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Solitudes of the Workplace focuses on experiences of marginalization, uncertainty and segregation created by the hierarchical structures of categories in universities and by gendered identities. Studying a wider range of women’s roles in universities than prior research, the experiences of support staff, senior administrators, researchers, non-academic administrators, and contract teachers are added to those of faculty and students. The essays show how attempts to introduce new knowledge are manoeuvered and the resistance this process can encounter, as well as the ways in which institutional policies can blur and change identities. Addressing longstanding issues such as the entanglement of gender and the assessment of merit, attention is also given to how new identities are claimed and successfully projected. Essays presenting workers' points of view reveal the confusion that occurs when official policy and everyday knowledge conflict, when processes like tenure and other status changes create troublesome realities, and when it becomes routine to experience status denigration. Within the social order of the university and its existing boundaries, gender issues of past decades sometimes surface, but all too often remain an unspoken presence. Solitudes of the Workplace is a revealing look at the isolating experiences and inequities inherent in these institutional environments.

Recently we have seen a heightened awareness of the unequal treatment of women in the academic community in general and, in particular, of how part-time, sessional, and contract positions are being used to exploit academics. Women in the Canadian Academic Tundra is a timely call for action. It is a brave testimony to the persistence and resilience of women who, against many odds, continue to contribute to the academy with energy and determination. Their touching stories will appeal to all working women as well as to scholars of social sciences and women studies, equity groups, human rights advocates, and agents of governments.

This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of anti-racism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.   Članek obravnavna obstoječe politike, povezane s preprečevanjem rasizma in diskriminacije petih večjih kanadskih univerz, in ovrednoti pobude po pravičnosti, ki so se jim zavezala vodstva univerz z namenom spodbujanja večjega dostopa in vključenosti različnih etničnih manjšin. Raziskava temelji na sekundarnih podatkovnih virih. Za pripravo članka smo pregledali strateške in druge dokumente, študijska poročila, vladno politiko in zakonodajo, revije ter druge podobne spise. Izsledki kažejo, da se, čeprav imajo univerze vzpostavljeno nekakšno protirasistično in protidiskriminacijsko politiko, namenjeno boju proti rasizmu in diskriminaciji v njihovem izobraževalnem okolju, vseeno srečujejo z izzivi ali omejitvami pri prevzemanju holističnih in inkluzivnih ukrepov za različne etnične in manjšinske skupine, ki tam študirajo. Študija se je zavzemala za spodbujanje razprav in odzivov na specifične politike, programe in prakse, vključujoča vedenja in odnose v institucionalnem in strokovnem kontekstu, ki obstajajo v boju proti rasizmu in diskriminaciji. Ugotovitve so lahko v pomoč akademikom, oblikovalcem politik in skrbnikom, da razvijejo svoje razumevanje institucionalnega rasizma, da prepoznajo izzive in sprejmejo ukrepe, ki bi to naslovili.

Bourdieu's theory of cultural and social reproduction—with its core concepts cultural capital, habitus, practice and field—is a leading account of the intergenerational persistence of educational inequality. Although numerous studies examine the relationship between class, cultural capital and academic outcomes, and some focus on gender differences in cultural capital, few attempt to operationalize Bourdieu's accompanying concepts of habitus and practice, and to consider gender differences along these dimensions. The present study addresses these gaps by examining a \"structure-disposition-practice\" model of the relationships between family socioeconomic status (SES), sex, habitus, academic practices, and academic achievement using multilevel Canadian data. Findings of SES and gender differences in the model offer qualified support for the potential of Bourdieu's framework to help increase our understanding of class and gender disparities in educational outcomes. Results suggest that habitus, practice and the \"structure-disposition-practice\" model are not only theoretically sophisticated, but also empirically sustainable and that future efforts to more precisely measure the model's concepts and relationships are warranted.

Women are underrepresented in the professoriate compared to men; this study was designed to examine whether systemic barriers associated with parenting discourage women from pursuing academic careers. Data from 468 female and male graduate students were collected through an online questionnaire. More men than women intend to pursue academic careers. Parenting and mobility issues--but not research or teaching issues--were more negatively associated with entering the professoriate for women than for men. However, women were not more interested in having children than men were. Results support the hypothesis that women self-select away from academia in response to perceived systemic barriers related to parenthood. To ensure quality and equity in academia, universities should enact policy that addresses the realities of childbearing and childrearing women. [PUBLICATION ABSTRACT]

Using a sample of women natural sciences and engineering (NSE) faculty members from 13 Canadian universities, we investigated the impact of women academic leaders on women professors’ perceptions of gender bias. Logistic regression analyses indicated that professors who perceived more workplace gender bias were more likely to feel that they needed to work harder to be seen as legitimate scholars than those who perceived less gender bias. However, professors who perceived that women were better represented amongst their faculty/college and university leadership were significantly less likely to feel that they needed to work harder for legitimacy than those who perceived greater gender bias in leadership. These results suggest that addressing gendered university hierarchies may moderate the impact of gender bias on women in NSE units.

The history of coeducation in U.S. higher education is explored through an analysis of a database containing almost all 4-year undergraduate institutions that operated in 1897, 1924, 1934, or 1980. The opening of coeducational institutions was continuous throughout its history, and the switching from single-sex was also fairly constant from 1835 to the 1950s before accelerating in the 1960s and 1970s. Older and private single-sex institutions were slower to become coeducational, and institutions persisting as single-sex into the 1970s had lower enrollment growth than those that switched earlier. Access to coeducational institutions was associated with increased women’s educational attainment.

Dans cette étude, nous avons analysé les données de Statistique Canada sur les taux d'inscription et de diplomation dans les universités, de 1979 à 2004. Nous avons utilisé des indices d'association par discipline pour mesurer la sous-représentation ou la sur-représentation des femmes dans certaines disciplines par rapport à la répartition des sexes observée dans l'ensemble des disciplines. Nos résultats révèlent certaines constantes de convergence et de divergence, mais montrent surtout une permanence dans les chiffres reliés à l'intégration des sexes. Un indice global d'association relatif aux inscriptions indique que, en 25 ans, la ségrégation des sexes n'a diminué que de 5 % ; dans le cas de la diplomation, le chiffre est de 13 %. L'accroissement spectaculaire du nombre d'inscriptions chez les femmes, de même que celui du nombre de diplômes qu'elles obtiennent, ne s'est donc pas traduit par une intégration des sexes correspondante dans la plupart des disciplines. Cela suggère que les inégalités entre les sexes dans le domaine des études supérieures continuent de perpétuer des inégalités sur le marché du travail. /// We examine 25 years of Statistics Canada data on university undergraduate enrolment and gradation rates from 1979 to 2004 by employing field-specific indices of association that measure the under- or overrepresentation of women in a particular field relative to the gender composition in all fields. Our findings reveal patterns of convergence and divergence but, most consistently, of steadiness with respect to gender integration. An overall index of association for undergraduate enrolment indicates that over 25 years gender segregation has decreased by only 5 percent. The comparable figure for degree completion is 13 percent. Spectacular increases in enrolment and completion by women have not been translated into gender integration within most fields of study, suggesting that different structures of opportunities within higher education continue to perpetuate gender inequities in the labour market.