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Publications (10 of 11) Show all publications
Doerr, K. (2023). Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching. Journal of Women and Gender in Higher Education, 16(2), 115-136
Open this publication in new window or tab >>Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching
2023 (English)In: Journal of Women and Gender in Higher Education, ISSN 2637-9112, Vol. 16, no 2, p. 115-136Article in journal (Refereed) Published
Abstract [en]

This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as chutes and ladders. Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
academic science, teaching, gender
National Category
Gender Studies Educational Sciences
Research subject
Science education; Arbete och organisation
Identifiers
urn:nbn:se:mau:diva-60263 (URN)10.1080/26379112.2023.2213893 (DOI)2-s2.0-85161518662 (Scopus ID)
Available from: 2023-06-09 Created: 2023-06-09 Last updated: 2023-07-04Bibliographically approved
Riegle-Crumb, C., Russo-Tait, T., Doerr, K. & Nguyen, U. (2023). Critical Consciousness of Gender Inequality: Considering the Viewpoints of Racially Diverse High School Girls with Engineering Aspirations. Sociological perspectives, 66(1), 5-27
Open this publication in new window or tab >>Critical Consciousness of Gender Inequality: Considering the Viewpoints of Racially Diverse High School Girls with Engineering Aspirations
2023 (English)In: Sociological perspectives, ISSN 0731-1214, E-ISSN 1533-8673, Vol. 66, no 1, p. 5-27Article in journal (Refereed) Published
Abstract [en]

This study utilizes interviews with 33 racially diverse high school girls who have expressed interest in engineering careers. Using the framework of critical consciousness and informed by intersectional theories, the authors examine their views about gender inequality in engineering. Results revealed that while most articulated systemic understandings of inequality, Black participants were particularly likely to exhibit this critical reflection. Yet many young women revealed a more emerging form of critical reflection, particularly Asian participants. Few respondents expressed critical self-efficacy, or confidence to challenge gender inequality in their future careers; such views were almost exclusively held by Black and Latinx respondents. In contrast, White respondents commonly invoked a "lean-in" self-efficacy to be successful navigating, but not challenging, the White male-dominated engineering workforce. Overall, we find clear evidence that young women's racialized identities have implications not only for their understandings of gender inequality, but also for their motivation to disrupt it.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
gender inequality, engineering, racial, ethnic minorities
National Category
Gender Studies
Identifiers
urn:nbn:se:mau:diva-54487 (URN)10.1177/07311214221112448 (DOI)000832756900001 ()2-s2.0-85135149300 (Scopus ID)
Available from: 2022-08-22 Created: 2022-08-22 Last updated: 2023-07-04Bibliographically approved
Doerr, K. (2023). Queering the glass ceiling: alpha females, cyborgs, and the non-tenure track in science. Gender and Education, 35(6-7), 537-551
Open this publication in new window or tab >>Queering the glass ceiling: alpha females, cyborgs, and the non-tenure track in science
2023 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 35, no 6-7, p. 537-551Article in journal (Refereed) Published
Abstract [en]

This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on ‘queering the glass ceiling’.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Social Sciences
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-61718 (URN)10.1080/09540253.2023.2231518 (DOI)001023901100001 ()2-s2.0-85165054711 (Scopus ID)
Available from: 2023-07-13 Created: 2023-07-13 Last updated: 2023-10-18Bibliographically approved
Stigmar, M., Lundberg, A., Leijon, M., Auer, N., Rosenlund, D. & Doerr, K. (2023). Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.. In: : . Paper presented at NERA Conference 2023, Digitalization and Technologies in Education Opportunities and Challenges, 15 -17 March, 2023, Oslo.. Oslo
Open this publication in new window or tab >>Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Oslo: , 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-59198 (URN)
Conference
NERA Conference 2023, Digitalization and Technologies in Education Opportunities and Challenges, 15 -17 March, 2023, Oslo.
Funder
Swedish Research Council
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-15Bibliographically approved
Nguyen, U., Russo-Tait, T., Riegle-Crumb, C. & Doerr, K. (2022). Changing the gendered status quo in engineering?: The encouraging and discouraging experiences of young women with engineering aspirations. Science Education, 106(6), 1442-1468
Open this publication in new window or tab >>Changing the gendered status quo in engineering?: The encouraging and discouraging experiences of young women with engineering aspirations
2022 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 106, no 6, p. 1442-1468Article in journal (Refereed) Published
Abstract [en]

