Developing teaching practice
Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women.
Allen, K., Butler-Henderson, K., Reupert, A., Longmuir, F., Finefter-Rosenbluh, I., Berger, E., Grove, C., Heffernan, A., Freeman, N., Kewalramani, S., Krebs, S., Dsouza, L., Mackie, G., Chapman, D., & Fleer, M. (2021). Work like a girl: Redressing gender inequity in academia through systemic solutions. Journal of University Teaching & Learning Practice, 18(3). https://ro.uow.edu.au/jutlp/vol18/iss3/03