Interrupted trajectories
Gender metaphors and professional gaps in global academia. A bibliometric study
Bibliographic Data
| ID | 22206206 |
|---|---|
| Authors | Johanna Rosalí Reyes Reinoso (0000-0001-8238-4367), Johanna Rosali Reyes-Reinoso (Universidad Católica de Cuenca, corresponding author), Ángel Morocho-Macas, Ángel Aurelio Morocho-Macas (Universidad Católica de Cuenca), Laura Cristancho-Giraldo (Politécnico Grancolombiano), Marisol Salamanca-Olmos (Politécnico Grancolombiano), Gloria-Nancy Ríos-Yepes (Politécnico Grancolombiano) |
| Year | 2026 |
| Volume | 13 |
| Pages | 102530 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences & Humanities Open (JOURNAL) |
| Journal identifiers | ISSN: 2590-2911 • E-ISSN: 2590-2911 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ssaho.2026.102530 |
| OpenAlex | W7127125591 |
| Language | EN |
| References cited | 16 |
Based on a bibliometric analysis of the literature addressing metaphors that represent invisible obstacles in the professional trajectories of women in higher education institutions, published in SCOPUS, this study aims to examine these trajectories to understand the specific challenges women face regarding their continuity and success in academia. The methodology employed includes a bibliometric analysis to identify established patterns on the topic, supported by a literature review to clarify how gender metaphors reflect and perpetuate professional gaps in academia. The study includes full-access documents published up to the first quarter of 2025, with no language restrictions, and excludes studies conducted in non-higher education contexts. The results reveal an epistemic hierarchy, where psychologically oriented metaphors dominate the field, while those focused on structural or historical factors remain on the discursive periphery, despite their high analytical value. Keyword mapping identified four main clusters: structural barriers, psychological dimensions, employed methodologies, and gender visibility in STEM. The study concludes that there is an urgent need to diversify interpretative frameworks through intersectional, decolonial, and transformative approaches. Strengthening institutional gender policies and systematically highlighting the contributions of women academics is essential to building fairer and more equitable higher education institutions
Bibliometrics · Higher education · Metaphor · Transformative learning · Visibility · Gender Diversity and Inequality · Gender, Sexuality, and Education · Race, Identity, and Education in Brazil
| Highly cited | No |
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