SAGE - Rita Bencivenga...Bencivenga R, Drew E, Poggio B, Ratzer B, Sağlamer G (2017). Gender in Horizon 2020: The Case of Gender Equality Plans. AG About Gender - Internaonal Journal

SAGESystemicAc-onforGenderEqualitySAGESystemicAc-onforGenderEquality

FundedbytheEuropeanUnion

Stereo&pinonsolodigenereemeccanismi(auto)segrega&vinellescelteforma&veeprofessionali:ilcasodeiPianidiParitàdiGenerenelleUniversitàEuropeeRitaBencivenga,Ph.D.LEGS-Laboratoired’étudesdegenreetdesexualitéCNRS/UniversitéParis8VincennesSaint-DenisetUniversitéParisOuest04/05/2018UniversitàdiGenova

Dalgendermainstreamingall’approcciointersezionale

SAGE–SystemicAc&onforGenderEquality

Strategicengagementforgenderequality2016-2019

The document is based on con-nuous and ad hoc evalua-on of the2010-2015 strategy, which has concluded inter alia that it has addedvalueinanumberofareas,especially inrela-ontoagenda-seJngandlearning,byprovidingavaluable framework forgendermainstreamingintheCommissionandfortheimplementa-onofacoherentframeworkforgender-equalitypoliciesintheMemberStates.

“promo-ng ins-tu-onal change in research organisa-ons to removebarriers to gender equality and engage all research organisa-onstoimplementgenderequalityplans(2016-2017).”

“Propor-onofresearch-performingorganisa-onsthathave

adoptedgenderequalityplans36%(2014)”

EUpublica-ons


Gendermainstreaming1/3

Includingwomen’sperspec-vesandexperiencesaswellasacknowledging their contribu-ons to course contentempowers female students by challenging genderstereotypes(CasseseandBos,2013;Riosetal.,2010).

The gender equality perspec-ve ‘has not emerged as aserious priority in curricular reform’ (Cassese et al., 2012:238; seealsoFosteretal., 2013;Grünberg,2011;Verdonketal.,2009).

There is a con-nued resistance to integra-ng gender intothehighereduca-oncurriculum(Atchison,2013:228).

Inhighereduca-on



Resistance to gender equality ini-a-ves is shaped by howdifferent ins-tu-onal contexts and organisa-onal culturesreinterpretgenderequalityandtheGenderMainstreamingpoliciesthemselves(Cavaghan,2016;BenschopandVerloo,2006).

Inhighereduca-on



Morerecently,researchersareexposingtheinformal(non-wriden)rulesunderpinningsuchreinterpreta-onsandtheirconstrainingeffectsduringtheimplementa-onphasewithinacademia(Verge,Ferrer-Fons&González,2018)iden-fying,amongothers,differentformsofresistancethatGMintohighereduca-oncurriculafaces,namely:

•  thedenialoftheneedforgenderchange,•  thetrivialisa-onofgenderequalityand•  therefusaltoacceptresponsibility.

Inhighereduca-on


Intersec-onality1/4

“By watering down the content of what used to beWomen’s Studies, students are no longer inspired byfeminism and by the prospect of feminist ac-vism andresearch. Intersec-onality is a more hopeful term thangender mainstreaming. This is because it is at least anadempttotakeaccountofthediversesitua-onsofwomenintherealworld.Itisanadempttoconsiderissuesofclass,of race, of ethnicity and religion, of geography andmigra-on,andofmobilityorimmobility,aswellasofsexualorienta-on. It takes account of simultaneous mul-pleoppressions.Thisisagoodbeginning…(Hawthorne,2004)

Andgendermainstreaming


Intersec-onality2/4

…But the trouble is— like the term ‘gender’ or the term‘queer’—itincludessomuchthatitisveryeasyforpartsofwhat itdoes include todisappear.Theotherproblemwithintersec-onality is its inten-onal neutrality. It s-rs noemo-on, it is yet another depoli-cisedword and runs theriskofbecomingfurthererodedover-me.”(Hawthorne,2004)



