Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30722
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Navigating the gendered academy: women in social work academia
Author(s): Cree, Viviene
Morrison, Fiona
Mitchell, Mary
Gulland, Jackie
Contact Email: f.morrison@stir.ac.uk
Keywords: Social work academy
gender in social work
gender in HE
women in social work
women in the academy
women in social work education
Issue Date: Jul-2020
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.
DOI Link: 10.1080/02615479.2020.1715934
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.
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