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Interrogating ‘excellence’: Implicit bias in academic promotion decisions perpetuates gender inequality.

O'Connor, Pat and O'Hagan, Clare (2015) Interrogating ‘excellence’: Implicit bias in academic promotion decisions perpetuates gender inequality. Impact of Social Sciences Blog (06 Mar 2015). Blog Entry.

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Abstract

The ostensibly objective criteria outlined in many Key Performance Indicators of excellence can become highly subjective and gendered when applied in practice. Pat O’Connor and Clare O’Hagan share the findings of a cross-national project concerned with women’s underrepresentation at senior levels in STEM disciplines. Structural aspects, including the bureaucratisation of the promotion process and the composition of the boards, were seen as inhibiting and implicit bias facilitated the perpetuation of gender inequality and undermined the assessments of ‘excellence’. Making gender privilege visible is essential if universities are serious about addressing the under-representation of women.

Item Type: Online resource (Blog Entry)
Official URL: http://blogs.lse.ac.uk/impactofsocialsciences
Additional Information: © 2015 The Author(s) CC BY 3.0; Online
Divisions: LSE
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HQ The family. Marriage. Woman
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Sets: Collections > Impact of Social Sciences Blog at LSE
Date Deposited: 24 Mar 2017 10:21
Last Modified: 20 Feb 2019 15:56
URI: http://eprints.lse.ac.uk/id/eprint/70572

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