Gendered games in academic leadership

Dados Bibliográficos

ID5827788
AutoresSandra Acker (0000-0003-3662-2314, University of Toronto, autor correspondente)
Ano2010
Volume20
Fascículo2
Páginas129-152
Data de publicação2010-06-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInternational Studies in Sociology of Education (JOURNAL)
Identificadores do periódicoISSN: 0962-0214 • E-ISSN: 1747-5066
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09620214.2010.503062
OpenAlexW2107747269
IdiomaEN
Citações recebidas24
Referências citadas56

This article looks at women's efforts to construct an academic leadership career. It is not a study of women's leadership in general but one that takes place in what Bourdieu calls the academic field. Drawing from an in-depth interview study of 31 women from faculties of education who occupy managerial positions in universities in Canada, Australia or Britain, I focus on four contrasting case studies. For some women it is possible to build a satisfying academic leadership career, while for others, the surrounding contradictions encourage a more or less graceful end to leadership ambitions. I question the circumstances under which women attempting to construct academic leadership careers will be 'fish in water' or show a 'feel for the game', as well as the potential and problems of the game metaphor itself in this context

Gender Diversity and Inequality · Higher Education Governance and Development · Management and Organizational Studies