¿Nadando contra corriente? Resistencias a la promoción de la conciliación en las universidades españolas

  1. Alonso Álvarez, Alba 1
  2. Diz Otero, Isabel 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Journal:
Revista internacional de sociología

ISSN: 0034-9712

Year of publication: 2022

Volume: 80

Issue: 2

Type: Article

DOI: 10.3989/RIS.2022.80.2.21.01 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista internacional de sociología

Abstract

Inequality between men and women remains a persistent phenomenon in academia, despite the adoption of a variety of gender sensitive measures. This article contributes to open the black box of university institutions and builds an analytical framework that helps understand the ineffectiveness of policies addressing the reconciliation of work and personal life. Drawing on several bodies of feminist literature, it shows how resistances involving a variety of actors play a significant role in hindering policy implementation. Additionally, it identifies those unwritten rules that collide with equality measures and underpin this opposition to institutional change. The case study of the University of Santiago de Compostela provides with the empirical material to shed light on the centrality of both elements by using a variety of qualitative techniques.

Funding information

Bibliographic References

  • Acker, J. 1990. “Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations”. Gender & Society 4(2): 139-158.
  • Ackers, L. 2007. “Legislating for Equality? Working Hours and Progression in Science Careers”. European Law Journal 13(2): 169-185.
  • Alonso, A. 2015. El mainstreaming de género en España. Valencia: Tirant lo Blanch
  • Álvarez, M. D., L. García, P. Rivera y A. Carballo. 2013. “Impacto de la percepción de la cultura amigable con la conciliación en las actitudes y comportamientos del personal: un análisis en el ámbito universitario.” Pp. 349-356 en Roles de xénero en tempos de crise, editado por A. González, E. Aguayo y A. J. López. Santiago de Compostela: USC.
  • Álvarez, M. D. y A. Carballo. 2015. “Influencing Factors for Developing Managerial Behaviours That Encourage a Work-Family Culture in the University”. Social Science 4: 987-1005.
  • Bozzon, R., A. Murgia y B. Poggio. 2018. “Gender and precarious careers in academia and research. Macro, meso and micro perspectives”. Pp. 15-49 en Gender and Precarious Research Careers. A Comparative Analysis, editado por A. Murgia y B. Poggio. Londres: Routledge.
  • Castaño, C. 2016. “La nueva gestión pública y las políticas de igualdad de género en las universidades”. Investigaciones Feministas 7(2): 225-245.
  • Chappel, L. y G. Waylen. 2013. “Gender and the hidden life of institutions”. Public Administration 91: 599-615.
  • Comisión Europea. 2018. She Figures 2018. Luxemburgo: Comisión Europea.
  • Drago, R., C. Colbeck, K. D. Stauffer, A. Pirretti, K. Burkum, J. Fazioli, G. Lazzaro y T. Havasevich.2006. “The Avoidance of Bias Against Caregiving: The Case of Academic Faculty”. American Behavioral Science 49(9): 1222-1247.
  • Ferree, M. M. y K. Zippel. 2015. “Gender Equality in the Age of Academic Capitalism: Cassandra and Pollyanna Interpret University Restructuring”. Social Politics 22 (4): 561-584.
  • Foschi, M. 2005. “Gender and Double Standards in Competence Assessment”. Pp. 140-148 en Gender Equality in Higher Education, editado por Valeria Maione. Milan: FrancoAngeli.
  • Frías, R. 2006. “Estudio de Satisfacción del Profesorado en la Universidad Pública Española”. Empiria. Revista de metodología de las Ciencias sociales 11: 175-201.
  • Garforth L. y A. Kerr. 2009. “Women and Science: What’s the Problem?”. Social Politics 16(3): 379-403.
  • Goulden, M., M. A. Mason y K. Frasch. 2011. “Keeping Women in the Science Pipeline”. The ANNALS of the American Academy of Political and Social Science 638(1): 141-162.
  • Herranz-Bellido, J. A. Reig-Ferrer, J. Cabrero, R. I. Ferrer-Cascales y J. P. González-Gómez. 2006. “¿Cómo distribuyen los profesores universitarios el tiempo que dedican a sus tareas académicas?”. En IV Jornades d’Investigació en Docència Universitària: la construcció col·legiada del model docent universitari del segle XXI, coordinado por M.J. Iglesias, C. Lapeña y F. Pastor. Alicante: Univ. De Alicante.
