Balancing Research and Service in Academia: Gender, Race, and Laboratory Tasks

Gender and Society - Tập 34 Số 1 - Trang 131-152 - 2020
Candace Miller1, Josipa Roksa1
1University of Virginia, USA

Tóm tắt

Our study highlights specific ways in which race and gender create inequality in the workplace. Using in-depth interviews with 67 biology PhD students, we show how engagement with research and service varies by both gender and race. By considering the intersection between gender and race, we find not only that women biology graduate students do more service than men, but also that racial and ethnic minority men do more service than white men. White men benefit from a combination of racial and gender privilege, which places them in the most advantaged position with respect to protected research time and opportunities to build collaborations and networks beyond their labs. Racial/ethnic minority women emerge as uniquely disadvantaged in terms of their experiences relative to other groups. These findings illuminate how gendered organizations are also racialized, producing distinct experiences for women and men from different racial groups, and thus contribute to theorizing the intersectional nature of inequality in the workplace.

Từ khóa


Tài liệu tham khảo

10.1177/089124390004002002

10.1177/089124391005003008

10.1016/0956-5221(94)90015-9

10.1177/0891243206289499

10.1111/j.1468-0432.2008.00393.x

10.1177/0891243216680590

Allen Walter R., 2000, Journal of Negro Education, 69, 112

10.1615/JWomenMinorScienEng.2015011275

10.1007/1-4020-4512-3_8

10.1080/00221546.2018.1435134

10.1257/aer.20141734

10.1177/017084069801900504

10.1177/0891243213491140

10.1111/j.1468-0432.2009.00510.x

10.2979/NWS.2004.16.1.194

10.1177/0891243217736006

10.1177/0891243216681494

10.1146/annurev.soc.29.010202.100016

10.1037/a0021831

10.1111/j.1527-2001.1998.tb01370.x

10.1371/journal.pone.0133177

10.4135/9781452230153

10.1177/0891243207300764

10.1017/CBO9780511541414

10.1177/0891243208321120

Gardner Susan K., 2009, Special issue: The development of doctoral students—phases of challenge and support

10.3102/0002831211405025

Gulam W. A., 2004, Institutional racism in higher education

10.1007/s12111-007-9030-5

Johnson Heather L., 2017, Pipelines, pathways, and institutional leadership: an update on the status of women in higher education

Kanter Rosabeth Moss, 1977, Men and women of the corporation

10.1057/9780230244498

10.1177/0730888405277703

10.1146/annurev.so.15.080189.002121

10.1086/700677

Malcom Shirley M., 1976, The double bind: The price of being a minority woman in science

10.4135/9781446280102.n10

10.1177/0891243203017003002

10.1111/j.1468-0432.2006.00307.x

10.1126/science.159.3810.56

Misra Joya, 2011, Academe, 97, 22

10.1111/j.1573-7861.2012.01319.x

10.1017/S1049096513000073

10.1086/494777

Nelson Donna J., 2004, A national analysis of diversity in science and engineering faculties at research universities

10.1080/00221546.2016.1257312

10.3102/0002831217716767

10.1353/jhe.2007.0027

10.1057/ajcs.2012.4

10.2307/2657438

10.1177/0891243211422717

10.1177/0003122419833601

Saldaña Johnny, 2013, The coding manual for qualitative researchers, 2

10.3102/00028312043004701

Turner Caroline, 2000, Faculty of color in academe: Bittersweet success

Villalpando Octavia, 2002, The racial crisis in American higher education

10.1023/A:1026123508335

Wingfield Adia Harvey, 2013, No more invisible man: Race and gender in men’s work

Wood J. Luke, 2015, Journal of the Professoriate, 8, 85

Thông tin
Thông tin xuất bản

Gender and Society

Tập 34 Số 1

131-152

Thông tin tác giả