Young women remain underrepresented among engineering bachelor's degree holders. While there is a relatively large body of extant research on the many factors that curtail young women's interest in pursuing engineering, less is known about high school girls who are on an engineering pathway. Therefore, this study focuses on a select group of precollege young women who express a strong interest in engineering. Specifically, informed by theories of gender as a social system and previous empirical research, this mixed-methods study explores the constellation of significant actors within the daily lives of these young women, to understand from whom and how they are supported in pursuing this gender-atypical field, and simultaneously, from whom and how they are discouraged. To do so, the researchers analyzed survey and interview data from a sample of diverse high school girls who participate in the Society of Women Engineers' (SWE) SWENext programme. Quantitative results indicate that young women report high levels of encouragement from most sources, including parents, teachers, and other young women. However, across various peer contexts, they receive much more support from other young women than from young men. Qualitative results further reveal that parents and teachers stand out in young women's recollections of encouragement, often through advocating their participation in engineering activities or providing mentoring support. In contrast, young men in engineering spaces were recalled as particularly discouraging of their engineering participation, by socially or physically excluding them or refusing to provide recognition. Implications for future research and practice are discussed.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
discouragement, encouragement, gender, mixed-methods, STEM
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-54101 (URN)10.1002/sce.21748 (DOI)000822020100001 ()37637495 (PubMedID)2-s2.0-85133636892 (Scopus ID)
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2024-02-05Bibliographically approved
Doerr, K. (2022). "Flying under the radar": Postfeminism and teaching in academic science. Gender, Work and Organization
Open this publication in new window or tab >>"Flying under the radar": Postfeminism and teaching in academic science
2022 (English)In: Gender, Work and Organization, ISSN 0968-6673, E-ISSN 1468-0432Article in journal (Refereed) Epub ahead of print
Abstract [en]

Neoliberal academia is marked by vertical and horizontal gender segregation, and science, technology, engineering and mathematics (STEM) is a particularly concerning case. Women with PhDs are underrepresented, and when they do participate, they are more likely than men to be in teaching-intensive roles. Beyond equality concerns, this is problematic because when women are interpreters rather than producers of disciplinary knowledge, the STEM enterprise remains gender-biased. Using data from a 2-year ethnography with physical science faculty in teaching-intensive roles, this paper argues that gender inequity is reproduced through postfeminist discourses of work-life balance. Participants who are mothers say they are flying under the radar at work. They self-surveille as they engage in both paid labor as university educators and unpaid carework at home. Importantly, when participants challenge hegemonic gender norms, they attract the radar's attention and are sanctioned. This study contributes to a growing understanding of how and why women are marginalized in STEM careers. Women with science PhDs fulfill their university's teaching mission with minimal support for the implied compensation of work-life balance, leaving the institutional structures which privilege men's participation in STEM research intact.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
academic science, gender, neoliberalism, postfeminism, teaching, work-life balance
National Category
Work Sciences
Identifiers
urn:nbn:se:mau:diva-56046 (URN)10.1111/gwao.12922 (DOI)000869074400001 ()2-s2.0-85139957307 (Scopus ID)
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2024-02-05Bibliographically approved
Doerr, K. (2021). Is College Science Teaching Women's Work?: Gender Inequity in the Physical Sciences. (Doctoral dissertation). University of Texas Press
Open this publication in new window or tab >>Is College Science Teaching Women's Work?: Gender Inequity in the Physical Sciences
2021 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

After decades of virtual exclusion from participation in STEM, women have majored in, earned graduate degrees in, and forged careers in male-dominated fields such as the physical sciences in increasing numbers. At each step of the way, however, women’s participation diminishes, and this is especially apparent in the workforce. Moreover, these women are likely to be doing different work than men; that is, STEM workplaces are vertically segregated by gender, and women’s work, while important, is often lower-paid and lower-prestige than men’s work. The purpose of this research was to characterize one example of vertical segregation, teaching-intensive faculty positions in a university physical science department, and to explore how and why gender matters for the women, and men, who are on the teaching faculty. Using ethnographic methodology to trace, through their social interactions, how individuals’ experiences are shaped by institutional viii norms and ideologies, the analysis was shaped by theories of gender as a social system that works to perpetuate inequality. The teaching track is an alternative job track that allows participants to have work-life balance, which is commonly explained to be more suitable than the research track for women in science who want to have children. Concerningly, there are significant negative consequences for pursuing this track, at least for the women. Fundamental aspects of fulfilling and equitable work, such as fair pay, respect, and advancement pathways, are elusive. When women do resist or challenge their marginalization, they are met with unfair treatment and even harassment. The experience of men on teaching faculty is a sharp contrast; as men, they belong in science and this brings a default of respect as well as elevation to higher pay. Thus, the teaching faculty has an internal gender hierarchy. As such, this inquiry offers the conclusion that college science teaching is women’s work not because it offers a safe and fair space to have a career and a family, but because the neoliberal academy requires low-cost and flexible labor to carry out its teaching mission, and women are easily exploited to provide this labor. 

