GenderChange in Academia: Re-Mapping the Fields of Work, - download pdf or read online

By Lutz Stratmann (auth.), Birgit Riegraf, Brigitte Aulenbacher, Edit Kirsch-Auwärter, Ursula Müller (eds.)

ISBN-10: 3531168320

ISBN-13: 9783531168326

ISBN-10: 3531925016

ISBN-13: 9783531925011

Implementing the targets of the Bologna announcement capability a totally new association of analysis programmes, operating stipulations and the construction of data aiming on the harmonization of the eu medical sector. the hot entrepreneurial collage is making efforts to extend fiscal potency, transparency and to provide new different types of prone in educational instructing and learn. roughly vehement debates take care of the query if and to which quantity this technique will switch the unique personality of educational schooling and technological know-how. Gender learn notwithstanding, is principally drawn to the impact of the restructuring method on gender kinfolk. within which manner do explanation and reorganization of the schools and of the schools of technologies de/engender educational educating and study? the place is gender study situated now? Researchers from ecu and non ecu international locations will reply to those problems/questions which appear to be unsolved so far.

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Extra info for GenderChange in Academia: Re-Mapping the Fields of Work, Knowledge, and Politics from a Gender Perspective

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Between 1999 and 2001, almost 10,000 scientists wrote reviews for the DFG, between 2002 and 2004 this rose to almost 11,000 (DFG 2003, 2006). In the majority of cases, reviewers have the status of professors, although this is not always required. Figure 1 compares the trend in the proportion of women relative to the total number of DFG peer reviewers to the trend in the proportion of female professors at German universities. 54 Figure 1: Liisa Husu & Suzanne de Cheveigné The trend in the proportion of women among special reviewers in the German DFG Individual Grants Programme and among professors (1999-2004, in percent) Source: DFG, Hinz/Findeisen/Auspurg (2008) The proportion of women professors in Germany is low but has steadily increased over time.

1982) Sex differences in student dominance in female and male professors' classrooms, Sex Roles, 8: 683-690 Brooks, A. (1997) Academic Women. Buckingham: Open University Press Butler, J. , and Goldner, V. (eds) Gender in Psychoanalytic Space: Between Clinic and Culture. New York: Other Press Charlesworth, H. (2005) Not Waving but Drowning: Gender Mainstreaming and Human Rights in the United Nations. Harvard Human Rights Journal, 18, 1-18 David, M. (2007) Equity and Diversity: Towards a Sociology of Higher Education for the 21st century?

The Equity Scorecard interrogates changing configurations of inequality along multiple dimensions, including disciplinary and institutional location (Bensimon 2004; Bensimon/Polkinghorne 2003; McCall 2005: 1772). By including disaggregated data on programmes of study and structures of inequality, Equity Scorecards help evaluate the effectiveness of existing policy interventions to promote inclusion in the case study institutions. Gender gains can frequently mask more persistent inequalities that relate to poverty and age-related norms in participation rates (Morley et al.

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GenderChange in Academia: Re-Mapping the Fields of Work, Knowledge, and Politics from a Gender Perspective by Lutz Stratmann (auth.), Birgit Riegraf, Brigitte Aulenbacher, Edit Kirsch-Auwärter, Ursula Müller (eds.)

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