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Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching

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Title: Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching
Language: English
Authors: Doerr, Katherine (ORCID 0000-0001-8600-7542)
Source: Journal of Women and Gender in Higher Education. 2023 16(2):115-136.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Gender Differences, College Faculty, Females, Social Status, Teaching Experience, Gender Issues, Public Colleges, Sex Fairness, Teacher Attitudes, Minority Group Teachers, STEM Education
DOI: 10.1080/26379112.2023.2213893
ISSN: 2637-9112
2637-9120
Abstract: This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as "chutes and ladders." Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393126
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as "chutes and ladders." Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.
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      – Text: English
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        StartPage: 115
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Females
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      – SubjectFull: Social Status
        Type: general
      – SubjectFull: Teaching Experience
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      – SubjectFull: Gender Issues
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      – SubjectFull: Public Colleges
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      – SubjectFull: Sex Fairness
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Minority Group Teachers
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      – SubjectFull: STEM Education
        Type: general
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      – TitleFull: Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching
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