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The gendered construction of scientific excellence

Rees, Teresa Lesley 2011. The gendered construction of scientific excellence. Interdisciplinary Science Reviews 36 (2) , pp. 133-145. 10.1179/030801811X13013181961437

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Abstract

Academics sign up to the concept of promoting excellence in research by valuing ‘objectivity,’ independence, theoretical frameworks and an evidence base, even while we might argue about meanings of these concepts and how they should be operationalized. We share a commitment to peer review, even though some may have concerns about invisible biases which may be built into some of the mechanisms we employ to conduct it. So, how do we explain the extraordinarily robust and sustained role that gender continues to play in organizing the academy? Moreover, how do we understand the neglect of the gender dimension in so much research? This paper considers the ways in which gender cuts across the allocation of academic opportunities. It raises questions about the implications of the gendering of the academy on who decides who and what is ‘excellent’. It then outlines concerns about the neglect of the gender dimension in research processes. It concludes with recommendations on how to address the gender imbalance in the academy and enhance the attention to gender in research

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > HQ The family. Marriage. Woman
L Education > LB Theory and practice of education > LB2300 Higher Education
Uncontrolled Keywords: Gender in science; Academic ability; Scientific excellence; Gendered construction; Research excellence
Publisher: Maney Publishing
ISSN: 0308-0188
Last Modified: 04 Jun 2017 03:46
URI: http://orca.cf.ac.uk/id/eprint/26262

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