SAGE - Rita Bencivenga...Bencivenga R, Drew E, Poggio B, Ratzer B, Sağlamer G (2017). Gender in Horizon 2020: The Case of Gender Equality Plans. AG About Gender - Internaonal Journal
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SAGESystemicAc-onforGenderEqualitySAGESystemicAc-onforGenderEquality
FundedbytheEuropeanUnion
Stereo&pinonsolodigenereemeccanismi(auto)segrega&vinellescelteforma&veeprofessionali:ilcasodeiPianidiParitàdiGenerenelleUniversitàEuropeeRitaBencivenga,Ph.D.LEGS-Laboratoired’étudesdegenreetdesexualitéCNRS/UniversitéParis8VincennesSaint-DenisetUniversitéParisOuest04/05/2018UniversitàdiGenova
Dalgendermainstreamingall’approcciointersezionale
SAGE–SystemicAc&onforGenderEquality
Strategicengagementforgenderequality2016-2019
The document is based on con-nuous and ad hoc evalua-on of the2010-2015 strategy, which has concluded inter alia that it has addedvalueinanumberofareas,especially inrela-ontoagenda-seJngandlearning,byprovidingavaluable framework forgendermainstreamingintheCommissionandfortheimplementa-onofacoherentframeworkforgender-equalitypoliciesintheMemberStates.
“promo-ng ins-tu-onal change in research organisa-ons to removebarriers to gender equality and engage all research organisa-onstoimplementgenderequalityplans(2016-2017).”
“Propor-onofresearch-performingorganisa-onsthathave
adoptedgenderequalityplans36%(2014)”
EUpublica-ons
SAGE–SystemicAc&onforGenderEquality
Gendermainstreaming1/3
Includingwomen’sperspec-vesandexperiencesaswellasacknowledging their contribu-ons to course contentempowers female students by challenging genderstereotypes(CasseseandBos,2013;Riosetal.,2010).
The gender equality perspec-ve ‘has not emerged as aserious priority in curricular reform’ (Cassese et al., 2012:238; seealsoFosteretal., 2013;Grünberg,2011;Verdonketal.,2009).
There is a con-nued resistance to integra-ng gender intothehighereduca-oncurriculum(Atchison,2013:228).
Inhighereduca-on
SAGE–SystemicAc&onforGenderEquality
Gendermainstreaming2/3
Resistance to gender equality ini-a-ves is shaped by howdifferent ins-tu-onal contexts and organisa-onal culturesreinterpretgenderequalityandtheGenderMainstreamingpoliciesthemselves(Cavaghan,2016;BenschopandVerloo,2006).
Inhighereduca-on
SAGE–SystemicAc&onforGenderEquality
Gendermainstreaming3/3
Morerecently,researchersareexposingtheinformal(non-wriden)rulesunderpinningsuchreinterpreta-onsandtheirconstrainingeffectsduringtheimplementa-onphasewithinacademia(Verge,Ferrer-Fons&González,2018)iden-fying,amongothers,differentformsofresistancethatGMintohighereduca-oncurriculafaces,namely:
• thedenialoftheneedforgenderchange,• thetrivialisa-onofgenderequalityand• therefusaltoacceptresponsibility.
