Scholarlink

<p>Gender inequality in higher education persists despite formal equality frameworks, as structural and cultural barriers continue to constrain women’s academic trajectories. These barriers extend beyond under-representation in leadership to include precarious employment, unequal access to resources, and biased evaluations of academic merit. This study examines how male and female academics at Spanish universities differ in their perceptions of the structural causes of gender inequality and in their assessments of factors influencing career advancement. A total of 1,358 responses were collected through a nationwide survey. The findings reveal significant sex-based differences in the recognition of institutional barriers embedded in gendered norms, particularly regarding promotion practices, occupational segregation, and exclusion from leadership roles. Female academics consistently report greater awareness of these inequalities and identify more frequent barriers across their career progression. While female academics rely more extensively on a <i>support ecosystem</i> to navigate their careers, male academics appear to depend less on such support. These results highlight the importance of incorporating gendered perspectives into the design of university policies. Addressing the differing ways in which inequality is perceived and experienced by men and women is essential for fostering structural transformation and creating a more equitable academic environment.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Sex differences in perceptions of structural barriers and career advancement factors among academic staff in Spanish universities

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月5日

查看全文
  • Dalia Francheska Márquez Añez,
  • María Inmaculada Pastor Gosálbez

摘要

Gender inequality in higher education persists despite formal equality frameworks, as structural and cultural barriers continue to constrain women’s academic trajectories. These barriers extend beyond under-representation in leadership to include precarious employment, unequal access to resources, and biased evaluations of academic merit. This study examines how male and female academics at Spanish universities differ in their perceptions of the structural causes of gender inequality and in their assessments of factors influencing career advancement. A total of 1,358 responses were collected through a nationwide survey. The findings reveal significant sex-based differences in the recognition of institutional barriers embedded in gendered norms, particularly regarding promotion practices, occupational segregation, and exclusion from leadership roles. Female academics consistently report greater awareness of these inequalities and identify more frequent barriers across their career progression. While female academics rely more extensively on a support ecosystem to navigate their careers, male academics appear to depend less on such support. These results highlight the importance of incorporating gendered perspectives into the design of university policies. Addressing the differing ways in which inequality is perceived and experienced by men and women is essential for fostering structural transformation and creating a more equitable academic environment.