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<p>Despite decades of gender equality initiatives, women remain overrepresented in entry-level academic positions worldwide. This integrative review examines the barriers that hinder women’s career progression in academia, the mechanisms by which these barriers exert their influence, and the strategies women employ to address or resist them. To do this, 569 empirical articles selected from the Web of Science (published between 1991 and 2024) have been analysed. Guided by Social Cognitive Career Theory, Gendered Organisational Theory, Bourdieu’s: Field, Capital, and Habitus and adopted an iterative inductive and deductive approach, this review found that first, institutional norms and structures are deeply gendered, reinforcing gender inequality; second, the rise of New Public Management has further intensified these challenges through the adoption of managerial logics and practices; third, while women academics employ diverse coping strategies, these can also unintentionally reinforce structural inequalities. This review underscores the pressing need for institutional and cultural transformation through enhanced stakeholder engagement and innovative problem-solving strategies. Lastly, it calls for future research to focus more on intersectionality and to develop designs that facilitate causal inference, thereby helping to better understand the mechanisms behind gender disparities in academic career advancement. The findings provide valuable insights for policymakers and scholars dedicated to advancing gender equity in higher education.</p>

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Understanding women’s underrepresentation in senior academic roles: an integrative framework

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月6日

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  • Xia Sun,
  • Dian Liu

摘要

Despite decades of gender equality initiatives, women remain overrepresented in entry-level academic positions worldwide. This integrative review examines the barriers that hinder women’s career progression in academia, the mechanisms by which these barriers exert their influence, and the strategies women employ to address or resist them. To do this, 569 empirical articles selected from the Web of Science (published between 1991 and 2024) have been analysed. Guided by Social Cognitive Career Theory, Gendered Organisational Theory, Bourdieu’s: Field, Capital, and Habitus and adopted an iterative inductive and deductive approach, this review found that first, institutional norms and structures are deeply gendered, reinforcing gender inequality; second, the rise of New Public Management has further intensified these challenges through the adoption of managerial logics and practices; third, while women academics employ diverse coping strategies, these can also unintentionally reinforce structural inequalities. This review underscores the pressing need for institutional and cultural transformation through enhanced stakeholder engagement and innovative problem-solving strategies. Lastly, it calls for future research to focus more on intersectionality and to develop designs that facilitate causal inference, thereby helping to better understand the mechanisms behind gender disparities in academic career advancement. The findings provide valuable insights for policymakers and scholars dedicated to advancing gender equity in higher education.