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Academia has been characterized as traditional, hierarchical, and selective, founded on patriarchal, imperial, and colonial values that construct and maintain gendered roles and regulations. This has been proposed to disadvantage how women experience, and identify within, academia. A narrative review was conducted to review the literature on women's academic identities and experiences, and critique the dominant ways of knowing, being, and doing in academia. Thematic synthesis was conducted on 56 qualitative studies (published 2010-2019), illustrating the impact of these values on women's academic identities and experiences, and normative gendered stereotypes and practices that impact women academics. Furthermore, existing literature is critiqued, exploring the influence of dominant ways of being and knowing (on how questions are asked, the constructs explored, the design decisions made). By providing this commentary, future research can focus on problematizing the system and dismantling the problematic conditions (e.g., underrepresentation, discrimination, and gendered stereotyping) for women in academia.

People with intellectual disability experience a high risk of being neglected and family members are often identified as the perpetrators. Analysing the media provides insight into public narratives about social problems. A search of Australian newspapers published between 2016 and 2021 identified 27 articles that predominately reported on a single case of familial neglect of an individual with intellectual disability. Using Foucauldian discourse analysis, 4 discourses and 3 subject positions were identified. The discourses include Criminal justice and law enforcement (perpetrator responsibility), Political (government responsibility), Medical (physical outcomes of neglect), and Graphic (gruesome details). The subject positions construct people with intellectual disability as different, vulnerable, and present limited consideration of suffering. This study centres on a single case providing an example of the harmful narratives presented by the Australian news media. The lack of news coverage hinders opportunities for people with intellectual disability to participate equally in society. People with intellectual disability are more likely to be maltreated that people without and maltreatment within the family can be particularly difficult to identify. The findings of this study centre on a single case demonstrating that neglect of people with intellectual disability is rarely reported in the Australian news media. This study found that Australian news media can shift responsibility away from parents who neglect their children with intellectual disability. The physical and gruesome outcomes of neglect can be used to make stories more newsworthy. In the Australian news media, people with intellectual disability can be described as being different to the rest of society. This is harmful because it can restrict how people with intellectual disability can participate in society. This study suggests that social attitudes (presented through the media) about people with intellectual disability within the context of family neglect demonstrate social inequality and require change. [ABSTRACT FROM AUTHOR]

The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate and postgraduate psychology courses. To date, there is limited empirical understanding of how experienced qualitative researchers approach teaching students about qualitative research design. The present study draws on interviews with qualitative researchers (N = 12) from multiple disciplines, occupying various positions within academia. Using thematic analysis, seven themes were developed, under the superordinate theme present qualitative research as a legitimate approach to enquiry. The themes illuminate practical pedagogical implications for teaching qualitative research, including introducing qualitative research in bite-sized chunks and initiating students to qualitative inquiry through foundational methods. The findings contextualise the teaching of qualitative methods as a site of multiple tensions, for example, balancing pragmatism and idealism, and providing structure to students while enabling flexibility. Educators and supervisors of qualitative research navigate these tensions in their teaching practice to provide students with what they see as the best possible learning experiences. We call for further research to build a profile of evidence-based pedagogical practice for teaching qualitative research, while also acknowledging the fluidity needed to embrace changing epistemologies, methodologies, methods, and data sources. [ABSTRACT FROM AUTHOR]

Screening mammography has potential benefits as well as harms, but these are not always communicated to women. We therefore explored how women discuss screening mammography, the subject positions made available in their discourse, and the implications of these for informed choice. Design: We conducted 16 individual interviews with women aged 44-72 years who were attenders (n = 11) and non-attenders (n = 5) of screening, and analysed transcripts through Foucauldian Discourse Analysis. Main Outcome Measures: A semi-structured interview guide, informed by literature and researcher expertise, was used to collect data. Results: The women constructed screening mammography as either helpful or potentially harmful. We identified three subject positions—The Responsible Woman (who attends screening), The Irresponsible Woman (who does not attend screening), and the Judicious Woman (who engages in alternate breast health practices). Conclusion: These subject positions have the potential to limit women's choices, constrain shared decision-making with health professionals, and restrict women's engagement in risk-reducing behaviours. An expanded range of options ultimately offers an alternate future in which women's autonomy to control their own bodies is better supported. [ABSTRACT FROM AUTHOR]