Place, publisher, year, edition, pages
University of Texas Press, 2021. p. 200
Keywords
gender, work, teaching, science
National Category
Educational Sciences
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-50888 (URN)10.26153/tsw/34244 (DOI)
Public defence
2020-12-02, 10:00 (English)
Supervisors
Available from: 2022-04-01 Created: 2022-04-01 Last updated: 2022-04-01Bibliographically approved
Doerr, K., Riegle-Crumb, C., Russo-Tait, T., Takasaki, K., Sassler, S. & Levitte, Y. (2021). Making Merit Work at the Entrance to the Engineering Workforce: Examining Women’s Experiences and Variations by Race/Ethnicity. Sex Roles, 85(7-8), 422-439
Open this publication in new window or tab >>Making Merit Work at the Entrance to the Engineering Workforce: Examining Women’s Experiences and Variations by Race/Ethnicity
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2021 (English)In: Sex Roles, ISSN 0360-0025, E-ISSN 1573-2762, Vol. 85, no 7-8, p. 422-439Article in journal (Refereed) Published
Abstract [en]

This study utilizes interviews from 22 young female engineers from diverse racial/ethnic backgrounds as they first entered the White and male-dominated engineering labor force with the goal of examining: (1) how these women endorsed a gender- blind frame that characterizes their workplaces as fundamentally meritocratic, and alternatively, (2) how they named gender as relevant or salient to experiences and interactions at work. Drawing on the insights of intersectional scholars to answer the previous questions, the study calls attention to how the invocation of these frames differed for women of color compared to their majority White female peers. Results revealed that most respondents strongly endorsed the idea that engineering workplaces are meritocratic and that their gender is not relevant. However, there is also evidence of racial divergence in the themes expressed. For example, some White women expressed a narrative contradictory to meritocracy, discussing their workplaces as like family, while in contrast, women of color often expressed uncomfortable experiences of standing out. Overall, the results suggest that female engineers’ tendency to disavow, either explicitly or implicitly, that discrimination and bias occurs in their workplaces, likely contributes to continued gender and racial inequality; subsequently, programs and interventions to facilitate awareness of inequality are critically needed.

Place, publisher, year, edition, pages
Springer, 2021
National Category
Gender Studies
Identifiers
urn:nbn:se:mau:diva-50278 (URN)10.1007/s11199-021-01233-6 (DOI)
Available from: 2022-02-17 Created: 2022-02-17 Last updated: 2022-02-17Bibliographically approved
Doerr, K. (2021). Testing and cheating: technologies of power and resistance. Cultural Studies of Science Education, 16(4), 1315-1334
Open this publication in new window or tab >>Testing and cheating: technologies of power and resistance
2021 (English)In: Cultural Studies of Science Education, ISSN 1871-1502, E-ISSN 1871-1510, Vol. 16, no 4, p. 1315-1334Article in journal (Refereed) Published
Abstract [en]

Cheating, a form of academic dishonesty, is commonly regarded as a problem in science education. This inquiry theorizes cheating not as a moral failing on the part of students or a lack of surveillance by teachers but rather as a resistance to testing. Ethnographic data from a university physical science department, analyzed with Michel Foucault’s theory of governmentality, suggests testing as a technique of disciplinary power to produce normalized cases, schooled subjects of a certain type. The resistance of cheating is an assertion of agency within inequitable power relations. As such, cheating and testing are mutually constituting. This inquiry aims to trouble the notion that testing is educationally beneficial by discussing how testing may be placing students in morally compromised positions and teachers in morally complicit positions.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Governmentality, Pedagogy
National Category
Social Sciences
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-50610 (URN)10.1007/s11422-021-10048-6 (DOI)
Available from: 2022-03-14 Created: 2022-03-14 Last updated: 2022-03-15Bibliographically approved
Ahonen, P., Blomberg, A., Doerr, K., Einola, K., Elkina, A., Gao, G., . . . Zhang, L. E. (2020). Writing resistance together. Gender, Work and Organization, 27(4), 447-470
Open this publication in new window or tab >>Writing resistance together
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2020 (English)In: Gender, Work and Organization, ISSN 0968-6673, E-ISSN 1468-0432, Vol. 27, no 4, p. 447-470Article in journal (Refereed) Published
Abstract [en]

This piece of writing is a joint initiative by the participants in the Gender, Work and Organization writing workshop organized in Helsinki, Finland, in June 2019. This is a particular form of writing differently. We engage in collective writing and embody what it means to write resistance to established academic practices and conventions together. This is a form of emancipatory initiative where we care for each other as writers and as human beings. There are many author voices and we aim to keep the text open and dialogical. As such, this piece of writing is about suppressed thoughts and feelings that our collective picket line allows us to express. In order to maintain the open-ended nature of the text, and perhaps also to retain some 'dirtiness' that is essential to writing,

Place, publisher, year, edition, pages
John Wiley & Sons, 2020
National Category
Social Sciences
Research subject
Arbete och organisation
Identifiers
urn:nbn:se:mau:diva-50886 (URN)10.1111/gwao.12441 (DOI)
Available from: 2022-04-01 Created: 2022-04-01 Last updated: 2022-04-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8600-7542

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