|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Navigating the gendered academy: women in social work academia|
|Keywords:||Social work academy|
gender in social work
gender in HE
women in social work
women in the academy
women in social work education
|Citation:||Cree V, Morrison F, Mitchell M & Gulland J (2020) Navigating the gendered academy: women in social work academia. Social Work Education, 39 (5), pp. 650-664. https://doi.org/10.1080/02615479.2020.1715934|
|Abstract:||Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed-methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Social Work Education on 23 Jan 2020, available online: http://www.tandfonline.com/10.1080/02615479.2020.1715934.|
|Navigating the gendered academy clean copy3.pdf||Fulltext - Accepted Version||294.1 kB||Adobe PDF||Under Embargo until 2021-01-24 Request a copy|
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