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Engineering comments in doctoral student appointments: biased fabrications and revolving door governance practices in STEM subjects seen from gender equity and academic justice perspectives
University of Borås, Faculty of Librarianship, Information, Education and IT. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden;Section for Education Development and Research, University of Borås, Borås, Sweden.
2024 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 19, no 1, p. 73-95Article in journal (Refereed) Published
Abstract [en]

This article derives from ongoing higher education governance research in Sweden using a mix of ethnographic methodologies and data to explore and analyse patterns of gender and class inequality and injustice. The article has very specific data comprising two STEM doctoral appointment procedures together and uses a particular methodology called Qualitative Content Analysis (QCA). It raises questions relating to potential discrimination and injustice in the appointment procedure, including pure fabrication related to applicants’ competences and symbolic violence. Such violations are not uncommon in STEM, particularly toward women according to previous research, both within the ongoing project and by other researchers. Internal governance structures and procedures should anticipate and combat these tendencies. The article indicates that this did not happen in relation to the investigated appointment processes. 

Place, publisher, year, edition, pages
2024. Vol. 19, no 1, p. 73-95
Keywords [en]
ethnography, doctoral education, qualitative content analysis, gender discrimination, academic injustice, fabrication
National Category
Educational Sciences Sociology
Identifiers
URN: urn:nbn:se:hb:diva-31656DOI: 10.1080/17457823.2024.2318293ISI: 001169679400001OAI: oai:DiVA.org:hb-31656DiVA, id: diva2:1842656
Available from: 2024-03-05 Created: 2024-03-05 Last updated: 2024-05-22Bibliographically approved

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Beach, Dennis

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