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Loaded dice: games playing and the gendered barriers of the academy
- Source :
- Gender and Education. 30:899-916
- Publication Year :
- 2018
- Publisher :
- Informa UK Limited, 2018.
-
Abstract
- This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies as well as interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where here both inhibiting and exclusionary barriers are examined in focus group discussions in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the focus group discussions as representing blocks and challenges to women’s academic careers.
- Subjects :
- ComputingMilieux_THECOMPUTINGPROFESSION
media_common.quotation_subject
05 social sciences
050301 education
Dice
Education
Gender Studies
Competition (economics)
Interpersonal relationship
050903 gender studies
Perception
Power structure
0509 other social sciences
Psychology
0503 education
Game theory
Social psychology
Qualitative research
media_common
Career development
Subjects
Details
- ISSN :
- 13600516 and 09540253
- Volume :
- 30
- Database :
- OpenAIRE
- Journal :
- Gender and Education
- Accession number :
- edsair.doi.dedup.....0229967ecbd77ad7e308f2558251288a