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Understanding social constructions of becoming an academic through women’s collective career narratives

journal contribution
posted on 14.12.2020, 13:59 by Sarah BarnardSarah Barnard, Anthea Rose, Andrew Dainty, Tarek HassanTarek Hassan
The transition of early career researchers into academic posts is understood to be a crucial career step and marks a point at which representation of women declines significantly. The research adopts a participatory qualitative research methodology through career narrative interviews and group discussions with women engineers recently appointed into academic posts. It was found that academic careers are ‘hoped for’, but not described as a straightforward option in terms of either securing tenure or future career development. The collective career paths outlined were rarely linear and featured key moments of crisis and self-doubt, culminating in ‘tentative’ career identity formation in the face of gendered career structures. There is evidence of a pre-emptive and continuing uncertainty about the feasibility of an academic career that begins years before embarking on a PhD. The distinctive contribution of the study is the consideration of gendered early processes of forming an academic identity and ongoing collective experiences of becoming an academic.

History

School

  • Business and Economics
  • Architecture, Building and Civil Engineering

Department

  • Business

Published in

Journal of Further and Higher Education

Publisher

Taylor & Francis (Routledge)

Version

AM (Accepted Manuscript)

Rights holder

© UCU

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 07 Jan 2021, available online: https://doi.org/10.1080/0309877X.2020.1865523

Acceptance date

11/12/2020

Publication date

2021-01-07

ISSN

0013-1326

eISSN

1469-9486

Language

en

Depositor

Dr Sarah Barnard. Deposit date: 14 December 2020