Inhighereduca-on
SAGE–SystemicAc&onforGenderEquality
Intersec-onality1/4
“By watering down the content of what used to beWomen’s Studies, students are no longer inspired byfeminism and by the prospect of feminist ac-vism andresearch. Intersec-onality is a more hopeful term thangender mainstreaming. This is because it is at least anadempttotakeaccountofthediversesitua-onsofwomenintherealworld.Itisanadempttoconsiderissuesofclass,of race, of ethnicity and religion, of geography andmigra-on,andofmobilityorimmobility,aswellasofsexualorienta-on. It takes account of simultaneous mul-pleoppressions.Thisisagoodbeginning…(Hawthorne,2004)
Andgendermainstreaming
SAGE–SystemicAc&onforGenderEquality
Intersec-onality2/4
…But the trouble is— like the term ‘gender’ or the term‘queer’—itincludessomuchthatitisveryeasyforpartsofwhat itdoes include todisappear.Theotherproblemwithintersec-onality is its inten-onal neutrality. It s-rs noemo-on, it is yet another depoli-cisedword and runs theriskofbecomingfurthererodedover-me.”(Hawthorne,2004)
Andgendermainstreaming
SAGE–SystemicAc&onforGenderEquality
Intersec-onality3/4
Engendering the higher educa-on curriculum entails theintegra-on of gendered content into the courses ofundergraduateandgraduateprogrammes,payingaden-onaswelltothe intersec-onofgenderwithothermarkersofiden-ty such as race, ethnicity, class or sexual iden-ty.Providing a broad range of ‘naviga-onal insights’ helpsstudents to iden-fy and problema-se exis-ng genderednormsandroles.(Lyle-Gonga,2013)
Andgendermainstreaming
SAGE–SystemicAc&onforGenderEquality
Intersec-onality4/4
“we acknowledge that intersec-onality in work andorganiza-onswillcon-nuetobedifficultforscholarstotakeup because the poli-cs of knowledge produc-on inacademiaaredeeplyembeddedinthedynamicsofprivilegeand inequality that intersec-onality seeks to cri-que anddisrupt.”
(Rodriguezetal.,2016)
Andgendermainstreaming
SAGE–SystemicAc&onforGenderEquality
INTEGERFP7
Necessityto:- createasenseofurgencyand- toreinforcethehigh-levelpolicy
shiothateachpartnerins-tu-onwouldhavetoac-vate,throughkeyactorsaschangeagents.
INs-tu-onalTransforma-onforEffec-ngGenderEqualityinResearch
SAGE–SystemicAc&onforGenderEquality
INTEGERFP7
Genderdisaggregatedessen-altodefiningtheproblemandiden-fyingopportuni-esthoroughdatacollec-on
Review of policies, procedures and prac-ces, to iden-fybarriers to gender equality and to draw up the ac-onsnecessarytoaddressthese.
INs-tu-onalTransforma-onforEffec-ngGenderEqualityinResearch
SAGE–SystemicAc&onforGenderEquality
INTEGERFP7
Tomakethenecessarygenderequalityac-onsmoreaccessibleandcomprehensibleINTEGERpartnersproducedavisualmetaphor:– theINTEGERWheelastheroadmapac-onplanframeworktobe
followed.
INTEGERintroducedimportantand-melyengagementopportuni-esintheformof:– cascading,– networking,– conferencesandexchangesofexperience,– sitevisits,– presenta-onsofsurveyfindings/recommenda-onsforac-onand
theiradop-onbygoverningbodies(CouncilandBoard).
INs-tu-onalTransforma-onforEffec-ngGenderEqualityinResearch
SAGE–SystemicAc&onforGenderEquality
INTEGERWheel
SAGE–SystemicAc&onforGenderEquality
SAGE
Allthesecri-calchangemanagementelementswereincorporatedintotheSAGEModelforIns-tu-onalChangeinHEIs,andthustheexperienceandlearningfromINTEGERcon-nuestofeedintothenextgenera-onH2020projectSAGE:SystemicAc-onforGenderEquality
SystemicAc-onforGenderEquality
Gender&Dissaggregated&
Data&
Communicate&&Success&
Stress&urgency&and&benchmark&
Iden8fy&key&actors&as&change&agents&
U8lise&Teams&
Envision&using&Wheel&metaphor&
Drive&top&down/boCom&&
up&support&
Embed&gender&&in&the&Culture&
Cascade&Unconscious&&Bias&awareness&
SAGE–SystemicAc&onforGenderEquality
SAGEwheel
INTEGERWheel
SAGE–SystemicAc&onforGenderEquality
INTEGER 2011-2015 FP7 SAGE 09-201636Months
H2020
INstitutionalTransformationforEffectingGenderEqualityinResearch:Data
SystemicActionforGenderEquality:DisaggregatedData
Organisationalstructure
Knowyourorganisation
KeyPerformanceIndicators&Targets
EnGenderingKnowledge
Gender&ResearchContent
ProtocolsforResearchers
StaffDatabase&Monitoring Build Gender Awarenessinto Research Design &Practice
GenderPayAudit OnlineModulePolicyandGoodPractice
WorkloadModels Culture&Curriculum
Gender&OrganisationalChangeCourse
Gender-proofpolicies GenderModuleforUndergraduates&Postgraduates
GenderAwards/Certification Integrationofgenderknowledgeintoteachinginalldisciplines
Engagementofdecisionmakers
InstitutionalCommitment
University&FacultyCommitmenttoGenderEqualityPlans
InstitutionalGovernance
Leadership&Management
University&FacultyCommitmenttoGenderEqualityPlans
PledgesfromUniversityGovernanceSupportingGenderEquality
UnconsciousBiasTraining
Managementpractices
ProfessionalmanagementtrainingforAcademicOfficers(withgenderdimension)
PledgesfromUniversityGovernanceSupportingGenderEquality
UnconsciousBiasTraining GenderproofPoliciesMonitoring,Policy&Practice
KeyPerformanceIndicators&TargetsUnconsciousBiasTrainingGenderpayAuditWorkloadsModels
SAGE–SystemicAc&onforGenderEquality
ARoundTableonGEPs
GenderinHorizon2020:TheCaseofGenderEqualityPlans
Ideasandexperience,whichdevelopedindistantanddiverseins-tu-ons/countries/culturesmaybeapplicableinawiderEUhighereduca-onseJng.