  • Holzinger, F., H. Schiffbänker, S. Reidl, S. Haffelner y J. Streicher. 2018. “Implementing measures to promote gender equality and career opportunities of early career researchers”. Pp. 209-235 en Gender and Precarious Research Careers. A Comparative Analysis, editado por A. Murgia y B. Poggio. Londres: Routledge
  • Huppatz, K., K. Sang y J. Napier. 2019. “If you put pressure on yourself to produce then that’s your responsibility’: Mothers’ experiences of maternity leave and flexible work in the neoliberal university”. Gender, Work and Organization 26: 772-788.
  • Istenič, M. C., D. K. Hočevar y S. C. Krilić. 2018. “Work-life balance among early career researchers in six European countries”. Pp. 145-177 en Gender and Precarious Research Careers. A Comparative Analysis, editado por A. Murgia y B. Poggio. Londres: Routledge.
  • Jensen, T. 2014. “Mothers and the academy”. Feminist Theory 15(3): 345-351.
  • Kalpazidou, E. y M. Cacace. 2019. “Setting up a dynamic framework to activate gender equality structural transformation in research organizations”. Science and Public Policy 46(3): 321-338.
  • Krook, M. L. y F. Mackay (eds). 2011. Gender, Politics and Institutions. Towards a Feminist Institutionalism. Nueva York: Palgrave.
  • Landman, T. 2011. Política comparada. Una introducción a su objeto y métodos de investigación. Madrid: Alianza.
  • Lombardo, E. y M. Bustelo. 2022. “Sexual and sexist harassment in Spanish universities: policy implementation and resistances against gender equality measures”. Journal of Gender Studies 31(1): 8-22.
  • Lombardo, E. y L. Mergaert. 2013. “Gender Mainstreaming and Resistance to Gender Training: A Framework for Studying Implementation”. NORA - Nordic Journal of Feminist and Gender Research 21(4): 296-311.
  • Mackay, F. 2014. “Nested newness, institutional innovation, and the gendered limits of change”. Politics & Gender 10(4): 549-571.
  • Mason, M. A. y M. Goulden. 2004. “Marriage and Baby Blues: Redefining Gender Equity in the Academia”. The Annals of the American Academy of Political and Social Science 596: 86-103.
  • Mergaert, L. 2012. The Reality of Gender Mainstreaming Implementation: The Case of the EU Research Policy. Nijmegen: Radboud Universiteit.
  • Nikunen, M. 2012. “Changing university work, freedom, flexibility and family”. Studies in Higher Education 37(6): 713-729.
  • Pastor, I., P. Pontón, A. Bezulnegui-Eraso y A. Acosta.2015. “Gender Policies in Spanish Universities: From Regulation to Equality Plans”. Pp. 34-51 en Women’s Voices in Management. Identifying Innovative and Responsible Solutions, editado por H. Desivilya y C. E. Costea. Londres: Palgrave MacMillan.
  • Pastor, I. y A. Acosta. 2016. “La institucionalización de las políticas de igualdad de género en la Universidad española. Avances y retos”. Investigaciones Feministas 7 (2): 247-271.
  • Puy, A. (coord.). 2018. Científicas en Cifras 2017. Madrid: Ministerio de Ciencia, Innovación y Universidades.
  • Shauman, K., L. P. Howell, D. A. Paterniti, L. A. Beckety y A. C. Villablanca. 2018. “Barriers to Career Flexibility in Academic Medicine: A Qualitative Analysis of Reasons for the Under-Utilization of Family-Friendly Policies, and Implications for Institutional Change and Department Chair Leadership”. Academic Medicine 93(2): 246-255.
  • Tildesley, R., E. Lombardo y T. Verge. 2021. “Power struggles in the implementation of gender equality policies in universities: The politics of resistance and counter-resistance”. Politics & Gender 1-32. Fecha consulta: 11/04/2022.
  • Timmers, T. M., T. Willemsem y Kea Tijdens. 2010. “Gender diversity policies in universities: a multi-perspective framework of policy measures”. Higher Education 59: 719-735.
  • Van den Brink, M. y Y. Benschop. 2012. “Slaying the Seven-Headed Dragon: The Quest for Gender Change in Academia”. Gender, Work and Organization 19(1): 71-92.
  • Verge, T., M. Ferrer-Fons y M. J. González. 2018. “Resistance to mainstreaming gender into the higher education curriculum”. European Journal of Women’s Studies 25(1): 86-101.
  • Waylen, G. 2014. “Informal Institutions, Institutional Change, and Gender Equality.” Political Research Quarterly 67 (1): 212-23.
  • Wolf-Wendel, L.E., y K. Ward. 2006. “Academic Life and Motherhood: Variations by Institutional Type”. Higher Education 52: 487-521.