Gender Work and Organization最新文献

This article contributes to ongoing debates on the politics of feminist knowledge transfer by considering how feminist professionals advocate transformative economic thinking and policies. I draw on interviews with an under-researched group—feminist professionals with specialized knowledge about the economy—to argue that feminist economic experts' transformative politics is shaped by highly contextual efforts to lend credibility to feminist alternatives to conventional economic knowledge and policy. Combining feminist scholarship on scientific boundary-work with theorizing on resistance to feminist institutional transformation, the article analyzes the practices that feminist experts use to reframe their knowledge claims to get their messages through to decision-makers. I suggest that although feminist boundary-work is likely to come up against ‘brick walls’ of institutional resistance, it can dismantle such walls by gradually shifting the boundaries of legitimate economic knowledge and policies.

How is it possible to survive as a woman senior leader in the gendered managerial academy? In this autoethnographical article, I illustrate the lived reality, insecurity, and struggle of academic leadership. Drawing from three vignettes, I discuss decision-making processes, blatant sexist aggressions, and the problematic negation of affect and personal life. Their critical contribution is to expose the consequences of gendered managerialism in the neo-liberal academy and the false promise of ‘leadership’, in which women continue to experience gender challenges, sexism, and the risk of burnout in their everyday experiences. However, I also show how it is possible to counter the detrimental effects of gendered managerialism through four forms of resistance: resistance through embodied affective authenticity; resistance through solidarities, and social relations with others; resistance through feminist activism; and resistance by stepping back.

Based on a 1-year ethnographic case study of a Copenhagen-based CrossFit gym we demonstrate how an organized training place is made physically, psychologically, and socially safe. This we show empirically by analyzing how the local multi-sited CrossFit gym ‘CHALK’ maintains its safe space through three organizing mechanisms: (1) coach-led learning progression and practice of the physical craft of CrossFit exercise, intended to prevent injury; (2) a dynamic relation between ‘Rx’ and ’scaling’, that is, setting universal standards for an exercise (Rx) and adjusting to individual levels of competence (scaling), actively preventing the high intensity workout from becoming high risk and from setting idealized norms that only few can live up to, but feel compelled to pursue nonetheless; (3) an egalitarian culture whose practice enables members to participate regardless of age, gender, ethnicity, socio-economic class, sexual orientation, and prior exercise experience. Our ethnomethodological approach further allows us to discuss how certain signifiers of difference are recognized but either do not become salient or do not matter in respect to the functional training. Rather, we find and argue for the possibility to engage in ‘tomboy-ish behavior’ that challenges gender and other identity performances in CHALK. In identifying necessary and sufficient conditions for establishing safe space, the article contributes to extant literature, showing how safe space can emerge as an effect of everyday practice, in contrast to being intentional and declared.

This multi-year, cross-sectional qualitative study investigates gendered experiences of students and faculty at one master's degree-granting military education institution in the United States. Findings from a grounded theory exploration into institutional climate using focus groups and classroom observations include themes of underrepresentation, tokenization, and dismissal during class conversations, and mischaracterization of diversity of thought. The studied institution responded to these findings by adopting a new gender-blind class assignment process for students. The authors examined the resultant changes in the learning environment with regards to gender representation in classrooms that had zero, one, two, or three women. A next round of findings reflects students' conformance to gender norms, the prevalence of gatekeeping in class discussion, and the creation of affinity groups as a coping mechanism for underrepresented students. Findings also indicate the burden of intersectional representation falls disproportionately on women students; 73% of women students reflected two or more underrepresented-group identities compared to just 7% of men students. Encompassing 114 h of classroom observations and 47 interviews with faculty and students, this research represents a rigorous and unprecedented cross-sectional empirical inquiry into gendered experiences of a master's degree-granting professional learning environment and has implications for scholars and practitioners working in male-dominated organizations.

We invite you to explore with us the enchanting affects that move us, through ordinary moments in writing for children. Enchantment shows how we are entangled with the world, that which surprises us and builds a sense of wonder. A wind in the trees, a gentle smile, a look of horror. The smell of fresh coffee and the final words of a manuscript. We explore enchantment as mundane but gendered experiences which entail a promise and a potentiality, one that is part of power relations, and where an ethical possibility to engage in the world differently emerges. This paper shows how enchantment is not a detachment from, but a connection to the world. Through interviews with children's writers, we ask how enchanting affect can help us to see work through a different ethical lens.

There is an increased blurring of work and home life in contemporary society due to access to technology and the mass expansion of remote work during the COVID-19 pandemic. Flexible working arrangements like remote work can lead to men self-exploiting themselves in the workplace and women self-exploiting themselves in the domestic sphere in the context of a work-centric society that is reliant upon passion at work and traditional gender norms. This study extends Chung's ideas on gendered patterns in the flexibility paradox by examining spatial-temporal dimensions of COVID-19 remote work adaptation among an extreme sample: dual-earner parents with young children. Semi-structured interviews were conducted on Zoom with 20 mothers and 17 fathers working from home in the U.S. with children ages 5 and under between the summer of 2020 and the spring of 2021. Findings indicate that fathers' work is prioritized in spatio-temporal terms whereas mothers' work is fragmented and dispersed. Gendered patterns in the flexibility paradox and labor shouldered by mothers as primary caregivers are considered as potential theoretical explanations for the privileging of fathers' workspace and work time.

In this paper I present a reading of poetry on the silences that surround experiences of sexual violence. The reading took place at an academic conference in 2022 in a stream on the topic of vulnerability. I offer these poems, based on my personal experiences, in the spirit of connection and solidarity, and as a feminist strategy of reclamation and resistance. I posit that collective conversations about sexual violence as a social phenomenon are necessary to change the status quo and explore the difficulty to speak of/through pain in relation to my particular subjectivity as a grievable body. I also reflect on my experiences of doing the reading and the impossibilities of knowing how this kind of work will be received taking into consideration the different registers through which the experience can be communicated, discussed and taken forward: the affective, discursive, and action-oriented registers. Grappling with the question how we can imagine an alternative future if we continue to be lost for words, I don't offer answers but an invitation for readers to engage.

Gendered norms in society can strongly influence the presence of men or women in professional contexts. This study examined the perceptions of 13 women working in the funeral directing services in order to better understand how they perform gender roles to play in a field that has long been considered male-dominated. The findings suggest that women face many challenges to play a professional role in funeral directing and that they rely on their ability to perform care work to be recognized as better professionals. The issue of physical strength—a characteristic element of funeral work—seems to be an issue that still arouses contrasting positions among women. Another finding was that women also perform gender roles through their professional appearance, which they recognize as an important aspect of their professionalism. This work brings new insight into this specific and under-researched area and provides new understanding on how women use gender performativity to achieve professionalism in the death care; in particular, it shows that women do gender in different ways to achieve the same entitlement to be good funeral professionals as men.

This article presents our “multi-vocal memory work” of collaborative researching and writing experiences as women academics in UK Business Schools. Set against the backdrop of the broken neoliberal academy, we use Daoism as an analytical lens to identify two emergent themes: 1) emotional contradictions and 2) institutional and social structures: micro-creative and collective change. Examining ourselves and the academy as broken, we learn to find beauty in the flaws as they signify healing. Thus, sharing our emotions and vulnerability through collective research and writing enables us to “put ourselves back together.” Methodologically, we draw on memory work to explore different ways of researching and writing. We argue that there is emergent hope in identifying and raising the profile of growing spaces within the academy for alternative forms of writing.