Threecontribu-ons(Austria,ItalyandTurkey)haveresonanceandrelevancetodrivinggenderequality.
Eachcontributorwasasked:
- howtomakeapersuasivecaseforgenderequality;
- thestrategiestheyrecommendforovercomingresistancetoGEPimplementa-on;
- howsuccessescanbeembeddedandins-tu-onalised;
- theroleandimportanceofUnconsciousBiasAwareness(andotherformsof)training.
AboutGender:Interna-onalJournalofgenderstudies
SAGE–SystemicAc&onforGenderEquality
Bibliography:hdps://-nyurl.com/ydhwex7gHASTAGwebsite
SAGE–SystemicAc&onforGenderEquality
Wherearethestereotypes?Thegenderbiases?
Severalrecentsocialscienceresearchstudies,usingstrictlycontrolledmethodologies,suggestthatfirst-personaccountsofdiscrimina-on,ofooenunconsciousanduninten-onalbiasesagainstwomen,arenotanecdotal.
The"biasedfilter"isooenatthefirststageofevalua-on,prejudicingjudgmentattheoutset.
DanicaSavonickandCathyN.Davidson
Transversalissue
SAGE–SystemicAc&onforGenderEquality
Wherearethestereotypes?Thegenderbiases?
• “Researchshowsthatactorsbelieve,ooenquiteearnestly,thattheyaremakingchoicesorjudgmentsbaseden-relyonthebasisof‘quality’or‘excellence’or‘exper-se.’”
• Womenareaslikelyasmentomakebiasedjudgmentsthatfavourmen.
• Cultureandrepresenta-onsplayanimportantroleinperpetua-nggenderbiaswithinandbeyondacademe.
• Theimplica&onsofthesestudiesarerelevanttobothbroadanddiscipline-specifictrends.
Transversalissue
SAGE–SystemicAc&onforGenderEquality
Whattodo
• Createconscious,structured,ins-tu-onaleffortstocounteractunconsciousanduninten-onalgenderbiases.
• Humanistsneedtoadendtothesequan-ta-vestudies,helpstudentslearntointerpretanddeploythem,andperhapsevensuggestfurtherareasforempiricalstudy.
• Alladministratorsandallfacultywhoarecalledupontomakedecisionsabouthiring,tenure,andpromo-onshouldberequiredreadingthestudiesoftheharddataofgenderbias.
Transversalissue
SAGE–SystemicAc&onforGenderEquality
Addi-onalIntersec-ngComponents
“AreEmilyandGregMoreEmployablethanLakishaandJamal?AFieldExperimentonLaborMarketDiscrimina-on,”byMarianneBertrandandSendhilMullainathan(AmericanEconomicReview94.4(2004):991-1013).
Landmarkstudyofracismandjobdiscrimina-on.
GabriellaGu-érrezyMuhs,YolandaFloresNiemann,CarmenG.González,andAngelaP.Harris,PresumedIncompetent:TheIntersec-onsofRaceandClassforWomeninAcademia(UtahStateUniversityPress,2012).