Intersec-onality3/4

Engendering the higher educa-on curriculum entails theintegra-on of gendered content into the courses ofundergraduateandgraduateprogrammes,payingaden-onaswelltothe intersec-onofgenderwithothermarkersofiden-ty such as race, ethnicity, class or sexual iden-ty.Providing a broad range of ‘naviga-onal insights’ helpsstudents to iden-fy and problema-se exis-ng genderednormsandroles.(Lyle-Gonga,2013)



Intersec-onality4/4

“we acknowledge that intersec-onality in work andorganiza-onswillcon-nuetobedifficultforscholarstotakeup because the poli-cs of knowledge produc-on inacademiaaredeeplyembeddedinthedynamicsofprivilegeand inequality that intersec-onality seeks to cri-que anddisrupt.”

(Rodriguezetal.,2016)



INTEGERFP7

Necessityto:-  createasenseofurgencyand-  toreinforcethehigh-levelpolicy

shiothateachpartnerins-tu-onwouldhavetoac-vate,throughkeyactorsaschangeagents.

INs-tu-onalTransforma-onforEffec-ngGenderEqualityinResearch


INTEGERFP7

Genderdisaggregatedessen-altodefiningtheproblemandiden-fyingopportuni-esthoroughdatacollec-on

Review of policies, procedures and prac-ces, to iden-fybarriers to gender equality and to draw up the ac-onsnecessarytoaddressthese.



INTEGERFP7

Tomakethenecessarygenderequalityac-onsmoreaccessibleandcomprehensibleINTEGERpartnersproducedavisualmetaphor:–  theINTEGERWheelastheroadmapac-onplanframeworktobe

followed.

INTEGERintroducedimportantand-melyengagementopportuni-esintheformof:–  cascading,–  networking,–  conferencesandexchangesofexperience,–  sitevisits,–  presenta-onsofsurveyfindings/recommenda-onsforac-onand

theiradop-onbygoverningbodies(CouncilandBoard).



INTEGERWheel


SAGE

Allthesecri-calchangemanagementelementswereincorporatedintotheSAGEModelforIns-tu-onalChangeinHEIs,andthustheexperienceandlearningfromINTEGERcon-nuestofeedintothenextgenera-onH2020projectSAGE:SystemicAc-onforGenderEquality

SystemicAc-onforGenderEquality

Gender&Dissaggregated&

Data&

Communicate&&Success&

Stress&urgency&and&benchmark&

Iden8fy&key&actors&as&change&agents&

U8lise&Teams&

Envision&using&Wheel&metaphor&

Drive&top&down/boCom&&

up&support&

Embed&gender&&in&the&Culture&

Cascade&Unconscious&&Bias&awareness&


SAGEwheel

INTEGERWheel


INTEGER 2011-2015 FP7 SAGE 09-201636Months

H2020

INstitutionalTransformationforEffectingGenderEqualityinResearch:Data

SystemicActionforGenderEquality:DisaggregatedData

Organisationalstructure

Knowyourorganisation

KeyPerformanceIndicators&Targets

EnGenderingKnowledge

Gender&ResearchContent

ProtocolsforResearchers

StaffDatabase&Monitoring Build Gender Awarenessinto Research Design &Practice

GenderPayAudit OnlineModulePolicyandGoodPractice

WorkloadModels Culture&Curriculum

Gender&OrganisationalChangeCourse

Gender-proofpolicies GenderModuleforUndergraduates&Postgraduates

GenderAwards/Certification Integrationofgenderknowledgeintoteachinginalldisciplines

Engagementofdecisionmakers

InstitutionalCommitment

University&FacultyCommitmenttoGenderEqualityPlans

InstitutionalGovernance

Leadership&Management

University&FacultyCommitmenttoGenderEqualityPlans

PledgesfromUniversityGovernanceSupportingGenderEquality

UnconsciousBiasTraining

Managementpractices

ProfessionalmanagementtrainingforAcademicOfficers(withgenderdimension)

