Indicators of esteem: gender and prestige in academic work

Kelly Coate; Camille Kandiko Howson

doi:10.1080/01425692.2014.955082

Indicators of esteem: gender and prestige in academic work

Kelly Coate^*, Camille Kandiko Howson

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

70 Citations (Scopus)

Abstract

The continued gender imbalance in senior positions in higher education is a problem that persists despite decades of feminist research and publications in the area, as well as interventions in many countries to promote the advancement of women. In this article we view the issue of gender inequality through the lens of the prestige economy, which suggests that academics are motivated by prestige factors accrued through advancement in their careers. Prestige, authority and status, we suggest, may be more easily acquired by male academics. We draw on a case study of one institution in the Rppublic of Ireland, including data from a survey on academic careers (n = 269), to explore how the concept of prestige is gendered. We explore the cumulative effect of four themes: homosociability; non-transparency of criteria; academic workload balance; and self-promotion.

Original language	English
Number of pages	19
Journal	British Journal of Sociology of Education
DOIs	https://doi.org/10.1080/01425692.2014.955082
Publication status	E-pub ahead of print - 2014

Keywords

academic careers
gender
higher education
inequalities
prestige

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/01425692.2014.955082

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Indicators of esteem: gender and prestige in academic work

Abstract

Keywords

UN SDGs

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