Race,Class,Ethnicity,Sexuality,and(Dis)ability
SAGE–SystemicAc&onforGenderEquality
Thefuture
Weneedconsciouseffortstocounteractunconsciousanduninten-onalbiasesbasedongender,race,ethnicity,class,sexuality,and(dis)ability.
VanessaLynnEwing,ArthurA.StukasJr.,andEugeneP.Sheehan.“StudentPrejudiceAgainstGayMaleandLesbianLecturers”TheJournalofSocialPsychology|2003
Researchpaths
SAGE–SystemicAc&onforGenderEquality
"Inordertooverturnstructuralinequality,weneedtostructureforEquality”
CathyN.Davidson,Dis-nguishedProfessorandFoundingDirectoroftheFuturesIni-a-veattheGraduateCenteroftheCityUniversityofNewYork
SAGE–SystemicAc&onforGenderEquality
BibliographyAtchisonAL(2013)Theprac-calprocessofgendermainstreaminginthepoli-calsciencecurriculum.Poli-csandGender9(2):228–235.BencivengaR,DrewE,PoggioB,RatzerB,SağlamerG(2017).GenderinHorizon2020:TheCaseofGenderEqualityPlans.AGAboutGender-Interna-onalJournalOfGenderStudies,6(12):326-355.BenschopYandVerlooM(2006)Sisyphus’sisters:Cangendermainstreamingescapethegenderednessoforganiza-ons?JournalofGenderStudies15(1):19–33.CasseseECandBosAL(2013)Ahiddencurriculum?Examiningthegendercontentinintroductory-levelpoli-calsciencetextbooks.Poli-csandGender9(2):214–223.CasseseEC,BosALandDuncanLE(2012)Integra-nggenderintothepoli-calsciencecorecurriculum.PS:Poli-calScienceandPoli-cs45(2):238–243.CavaghanR(2016)Bridgingrhetoricandprac-ce:Newperspec-vesonbarrierstogenderedchange.JournalofWomen,Poli-csandPolicy,38(1):42-63.FosterE,KerP,HopkinsAetal.(2013)Thepersonalisnotpoli-cal:AtleastintheUK’stoppoli-csandIRdepartments.Bri-shJournalofPoli-csandInterna-onalRela-ons,15(4):566–585.GrünbergL(2011)FromgenderstudiestogenderINstudiesandbeyond.In:GrünbergL(ed.)FromGenderStudiestoGenderINStudies:CaseStudiesonGender-InclusiveCurriculuminHigherEduca-on.Bucharest:Unesco–CEPES,pp.7–15.HawthorneS(2004)Thepoli-calusesofobscuran-sm:Gendermainstreamingandintersec-onality,DevelopmentBulle-n,64:87-91.Lyle-GongaM(2013).Acri-calanalysisofgendermainstreaming.Poli-csandGender9(2):209–213.Rodriguez,JK;HolvinoE;FletcherJK;NkomoSM.(2016)TheTheoryandPraxisofIntersec-onalityinWorkandOrganisa-ons:WhereDoWeGoFromHere?.Gender,WorkandOrganiza-on,(23)3,201-222.VerdonkP,BenschopY,deHaesHetal.(2009)‘Shouldyouturnthisintoacompletegendermader?’.Gendermainstreaminginmedicaleduca-on.GenderandEduca-on21(6):703–719.VergeT,Ferrer-FonsM,GonzálezMJ(2018)Resistancetomainstreaminggenderintothehighereduca-oncurriculum.EuropeanJournalofWomen’sStudies,25(1):86–101.
SAGESystemicAc-onforGenderEqualitySAGESystemicAc-onforGenderEquality
FundedbytheEuropeanUnion
Tocitethispresenta-on:Bencivenga,R.(2018,May).Stereo&pinonsolodigenereemeccanismi(auto)segrega&vinellescelteforma&veeprofessionali:ilcasodeiPianidiParitàdiGenerenelleUniversitàEuropee.Dalgendermainstreamingall’approcciointersezionale,UniversityofGenoa,Genoa,Italy.DOI:10.13140/RG.2.2.22680.70407DISCLAIMERThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispresenta-onreflectstheviewsonlyoftheauthor,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinforma-oncontainedtherein.
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