advancement of Academics
International Journal of Social Science and Humanity, 2016
This study is aimed to determine academics' negative and positive perceptions of gender factor in career advancement, to identify the problems encountered and to propose solutions to these problems. Basically the situations related to the effect of gender factor in career advancement of female and male academics working at the universities in Konya, Turkey are investigated. Critical success factors, barriers to career advancement have been identified from the standpoint of female and male academics. Moreover, the satisfaction levels and female and male academics' perceptions of gender-based discrimination about the working life have been assessed. This study is based on an empirical analysis on a survey which was conducted among 34 females, 52 males, total 86 academics of 2 public and 2 foundation universities chosen by purposive sampling method. The results show that the academics in Konya have conceptions that male academics are trusted, empowered, and given responsibility/task/assignment more and male academics get higher salary then female academics at the same level. Hence, the academics in Konya have the perception of gender-based discrimination.
Gender and academic career trajectories in Spain
Employee Relations, 2006
Purpose-The purpose of this research is to illuminate the processes that give rise to gendered career pathways in Spanish academia, tracing how individuals might move from academic "passion" to academic "consecration" in a setting in which both visible and veiled discrimination persist. By examining academics' testimony, the paper aims to explore the production and reproduction of complex dynamics of power and gender inequalities through informal processes. Design/methodology/approach-Qualitative study, drawing on semi-structured interviews with 33 academics (16 female and 17 male) working in academic departments of psychology (17) and engineering (16) in three Madrid universities. Findings-Although the percentage of professors in Spanish universities who are female is relatively high, compared to many European countries, this quantitative feminization does not appear to be associated with clear institutionalization of formal gender equality policies or the elimination of tacit discriminatory practices. Despite recent measures to reform the recruitment patterns in Spanish universities towards a more meritocratic model, the tradition of a sistema endogámico (an "inbreeding" system) persists, under which appointments are frequently made on the basis of internal (departmental) networks. This was found to operate to the disadvantage of women in both disciplines studied. Originality/value-Despite the limitations inherent in a small-scale study, this paper is likely to help not only to increase awareness of gender bias, but also to contribute to the reevaluation of the current university culture in Spain which, through its ostensibly gender-neutral recruitment practices rooted in internal networks, constrains women's career opportunities.