Gender, ethnicity and career progression in UK higher education: a case study analysis

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@article{48e5a5df93b9422798af37193edd9d91,
title = "Gender, ethnicity and career progression in UK higher education: a case study analysis",
abstract = "This article uses case study interviews to examine women’s experiences in higher education. It focuses on career progression, support available for promotion and particular initiatives for staff retention. The findings suggest that whilst some progress has been made to support White and Black and minority ethnic women in their career trajectories, greater change is needed in order that inclusion is embedded within institutional frameworks and strategic plans. Furthermore, clearer evidence is needed by universities to demonstrate how they are meeting their legal equality requirements as specified by the Equality Act (2010). The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. Such policies may simply result in a ‘tick box’ exercise. In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice. Additionally, there is a need to consider intersectional identities and the impact of ethnicity on women’s experiences in higher education.",
keywords = "gender, ethnicity, careers, higher education, equity and diversity",
author = "Kalwant Bhopal",
year = "2019",
month = "5",
day = "13",
doi = "10.1080/02671522.2019.1615118",
language = "English",
journal = "Research Papers in Education",
issn = "0267-1522",
publisher = "Taylor & Francis",

}

RIS

TY - JOUR

T1 - Gender, ethnicity and career progression in UK higher education

T2 - a case study analysis

AU - Bhopal, Kalwant

PY - 2019/5/13

Y1 - 2019/5/13

N2 - This article uses case study interviews to examine women’s experiences in higher education. It focuses on career progression, support available for promotion and particular initiatives for staff retention. The findings suggest that whilst some progress has been made to support White and Black and minority ethnic women in their career trajectories, greater change is needed in order that inclusion is embedded within institutional frameworks and strategic plans. Furthermore, clearer evidence is needed by universities to demonstrate how they are meeting their legal equality requirements as specified by the Equality Act (2010). The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. Such policies may simply result in a ‘tick box’ exercise. In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice. Additionally, there is a need to consider intersectional identities and the impact of ethnicity on women’s experiences in higher education.

AB - This article uses case study interviews to examine women’s experiences in higher education. It focuses on career progression, support available for promotion and particular initiatives for staff retention. The findings suggest that whilst some progress has been made to support White and Black and minority ethnic women in their career trajectories, greater change is needed in order that inclusion is embedded within institutional frameworks and strategic plans. Furthermore, clearer evidence is needed by universities to demonstrate how they are meeting their legal equality requirements as specified by the Equality Act (2010). The mere presence of diversity and equality policies does not necessarily demonstrate that gender and ethnic inequalities are being addressed. Such policies may simply result in a ‘tick box’ exercise. In order to address such inequalities, issues of diversity and equality must be embedded within the cultural organisation of institutions which are identified in key objectives resulting in real outcomes and practice. Additionally, there is a need to consider intersectional identities and the impact of ethnicity on women’s experiences in higher education.

KW - gender

KW - ethnicity

KW - careers

KW - higher education

KW - equity and diversity

U2 - 10.1080/02671522.2019.1615118

DO - 10.1080/02671522.2019.1615118

M3 - Article

JO - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

ER -