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Open AccessArticle

Where to from Here? Women Remain Absent from Senior Academic Positions at Aotearoa New Zealand’s Universities

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Te Pūnaha Matatini: A New Zealand Centre of Research Excellence for Complex Systems and Networks, New Zealand, University of Auckland, Auckland 1010, New Zealand
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Auckland War Memorial Museum, Auckland 1010, New Zealand
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Motu Economic and Public Policy Research, Wellington 6142, New Zealand
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School of Biological Sciences, University of Auckland, Auckland 1010, New Zealand
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Department of Physics, University of Auckland, Auckland 1010, New Zealand
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Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(6), 152; https://doi.org/10.3390/educsci10060152
Received: 9 March 2020 / Revised: 21 April 2020 / Accepted: 29 April 2020 / Published: 1 June 2020
(This article belongs to the Section Higher Education)
In light of policies and programs designed to address the domination of academic positions by male, frequently white individuals, we review the participation of women, one of multiple minority identities within the academy, in Aotearoa New Zealand’s academic workforce using employment data from eight universities from 2002–2017. While the number of women employed continues to improve, the rate has slowed in recent years and senior roles remain heavily dominated by men. Women were more likely to be employed at lower levels of seniority, to advance to seniority more slowly than male colleagues, and were more likely to be employed part-time. We call for active strategies to address the cultural and structural bias in universities that favour the hiring and promotion of men to improve workforce diversity at all levels of seniority. View Full-Text
Keywords: gender; academia; workforce; New Zealand; universities; women; higher education gender; academia; workforce; New Zealand; universities; women; higher education
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Walker, L.; Sin, I.; Macinnis-Ng, C.; Hannah, K.; McAllister, T. Where to from Here? Women Remain Absent from Senior Academic Positions at Aotearoa New Zealand’s Universities. Educ. Sci. 2020, 10, 152.

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