PledgesfromUniversityGovernanceSupportingGenderEquality

UnconsciousBiasTraining GenderproofPoliciesMonitoring,Policy&Practice

KeyPerformanceIndicators&TargetsUnconsciousBiasTrainingGenderpayAuditWorkloadsModels


ARoundTableonGEPs

GenderinHorizon2020:TheCaseofGenderEqualityPlans

Ideasandexperience,whichdevelopedindistantanddiverseins-tu-ons/countries/culturesmaybeapplicableinawiderEUhighereduca-onseJng.

Threecontribu-ons(Austria,ItalyandTurkey)haveresonanceandrelevancetodrivinggenderequality.

Eachcontributorwasasked:

-  howtomakeapersuasivecaseforgenderequality;

-  thestrategiestheyrecommendforovercomingresistancetoGEPimplementa-on;

-  howsuccessescanbeembeddedandins-tu-onalised;

-  theroleandimportanceofUnconsciousBiasAwareness(andotherformsof)training.

AboutGender:Interna-onalJournalofgenderstudies


Bibliography:hdps://-nyurl.com/ydhwex7gHASTAGwebsite


Wherearethestereotypes?Thegenderbiases?

Severalrecentsocialscienceresearchstudies,usingstrictlycontrolledmethodologies,suggestthatfirst-personaccountsofdiscrimina-on,ofooenunconsciousanduninten-onalbiasesagainstwomen,arenotanecdotal.

The"biasedfilter"isooenatthefirststageofevalua-on,prejudicingjudgmentattheoutset.

DanicaSavonickandCathyN.Davidson

Transversalissue


Wherearethestereotypes?Thegenderbiases?

•  “Researchshowsthatactorsbelieve,ooenquiteearnestly,thattheyaremakingchoicesorjudgmentsbaseden-relyonthebasisof‘quality’or‘excellence’or‘exper-se.’”

•  Womenareaslikelyasmentomakebiasedjudgmentsthatfavourmen.

•  Cultureandrepresenta-onsplayanimportantroleinperpetua-nggenderbiaswithinandbeyondacademe.

•  Theimplica&onsofthesestudiesarerelevanttobothbroadanddiscipline-specifictrends.

Transversalissue


Whattodo

•  Createconscious,structured,ins-tu-onaleffortstocounteractunconsciousanduninten-onalgenderbiases.

•  Humanistsneedtoadendtothesequan-ta-vestudies,helpstudentslearntointerpretanddeploythem,andperhapsevensuggestfurtherareasforempiricalstudy.

•  Alladministratorsandallfacultywhoarecalledupontomakedecisionsabouthiring,tenure,andpromo-onshouldberequiredreadingthestudiesoftheharddataofgenderbias.

Transversalissue


Addi-onalIntersec-ngComponents

“AreEmilyandGregMoreEmployablethanLakishaandJamal?AFieldExperimentonLaborMarketDiscrimina-on,”byMarianneBertrandandSendhilMullainathan(AmericanEconomicReview94.4(2004):991-1013).

Landmarkstudyofracismandjobdiscrimina-on.

GabriellaGu-érrezyMuhs,YolandaFloresNiemann,CarmenG.González,andAngelaP.Harris,PresumedIncompetent:TheIntersec-onsofRaceandClassforWomeninAcademia(UtahStateUniversityPress,2012).

Race,Class,Ethnicity,Sexuality,and(Dis)ability


Thefuture

Weneedconsciouseffortstocounteractunconsciousanduninten-onalbiasesbasedongender,race,ethnicity,class,sexuality,and(dis)ability.

