The aim of this paper is to discuss Gender Budgeting (GB) as a tool to contrast gender inequalities within academia. Starting from the analysis of gender imbalance in academia, the approach of the University of Trento, with particular focus on the GB, will be presented. The dynamics of academic gender inequality can be described through the analysis of three complex phenomena: i) vertical segregation (or glass ceiling), an invisible barrier that prevents women from accessing higher positions; ii) horizontal segregation, which regards uneven accessibility to scientific disciplines; iii) leaky pipeline, the progressive exit of females from the academic career path after graduation (Bevan, Gatrell 2017). The progress towards the goal of gender equality has been very slow in academia. Data show that women are still under-represented at top levels, in particular in science, technology, engineering and mathematics (STEM). According to MIUR (2019), in Italy the 55.5% of university students are women, but only the 23% of Full Professors are females. Furthermore, in engineering and technology departments, women are the 27.4% of students, whereas in general in STEM departments they are the 19% of Full Professors (MIUR, 2019). Similar evidence emerged from annual reports on equal opportunities carried out by University of Trento since 2007. According to the data analysed in the latest report (2017/2018), whereas females are the 50.2% of students, they are only the 17.4% of Full Professors. STEM fields are confirmed as areas of strong male dominance: women are fewer in numbers even in the students population (21.5%) and they are only the 8.6% of Full Professors (7 out of 81). The collected data showed huge inequalities from a gender perspective. For this reason, in 2015 the University of Trento decided to address the issue through specifically targeted actions. One of the main actions corresponds with the tool of GB, an organisational learning process, structured and networked, which is part of the strategic objectives plan of the University for the years 2017-2019. GB is a circular process, adopting a gender perspective at all levels, aimed at fostering a gender sensitive approach in order to promote the dissemination of knowledge, as well as to identify and improve best practices (O'Hagan, Klatzer 2018). The tool encompasses both the audit phase (quantitative data analysis) and the budgeting phase (definition/elaboration of new strategic policies).
Dordoni, A., Tuselli, A. (2019). The Process of Gender Budgeting: Fostering Equality in Italian Academia. A Case from the University of Trento. Intervento presentato a: Inclusive Academy Conference 2019 – Inequality vs inclusiveness in changing academic governance: policies, resistances, opportunities, Napoli.
The Process of Gender Budgeting: Fostering Equality in Italian Academia. A Case from the University of Trento
Dordoni, A
;
2019
Abstract
The aim of this paper is to discuss Gender Budgeting (GB) as a tool to contrast gender inequalities within academia. Starting from the analysis of gender imbalance in academia, the approach of the University of Trento, with particular focus on the GB, will be presented. The dynamics of academic gender inequality can be described through the analysis of three complex phenomena: i) vertical segregation (or glass ceiling), an invisible barrier that prevents women from accessing higher positions; ii) horizontal segregation, which regards uneven accessibility to scientific disciplines; iii) leaky pipeline, the progressive exit of females from the academic career path after graduation (Bevan, Gatrell 2017). The progress towards the goal of gender equality has been very slow in academia. Data show that women are still under-represented at top levels, in particular in science, technology, engineering and mathematics (STEM). According to MIUR (2019), in Italy the 55.5% of university students are women, but only the 23% of Full Professors are females. Furthermore, in engineering and technology departments, women are the 27.4% of students, whereas in general in STEM departments they are the 19% of Full Professors (MIUR, 2019). Similar evidence emerged from annual reports on equal opportunities carried out by University of Trento since 2007. According to the data analysed in the latest report (2017/2018), whereas females are the 50.2% of students, they are only the 17.4% of Full Professors. STEM fields are confirmed as areas of strong male dominance: women are fewer in numbers even in the students population (21.5%) and they are only the 8.6% of Full Professors (7 out of 81). The collected data showed huge inequalities from a gender perspective. For this reason, in 2015 the University of Trento decided to address the issue through specifically targeted actions. One of the main actions corresponds with the tool of GB, an organisational learning process, structured and networked, which is part of the strategic objectives plan of the University for the years 2017-2019. GB is a circular process, adopting a gender perspective at all levels, aimed at fostering a gender sensitive approach in order to promote the dissemination of knowledge, as well as to identify and improve best practices (O'Hagan, Klatzer 2018). The tool encompasses both the audit phase (quantitative data analysis) and the budgeting phase (definition/elaboration of new strategic policies).
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