VanessaLynnEwing,ArthurA.StukasJr.,andEugeneP.Sheehan.“StudentPrejudiceAgainstGayMaleandLesbianLecturers”TheJournalofSocialPsychology|2003

Researchpaths


"Inordertooverturnstructuralinequality,weneedtostructureforEquality”

CathyN.Davidson,Dis-nguishedProfessorandFoundingDirectoroftheFuturesIni-a-veattheGraduateCenteroftheCityUniversityofNewYork


BibliographyAtchisonAL(2013)Theprac-calprocessofgendermainstreaminginthepoli-calsciencecurriculum.Poli-csandGender9(2):228–235.BencivengaR,DrewE,PoggioB,RatzerB,SağlamerG(2017).GenderinHorizon2020:TheCaseofGenderEqualityPlans.AGAboutGender-Interna-onalJournalOfGenderStudies,6(12):326-355.BenschopYandVerlooM(2006)Sisyphus’sisters:Cangendermainstreamingescapethegenderednessoforganiza-ons?JournalofGenderStudies15(1):19–33.CasseseECandBosAL(2013)Ahiddencurriculum?Examiningthegendercontentinintroductory-levelpoli-calsciencetextbooks.Poli-csandGender9(2):214–223.CasseseEC,BosALandDuncanLE(2012)Integra-nggenderintothepoli-calsciencecorecurriculum.PS:Poli-calScienceandPoli-cs45(2):238–243.CavaghanR(2016)Bridgingrhetoricandprac-ce:Newperspec-vesonbarrierstogenderedchange.JournalofWomen,Poli-csandPolicy,38(1):42-63.FosterE,KerP,HopkinsAetal.(2013)Thepersonalisnotpoli-cal:AtleastintheUK’stoppoli-csandIRdepartments.Bri-shJournalofPoli-csandInterna-onalRela-ons,15(4):566–585.GrünbergL(2011)FromgenderstudiestogenderINstudiesandbeyond.In:GrünbergL(ed.)FromGenderStudiestoGenderINStudies:CaseStudiesonGender-InclusiveCurriculuminHigherEduca-on.Bucharest:Unesco–CEPES,pp.7–15.HawthorneS(2004)Thepoli-calusesofobscuran-sm:Gendermainstreamingandintersec-onality,DevelopmentBulle-n,64:87-91.Lyle-GongaM(2013).Acri-calanalysisofgendermainstreaming.Poli-csandGender9(2):209–213.Rodriguez,JK;HolvinoE;FletcherJK;NkomoSM.(2016)TheTheoryandPraxisofIntersec-onalityinWorkandOrganisa-ons:WhereDoWeGoFromHere?.Gender,WorkandOrganiza-on,(23)3,201-222.VerdonkP,BenschopY,deHaesHetal.(2009)‘Shouldyouturnthisintoacompletegendermader?’.Gendermainstreaminginmedicaleduca-on.GenderandEduca-on21(6):703–719.VergeT,Ferrer-FonsM,GonzálezMJ(2018)Resistancetomainstreaminggenderintothehighereduca-oncurriculum.EuropeanJournalofWomen’sStudies,25(1):86–101.

SAGESystemicAc-onforGenderEqualitySAGESystemicAc-onforGenderEquality

FundedbytheEuropeanUnion

Tocitethispresenta-on:Bencivenga,R.(2018,May).Stereo&pinonsolodigenereemeccanismi(auto)segrega&vinellescelteforma&veeprofessionali:ilcasodeiPianidiParitàdiGenerenelleUniversitàEuropee.Dalgendermainstreamingall’approcciointersezionale,UniversityofGenoa,Genoa,Italy.DOI:10.13140/RG.2.2.22680.70407DISCLAIMERThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispresenta-onreflectstheviewsonlyoftheauthor,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinforma-oncontainedtherein.

Documents

SAGE - Rita Bencivenga...Bencivenga R, Drew E, Poggio B, Ratzer B, Sağlamer G (2017). Gender in Horizon 2020: The Case of Gender Equality Plans. AG About Gender - Internaonal Journal